Welcome Back

Day 2

Recap

Coaching in Child Welfare

In Child Welfare, coaching will look a bit different than coaching in other areas or fields as there are mandates, laws, and issues of compliance. It is extremely difficult to be 100% purely reflective in all formal and informal coaching sessions.

Keeping the requirements and mandates in mind, there is still ample opportunity to

integrate coaching and reflection into supervision.

The Parallel Process

Working through complex emotions whilebeing held in a safe space allows thepractitioner to experience the very sort ofrelationship that he or she is expected toprovide for families. Dr. Kristie Brandt

Practitioners need support and respect of the kindthat we are asking them to give to parents.

Brazelton, O’Brien & Brandt, 1997

Providing supportive relationships to another is easier when you experience them yourself. Parlakian and Seibel, 2002

If staff are to be empathic, broad minded, collaborative and respectful, they need those qualities in supervision.

Heffron and Murch, 2010

Change

Explicit

Implicit

Kristie Brandt

Examples

Supervisor/Manager as CoachBuild trust with the learner, creating a space where the learner cantake risks without fear of mistakes being noted in performanceevaluations, etc.

Set clear boundaries and clarify how performance concerns willbe addressed should they come up.

Observe and understand the learner’s strengths, progress, and areas of improvement. Since all individuals learn differently the ability to identify strategies for engaging learners is equally important.

Assist the learner in identifying and appreciating own strengths and ability to overcome challenges. Practice clarifying, active listening, summarizing, encouraging, and giving feedback. Challenge values, assumptions, and business practices in a non judgmental way. Identify and manage resistance and assist the learner in imagining new possibilities.

Creating specific, uninterrupted time to meet monthly with the learner

Snapshot of the Coaching Process

Every session will look different depending on the content

- Establish Agreements- Coaching Goal Development- Content - Development of Next Steps- Feedback

Establishing Agreements• Discuss what agreements need to be in place in

order for the learner to be open and honest• Discuss confidentiality and anything that might

be shared• Express your commitment to the learner• Creating a learning environment• Customize with each learner• Ask what the learner needs from you to get the

most from the relationship• Check in to see if the agreements need updating

before each coaching

Coaching Goal Development

At the end of the coaching session, what does the learner hope to gain?

Content• Listening• Curiosity• Powerful Questions• Clarifying• Acknowledgment • Championing• Uses the “sandwich” method to provide feedback• Deeping their learning • Coach the person not the “problem”

Development of Next Steps

• Clarify what the learner will do next• Ensure the goals are SMART (specific,

measurable, achievable, relevant and time limited

• Ask the learner to commit to their next steps• Be clear about– What the learner will do– When they are going to do it– How you will know they did it

Feedback

• Be open to feedback• Elicit feedback from the learner• Ask how the experience was for the learner• Ask what worked well for the learner• Ask if there are ways you can support the

learner differently

Putting it all together

Review the Development Tool

Practice

Pick a partner!

– Learner (acts from scenario)– Coach

Scenario #1• A worker in your unit is struggling working with a

particular parent. The worker expresses frustration about trying to work with the parent. This parent (mother) is struggling with substance abuse issues and has two children in foster care. It is unclear if the children’s mom will meet the requirements of her case plan within the mandated timelines in order for her children to be returned to her. You engage the worker in a conversation about what is going on in the relationship with that parent.

Debrief

Coach – use the development tool to rate yourself in one area of the tool.

Then debrief the experience with your partner:–What was it like to be in each role (Learner? Coach?)–Coach – share with your partner which area you marked?

• Share what you did well. –Learner - What part of the Coaches’ interaction with you during the role play was the most helpful?–Coach - What came naturally to you in the role of the coach? Most challenging?–Both - Which behaviors seemed to have positive impact? How could you tell?

Scenario #2

A worker enters your office upset that a parent’s attorney is advising the parent not to participate in a Team Decision Making (TDM) meeting. The worker feels it is crucial that the parent participate and has a voice in the decision of his child possibly being placed in out-of-home care. In this particular county, there has historically been a negative relationship between child welfare workers and parents’ attorneys.

Debrief

Coach – use the development tool to rate yourself in one area of the tool.

Then debrief the experience with your partner:–What was it like to be in each role (Learner? Coach?)–Coach – share with your partner which area you marked?

• Share what you did well. –Learner - What part of the Coaches’ interaction with you during the role play was the most helpful?–Coach - What came naturally to you in the role of the coach? Most challenging?–Both - Which behaviors seemed to have positive impact? How could you tell?

Scenario #3

A worker is in your office and is saddened about the outcome of a situation and is getting teary-eyed. You have noticed she has been under a lot of stress the last few weeks and have wondered about the impact it is having on her. During the coaching session, the phone rings at three separate times. In addition, two people knocked on the closed office door during your coaching session requesting your attention.

Debrief

Coach – use the development tool to rate yourself in one area of the tool.

Then debrief the experience with your partner:–What was it like to be in each role (Learner? Coach?)–Coach – share with your partner which area you marked?

• Share what you did well. –Learner - What part of the Coaches’ interaction with you during the role play was the most helpful?–Coach - What came naturally to you in the role of the coach? Most challenging?–Both - Which behaviors seemed to have positive impact? How could you tell?

Where Do We Go From Here?

Share Your Commitment

• Write down one thing you will do to reinforce what you will do to reinforce what you learned

• Share what you are committing to with the person next to you and ask them to follow up with you in a week so you can let them know about your experience.

• Share what you learned in your next team meeting or share with your supervisor/manager.

Thank You