Coaching the Integration of SOS SDM UC Davis Webinar

Coaching the Integration of SOS/SDM UC Davis Webinar September 14, 2012 Heather Meitner, LCSW Heater. Meitner@nccdglobal. org www. nccd-crc. org 1

Learning Objectives • To review ways Safety Organized Practices integrate with Structured Decision Making tools • Reflect on coaching activities to support integration • Make a plan to “try on” something new as a coach 2

COACHING Shared Definition a process by which the coach creates structured, focused interaction and uses appropriate strategies, tools and techniques to promote desirable and sustainable change for the benefit of the learner, in turn making a positive impact on the organization. adapted from Mink, Owen and Mink 3

Essential Skills and Activities Enrollment Questions Reflection Feedback Relationship building Communication among all parties 4

The Dialogue Structure What will we be doing together? Purpose Agreements Context Describe concretely. What will we both need to do to make this process successful? Push the superficial limits… will there be an agreement about how we work through differences? What is happening outside of the Elicit competing priorities and room that pulls you away from commitments what we are doing together? which might be a barrier against the work. Do you feel that everyone who Acknowledge Supervisor’s role and Networks/Stakeholders needs to be here is here? Who how it is different from your own as else needs to be here? a Coach. Desired Outcomes What do we want to walk away with today? Describe concretely: a goal plan, a decision, etc. Content Coaching to integrate SDM into worker’s SOP practice Outline concrete skills worker will do and write it down Next Steps What will you try on and by when? How can I support you? Scale willingness, confidence, and capacity? What worked? What didn’t? ∆ s are upgrades or something that needs to be different. It is not necessarily a negative or a detraction. +/∆ Feedback 5

SOP ROLLING AGENDA PURPOSE 3 Questions and Safety Mapping To get everyone on the same page regarding worries and what’s worked well Three Houses To include the child’s voice on three questions in Safety Map Danger Statement/Safety Goal To reach shared understanding/ agreement about why we’re involved and what it needs to look like to end Safety Circles To build network of support (informal) Safety House/Future House To elicit what would need to happen for the child to feel safe in the household and include specific rules created by the child in the safety plan Safety Planning with Network To co-create detailed on the ground day-today safety plan and network monitors plan implementation and success +/∆ Feedback Reflect on what we did well and what we’d like to upgrade (worker always goes first!) 6

Goal of the Coach SDM SOP Equity Participation Fairness Consistency Understanding Agreement Coaches are trying to build workers’ skills in both areas! 7

How Do They Work Together? Safety Assessment Risk Assessment FSNA Reunification Assessment Safety-Organized Practice Principles Solution-focused Interviewing, Mapping, Three Houses, Danger Statements, Goal Statements, Expanding Networks, Safety Planning Is the child safe right now? How likely will this family come back to our attention? What may get in the way of future safety? Can the child go home & stay home? 8

Using the SDM tools in Coaching For every individual or group coaching session we can reference the tools: 1. Ask them what decision they are trying to make? 2. Can we have the tool that speaks to that decision in front of them in the moment? 3. Coaches should carry the SDM manual in their bag! 9

What Information Is Needed? Check the relevant SDM® tool! All information Information learned Information needed for decision at hand 10

Coaching the SDM® System link with Safety Mapping 11

How They Work Together in Mapping: What is the scope of our interview? What are we worried about? What is working well? Harm: Safety: Complicating Factors: Strengths: What needs to happen next? 12

How They Work Together in Mapping: What is our agreed-upon threshold? What are we worried about? What is working well? Harm: Safety: Complicating Factors: Strengths: What needs to happen next? 13

Coach as The Voice of SDM® Check your SDM handout! 14

The “Voice” of SDM should ask to pause if: • The group is spending more than a few moments on information that is not relevant. • The group is getting stuck on whether something is a danger v. complicating factor/ or a strength v. safety. • The group is mis-identifying something as a danger or complicating factor or safety or strength. • The group is moving toward “what needs to happen” before covering all relevant information. 15

Coaching the SDM® System link with Danger Statements and Safety Goals 16

Coaches can Use SDM to Get to the Core Issue • The SDM system can help you to very quickly identify the core safety threat, or danger, to the child. • Finding the core means helping workers sort through the complicating factors to get to the most critical safety threats facing the child. • Once this is done, identifying the danger statement and safety goal is much easier. 17

The SDM® System Can Be a Shortcut to Constructing a Danger Statement Facts Definition • What facts are present that led you to consider marking an item on the SDM safety assessment? • Check the definition – does it meet the criteria? • Use the facts that led you to the item and its definition as a starting point for constructing your danger DS+ SG statement and safety goal. 18

The SDM® System Can Help Construct the Danger Statement & Safety Goal Facts Definition Danger statement • Father, Jim, gets drunk to the point of passing out three nights in a row when he is the sole caregiver of 4 -year-old Sam. • The caregiver has abused legal or illegal substances or alcoholic beverages to the extent that control of his/her actions is significantly impaired. As a result, the caregiver is unable, or will likely be unable, to care for the child; has harmed the child; or is likely to harm the child. • CWS is worried that Jim might get drunk again when he is the only one watching Sam, that Jim “might black out, ” and that Sam could get scared or seriously hurt. • Jim will work with a network of family, friends, and professionals to make a plan that will show everyone there will always be a sober adult watching Sam. Safety CWS will need to see this plan in place and working continuously for six Goal months to know the plan will continue once CWS withdraws. 19

Linking Danger and Risk • What exactly are we worried about? (The danger statement) Risk • How worried should we be? (Risk level) Danger 20

Goal setting around creating solid danger statements • On a scale of 0 – 10, how do you currently rate your ability to help the family create danger statements? • What would it look like if you were to bring that rating up by one? • Tell me how you would be doing this with families? What do you need to try this out? How often? • What elements would be in your danger statements? • On a scale of 0 – 10, how confident are you that you’ll be able to achieve this goal? • What additional support will you need? 21

Coaching around Networks and the SDM® System 22

Coaching the Bottom Line NO Network Plan Workers can’t create safety only with the people they are worried about. 23

SDM® Protective Capacities 24

SDM® Safety Interventions 25

SDM® - FSNA - Caregiver 26

SDM® - FSNA - Child 27

Goal setting around rigorous plans • On a scale of 0 – 10, how do you currently rate your ability to help the family create a rigorous safety plan? • What would it look like if you were to bring that rating up by one? • Tell me how you would be doing this with families? What do you need to try this out? How often? • How would rigor get reflected in the case plan language? • On a scale of 0 – 10, how confident are you that you’ll be able to achieve this goal? • What additional support will you need? 28

Address the critical concerns: Asking hard questions What would Adam say if he was here? How willing and able are parents to do this? What will we do if the network member doesn’t come through? What if his father won’t stay away? On a scale from 0– 10 where 10 is safe and 0 is danger, where do you think things are right now? What would be have to happen to increase the number by 1? What will get us to the 10? A rigorous plan! How are we going to know any of this is really working? ? ? 29

Coaches can help keep the case plan focused on ACTS of protection Who? Will do what? How will we know it is working? A list of services is not a safety plan! 30

Ask: What is the role of services? • Services are to support caregivers to take steps toward safety. • People do need help. • When workers want families to start attending services, be clear to yourself and the family: What actions within the family are you hoping will change as a result of this service? Remind them that services are a means to an end. That end is sustainable safety for the children! 31

Coaches can check for agreement on at least a provisional plan “People support what they have a hand in creating. ” - Margaret Wheatley 32

Reach Agreement on at Least a Provisional Plan: GRADIENTS OF AGREEMENT (Kaner, 2011) VETO NEUTRAL I won’t do that plan. I don’t have strong feelings either way. 1 2 RELUCTANT BUT WILLING I don’t like it, but I am willing to try it. 3 FULL ENDORSEMENT I love this plan! 4 5 SUPPORTIVE I really like this plan. 33

Coaching workers to bring it back to the children Empowering children and giving them a voice is an example of a Trauma-Informed Practice! 34

Voice of the Children Questions coaches can ask to integrate SDM/SOP: • Are the C & D child strengths and needs items marked on the FSNA being addressed by the caregivers and network members in the plan? • Are the behaviors caregivers need to be doing to meet the children’s needs they shared with us in the Three Houses or Safety House concretely described in the plan? 35

Goal setting around practice with children • On a scale of 0 – 10, how do you currently rate your ability to elicit the child’s voice in your work? • What would it look like if you were to bring that rating up by one? • Tell me how you would be doing this with kids? What do you need to try this out? How often? • On a scale of 0 – 10, how confident are you that you’ll be able to achieve this goal? • What additional support will you need? 36

What to Focus on in Coaching • Building working agreements • Is the plan rigorous enough? (FSNA topics? ) • Is learner engaging family? • What are they all doing to keep the kids safe? (how) • Danger statement & SDM risk level • How will we know it is working? For how long? • Safety goal (what) (safety & risk reassess level? ) • Who is in the network? (enough to cover needs? ) 37

How to Focus on Them • Check for understanding & agreement • Ensure you have enrollment before you dive in • Allow learner to reflect before you do • Give direct skill-specific feedback • Present options for consideration • Scale willingness, confidence & capacity for each goal • Plus/Delta 38

Coaching around Documentation and Court and the SDM® System 39

How Mapping and the SDM® System Guide Case Notes What should happen next? Which factors apply? Which elements from the definition apply? Narratives What are we worried about? Which SDM tool applies? SDM Mapping What’s working well? Document the facts present in the family that support each element. Use three questions and the SDM elements as your guide. 40

Check the SDM® Reassessments 41

Safety-Organized Practice Element What it is/does What a worker should be able to describe Three Houses/Safety House SDM Safety Assessment Safety Map – Three Questions Harm Statement Danger Statement See Reference Sheet Handout! SDM Risk Assessment SDM FSNA Safety Goals Safety Networks 42

Trying it On What’s one new thing you’ll try as a result of today’s webinar? As a Coach, what additional support might you need to feel more confident? 43

Plus/Delta Feedback +/Δ Plus = What was effective in this webinar? Delta = What would you recommend be upgraded? 44