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Engaging Families & Children: Practical Tips
Training Dates: March 18 & April 1 2015
Presenter: Melissa Cole, MSW, LCSW-C
Why do we choose to do this work?
What makes this type of work important to us?
Personal Values
Personally Affected
Desire to Help Others
Need to Contribute to the CommunitySpiritual Calling
Professional Career
Personal or Professional Development
Additional Income
Other……
Why do families choose to work with us?
The Working Relationship.Regardless of:
How the families reach us Their unique presenting
problems The length or type of services The number of workers
involved The team members Other…..
It is ALL about:How meaningful services are to the familyWhat the family gains from servicesHow ‘easy’ service participation is for the family
‘RELATIONSHIP’ consists of:
Commitment +Relating +Knowledge +Skills…………+ = Engagement
Engagement leads to positive outcomes!
What Brings BSF Staff & Families Together?
Core Principles of BSF Programs
Establishing TrustActive listening
AssessingCommunicating
Assisting / MentoringCrisis Intervention
Coaching / ModelingAdvocatingEducating
Maintaining SafetyFocusing on Strengths
Core Elements of Effective Helping Relationships
Availability Knowledge Flexibility Communication Time Trust Responsibilities Positive attitude Humor Respect Strengths
HopeForgivenessBoundariesDefined RolesReciprocityReliabilityHonestyEmpathyConsistencyAuthenticityHumilitySafetyOther…..
What Do We Often Take for Granted? Some ‘common sense’ things we often overlook:Remember: we are guests in their lives
their participation in services is a gift –not aguarantee
Courtesy goes a long way: confirm each appointment day/time; be flexibleUse preparatory empathy:
put ourselves in ‘their shoes’Select our words carefully
interactions shape the relationshipFollow our purpose / we must stay on task
we are more than friendly visitors!Do NOT make assumptions
we have the responsibility to seek clarification & to set the tone for authentic interactions
More Items We Often Take For Granted…. Maximize ‘teachable moments’ & apply them to the IRP
Using ‘here and now’ examples makes the treatment plan ‘real’
Be open minded / look for creative solutionsSolution focused & strength based interventions
Think like we are a member of a team…because we are!Be mindful of other providers working with the family & make sure we are collaborating
Utilize anticipatory guidance / review next steps together For example: changes in service delivery or plans for
discharge
Alert the supervisor to ANY safety concerns Be familiar with agency protocols regarding safety issuesDiscuss observations, disclosures, questions we have on this topic
Normalize ‘taboo topics’We have a responsibility to help families talk about tough topics in constructive and productive ways (ie: sex, disabilities, violence, discipline, etc…)
How Do We Make the Most of Our Interactions?
What we say• We must be purposeful in our
communication
How we say it• Verbal• Non-verbal
Active Listening: • Words• Behaviors• Feelings
Role Modeling / Action• Take time to teach• Celebrate accomplishments • Lead by example
What is Active Listening?
RelatingAttitude
Do thoughts & behaviors match?Type of communicatorInvestment in services
Planning & ReflectingPersonal & Family Values
Self ImageSelf-Esteem
DoingTreatment PlanningProcess of Change
Current Problems & Obstacles
Reacting / “Fight or Flight”
Identifying, Owning & Managing FeelingsTriggers for Feeling States
.
EMPATHY: identification with and understanding of another’s situation, feelings and motives.
Perspective and Engagement
Perspective = Connection
Once connected, rapport begins
Rapport provides opportunities for effective communication
Once communicating, engagement is built through
the development of trust, respect & reliability
We must recognize differences & while also finding common
ground
How Can We Use Our Perspective?Key questions to consider as we build & maintain
relationships: What is the purpose of my contact? Have I communicated my purpose clearly? Do we share the same agenda? Do we have the same priorities? Do we share the same definitions for common concepts, words & goals? Are our roles well defined? Am I demonstrating my role, my purpose & my professional boundaries
through my words and actions? Is the treatment plan on target or in need of adjustment? How well does the family understand, apply & ‘buy in to’ the treatment plan? What’s working/successful in the working relationship? Has the success been
discussed/acknowledged? Have mistakes been addressed? What obstacles are blocking progress in the working relationship? What new information has come to my attention that needs to be addressed? What risk factors/safety concerns do I need to consider for each relationship?
What Differentiates Us? Cultural/Racial/Ethnic Identity Tribal Affinity Nationality Acculturation/Assimilation Socioeconomic Status / Class Language Education Literacy Family constellation Social history Perception of Time Health Beliefs
• Health / Mental Health• Beliefs about Health/Mental
Health• Values• Age Cycles• Life Cycles• Gender & Gender Identity• Sexual Orientation / Identity• Religion & Spiritual Views• Spatial & Regional Patterns• Political Orientation
&Affiliation
Engagement and BoundariesWhy are boundaries so important?They set the framework for us to talk about:
Our roles & responsibilities The services being delivered Our expectations for the working relationship Limits of confidentiality , privacy & safety issues
They help us focus on our responsibilities to the client
The treatment plan is central to all communications
They reduce ‘compassion fatigue’ We don’t get overwhelmed as easily when we’re attentive
to our limits
They establish parameters for legal & ethical behavior
When in question, consult the regulations / agency protocol / supervisor
They support regulatory & reporting requirements
Our timelines for home visits, reports & other services
Key Components of Boundaries
What we say How we say it The meaning behind our communications
Limits of Confidentiality Privacy Informed Consent Client’s right to self-determination Competence (including cultural competence) Conflicts of interest Dual relationships Record keeping & treatment planning Personal values Desire to ‘rescue’ to ‘be friends’ or to ‘be liked’ by
the family
Roadblocks to Successful Engagement
Making assumptions Giving advice Judging Making the work about us Placing blame Picking favorites Doing favors Breaking confidentiality Arguing Saying: ‘I told you so’
Avoiding tough topics Lack of preparation Becoming friends Blurring boundaries Pride Embarrassment Stress One sided thinking Frustration / Impatience Ignoring ‘taboo’ topics
Active Characteristics Passive Characteristics
Unique Factors Influencing Engagement
Involvement of Multiple Systems
• Medical / Health• Academic / Vocational• Mental Health / Psychiatric
Cultural Differences• Unique relationships with families
Parental Functioning• History or current stressors from:
Substances Victimization / Perpetration Mental Illness
How do the Unique Factors Play a Role?
Families are often in crisis Previous coping skills are not effective Sense of urgency to resolve problems Confusion / fear / intense emotions Sometimes socially isolated & vulnerable
Psychiatric conditions are impactful Untreated conditions complicate engagement Treated conditions require special
consideration
Workers may represent unresolved issues We are symbols of prior working relationships
Life is dynamic Engagement, assessment, intervention &
outcomes are processes
Parent/Guardian Functioning Up Close
Substances Victimization /
perpetration / trauma
Mental illness Involvement of
other services Other…
Stress management Can be easily overwhelmed
Judgment Often impaired or limited due to stress
Frustration tolerance Many times low tolerance for stress
Empathy Often self-absorbed due to unmet needs
Personal boundaries Concept of privacy or intimacy is often
blurred Rational thinking
Emotional flooding or cognitive distortions
Social stability Multiple relocations, losses & abrupt
transitions Intimate relationships
Anxiety often drives behavior
Impact Issues = effects on coping
What Issues Require Immediate Attention? Important Topics:
Limits of Confidentiality
Privacy Personal Safety Public Safety Boundaries Dual Relationships Misinformation Misunderstandings Different Expectations
Things to Consider/Steps to Take:
Gather Information Document what is seen Contact the Supervisor Follow State Regulations Follow Agency Protocol Problem Solve the
Situation Implement Crisis
Intervention Take care of self
Some Engagement & Boundary Questions to Consider
When I’m asking questions about the family’s life & routines, how do I remain respectful of the family’s right to privacy & determination about what information to share? What information do I have the right to know?
When is it OK for me to disclose something personal with the family? What if the family invites me to dinner or to a family event? Is it ever OK to support a
family by forming a friendship with them? What if I don’t feel comfortable with something the family is doing in their home.
Should I say something? How would I bring it up politely/respectfully? When is it OK to give a hug or to put my arm around a client? What if I suspect child maltreatment or a safety concern in the home? How do I bring
up the limits of confidentiality in a way that supports the family and follows the law? What if I feel like a co-worker is crossing a boundary? When is it OK for me to give advice to a family? Is it ever OK to give a family money or personal gifts?
Helpful Websites
National Association of Social Workers http://www.socialworkers.org/pubs/code/code.asp
National Association for the Education of Young Children http://www.naeyc.org/about/mission.asp
National Early Childhood Technical Assistance Center http://www.nectac.org/~pdfs/pubs/assuring.pdf
Division for Early Childhood Code of Ethics http://www.campbellsville.edu/Websites/cu/Images/Academics/Education/Documents/ECE/Cod e%20of%20Ethics_updated_Aug2009.pdf
American Counseling Associationhttp://www.counseling.org/resources/aca-code-of-ethics.pdf
ASHA Code of Ethics http://www.asha.org/docs/html/ET2010-00309.html
Select References Allen S.F., Tracy E.M. (2008). Developing Student Knowledge and Skills for Home-Based Social
Work Practice. Journal of Social Work Education, Vol. 44 No. 1 p. 125-143. Boland-Prom K., Anderson S.C. (2005). Teaching Ethical Decision Making Using Dual
Relationship Principles as a Case Example. Journal of Social Work Education, Vol. 41 No. 3 p.495-510.
Jacobson, G.A. (2002). Maintaining Professional Boundaries: Preparing Nursing Students for the Challenge. Journal of Nursing Education, Vol. 41, No. 6 p. 279-281.
Joanne Bardnt- ACSW LCSW (2008). Clinical Associate Professor Emerita Social Work Field Program, University of Wisconsin- Milwaukee.
Gray, M. Gibbons, J. (2007). There are no Answers, Only Choices: Teaching Ethical Decision Making in Social Work. Australian Social Work, Vol. 60,. No.2 p. 222-238.
Kagle, J.D., Giebelhausen, P.N. (1994). Dual Relationships and Professional Boundaries. Social Work, Vol. 39 No. 2 p. 213-220
Lea, D. (2006). “You Don’t Know Me Like That”: Patterns of Disconnect Between Adolescent Mothers of Children with Disabilities and Their Early Interventionists. Journal of Early Childhood, Vol. 28 No. 4 p.264-282.
Reamer, F.G. (2003). Boundary Issues In Social Work: Managing Dual Relationships. Social Work, Vol. 48, No. 1 p. 121-133.
Rosin, P., Whitehead, A., Tuchman, L., Jesien, G., Begun, A. (1993). Strategies for Dealing with Unexpected Immediate Needs or Crisis. Partnerships in Early Intervention: A Training Guide of Family-Centered Care, Team Building, and Service Coordination.