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What works in child welfare

What works in child welfare. Social worker contact The heart of the job. What works?. The relationship between the caseworker and the family Parent child visits Involvement of foster parents. Hubble Duncan & Miller (1999) APA 4 Common Factors in Treatment.

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What works in child welfare

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  1. What works in child welfare Social worker contact The heart of the job

  2. What works? • The relationship between the caseworker and the family • Parent child visits • Involvement of foster parents

  3. Hubble Duncan & Miller (1999) APA4 Common Factors in Treatment

  4. Compare to fed studyWhat specific actions work? -Establishing open, honest communication with parents -Requesting family participation and feedback in the planning process -Providing instruction and reinforcement in the performance and completing of mutually agreed upon activities. Family Reunification: What the Evidence Shows at www.childwelfare.gov

  5. So lets start with the concept of motivation • We have changes our thinking about it • Used to think that they are motivated or not and there is not much you can do about it • A person is motivated if they agree with the social worker • Confrontation, Advice, or threats of consequences are the best way to bring about change

  6. Let’s see if persuasion worksPersuasion Exercise • Explain why a participant should make a change. • List at least 3 specific benefits to make this change • Tell the participant how to change • Emphasize how important it is for them to make the change • Tell the person to do it!

  7. Persuasion Exercise Part 2Using an engagement motivational approach • Ask “ Why do you want to make this change?” • “How might you go about it in order to succeed?” • “What are the 3 best reasons to do it?” • Summarize what you heard? • Ask “What will you do next?

  8. Engagement is aboutSeeing the Motivators andTalking Motivators WII-FM

  9. What are people’s motivators? • They are deep, what really matters • Different strokes for different folks • They can be what you are, want to be, dreams • They are how you engage people • How you facilitate hope • Reasons to make the change? • What questions do you ask to find them?

  10. Where to start Change is about the ERR Elicit Recognize Reinforce

  11. ElicitHow do you get people to talk! Open ended questions Questions the encourage discussion and leave a broad latitude for how to respond

  12. Got it right when:They are the ones talking Let them do the heavy lifting

  13. Requires us to be In the moment Thinking only about what they are saying

  14. ThenExplore and Recognize • Reflect what you hear. • Wonder with them, explore, look for ambivalence and reflect both sides • Trust the process, this is actually faster • Look for what has worked, build confidence, look for solutions

  15. What if we are stuck on “I will not...” Focus on both your interest

  16. Interest vs. Position • Position is What I want • I want an orange • I don’t want to go to parents ed • I want my drugs • Interest is Why I want it • Why the orange • What don’t you like about parent ed? • What does the drug do for you?

  17. Which was more successful? • Changing behavior changes people • Focus on what needs to happen • Ask questions that look for solutions from their world

  18. Solution Focused interviewing • “When” rather than “If” • Coping Questions • Exception Seeking Questions • Scaling questions • Miracle Question

  19. What questions can I ask that assess for safety, permanency and well-being and remember the child’s development

  20. TOOL: Developmental Approach to Assessing Safety, Permanency and Well-being with families • For each of the major child developmental groups • Quick reminder child development • ? assess well-being and permanency • ? To review Safety concern • Age appropriate questions for worker to ask children in the home • ? Ask well-being • ? Ask Safety

  21. Contact with children

  22. Relationship of Caseworker Visits with Children and Outcomes in the CFSR • A “strength” rating for caseworker visits with child was significantly associated with “substantially achieved” ratings for 5 of the 7 outcomes. • Children are safely maintained in their homes when possible and appropriate. • Children have permanency and stability in their living situations. • The continuity of family relationships and connections is preserved for children. • Children receive appropriate services to meet their educational needs. • Children receive adequate services to meet their physical and mental health needs.

  23. Relationship betweenCaseworker Visits with Childrenand Other Indicator Ratings in First Round of CFSR Achieving the permanency goal of other planned living arrangement Achieving placement with siblings Preserving children’s connections while in foster care Maintaining the child’s relationship with parents Assessing needs and providing services to children and families Significant relationships were also found between caseworker visits with children and . . .

  24. Relationship betweenCaseworker Visits with Childrenand Other Indicator Ratings in First Round of CFSR Providing services to protect children in the home and prevent removal Managing the risk of harm to children Establishing permanency goals Achieving reunification, guardianship and permanent placement with relatives Significant relationships were found between caseworker visits with children and . . .

  25. Relationship betweenCaseworker Visits with Childrenand Other Indicator Ratings in First Round of CFSR Involving children and parents in case planning Caseworker visits with parents Meeting the educational needs of children Meeting the physical health needs of children Meeting the mental health needs of children Finally, significant relationships were also found between caseworker visits with children and . . .

  26. Child and Family Services Improvement Act of 2006 • Requires at a minimum – • That children in care are seen at least once a month by their • case carrying worker • That the visits be purposeful and focus on issues pertinent to case planning, child safety, permanency and well-being • The majority of those visits occur in the child’s residence.

  27. Goal by Oct 1, 2011 Federal Target At Least 90% Of Children in Care Are Visited Every Month 50% Or More Of The Visits Occur In The Home

  28. Preparation Engagement/ The Visit Next Steps Assessment Commitments The Cycle of Conducting Purposeful and Meaningful Caseworker/Child Visits

  29. Worker/Child Contact Step One: Preparation • Schedule visit. (Some unannounced visits?) • Review case information. • Identify issues related to safety, permanency and well-being. • Review case plan goal • Prepare an agenda –your goal and prepare questions. • Inform the child and caregiver about the agenda. • Prepare yourself.

  30. Worker/Child Contact Step Two: Engagement/The Visit • Warm-up • Establishing the purpose of the visit • Making the connection with the child • Alone time • Gathering the information

  31. Activity: “Interpersonal Skills with Children” Think about a child who is of the age assigned your group. How can you demonstrate genuineness, empathy and respect in your work with him/her? Write one question engage the child

  32. TOOL: Safety, Well-being and Permanency checklists • For each of the major child developmental groups • Questions for worker contact with caregivers • Assessing the caregiver’s ability to help the child through the transitions, parent child visits, etc. • Age appropriate questions for worker contacts with children • Assessing the child’s transition, quality of out of home care

  33. Ensuring Safety, Permanency and Well-Being: Suggestions for conducting contacts with children and caregivers • Tool based on a child’s developmental age • Suggestions on how to talk to the child about safety, permanency or well-being issues • Look at your age group’s tool. • What's different • What’s the same

  34. Worker/Child Contact Step Three:Assessment and Commitments • Assessing information gathered during visit. • Making commitments and plans with the child. • Sharing information with the caregiver.

  35. Worker/Child Contact Step Four: Next Steps • Consulting with supervisors and other experts. • Documenting visit. • Implementing case plan decision/services. • Beginning the preparation step for the next visit.

  36. Basic Elements 5 questions Who participated in the visit? What was the purpose of the visit? What type of contact Where did the visit occur? When did the visit occur? page 5

  37. The w’s Who Who What Where When WHY

  38. What do you want to take back? • What do you want to try? • On what case? What would be the benefits? • What would be the first steps, who could help you?

  39. Thank-you for what you do! You are doing such important work!!!!

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