Case Management

Context for the Training

Training Related to Implementation of Safety Decision Making
Methodology

Fidelity of the Ongoing Family Functioning Assessment
◦ Philosophy of practice
◦ Intervention purpose and framework
◦ Conceptual and criteria basis for practice and decision making
◦ Process, practice and outcomes
2
3
As a result of this training, participants will be able to:
 Identify the ongoing family functioning intervention
stages;
 Define child needs;
 Recall the purpose of assessing child needs;
 Identify and demonstrate assessment skills utilized in
assessing child’s needs;
 Demonstrate assessment skills through case
application.
4
5

Inform training and
development

Provide feedback to trainer

Measure change
6
Foundational Knowledge: Review of
Methodology
Initial
Contact:
Present
Danger
No
Yes
Information
Collection
Present
Danger Plan
Assess for Impending Danger
No
Safe
Yes
Unsafe
In-Home Safety Analysis
Investigation closed
Family may be
referred for services
in community.
In
Home
Out-ofHome/
Removal
Develop Safety
Plan
8
Child Protection Investigator
Case Management
• Safety
• Safety
• Danger Threats
• Danger Threats
• Caregiver Protective Capacities
• Caregiver Protective
Capacities
• Present and Impending Danger
Safety Plans
• Present and Impending
Danger Safety Plans
• Safety Management
• Case Plan/Treatment--Change
9
Safety Management and Enhancing Caregivers Protective Capacities
Preparation
Developing Strategy for
Engagement
Introduction
Engagement
Caregiver Protective Capacity
Assessment
Child Needs
Exploration
Determine What Must Change
Through Information Collection
Danger Statement
Family Goal
Motivation for Change
Complete FFA-Ongoing
Case Planning
Develop Strategies for Change
Case Plan Outcomes
Case Plan
10
Engage
Caregiver Protective Capacities
and
Child Needs
FFAOngoing
Raise Awareness
Focus
Treatment
11





Are danger threats being managed with a sufficient safety
plan?
How can existing protective capacities -- STRENGTHS – be built
upon to make changes?
What is the relationship between danger threats and the
diminished caregiver protective capacities? What must
change?
What is the parent’s perspective or awareness of his/her
caregiver protective capacities?
What are the child’s needs and how are the parents meeting or
not meeting those needs?
12

What are the parents ready and willing to work on in the case
plan to change their behavior?

What are the areas of disagreement with the parent(s) as to
what needs to change?

What change strategy will be used to address the diminished
protective capacities?
13

Safety is paramount and the basis for intervention!

Case planning process and interventions can be more
clearly defined around the use of safety concepts and
behavior change.

Case planning process can be structured in a way to
encourage and direct parents’ involvement and
establish consistent intervention decisions and
objectives.
14

Engagement

Teaming

Assessment/Understanding

Planning
◦ Safety Plan
◦ Case Plan

Tracking and Adapting
◦ Safety Plan Sufficiency
Evaluation & Update
◦ Case Plan Progress
Evaluation & Update
15
16
Intervention Standards
Preparation
Introduction
Exploration
Case
Planning
Module 9
18

Preparation is the act of getting ready, being prepared. In
ongoing case management and services this entails key actions
and tasks:
◦ Review of the Family Functioning Assessment-Investigation
◦ Review and analysis of the Impending Danger Safety Plan
◦ Review of case information and content
◦ Contact with collaterals
◦ Response to any immediate safety management needs
◦ Consultation with the Supervisor to reconcile information and
prepare for family contact
19
Introduction is the act of
introducing you as the
change agent and agency
representative, the
agency’s role, what case
management is and is not,
and providing clarification
as to the role of the
ongoing case manager.
Objectives of Introduction
for Case Manager
◦ Begin to establish
rapport with family; get
to know them.
◦ Establish a working
relationship with the
family.
◦ Provide clarification
and process with family
for ongoing case
management.
20
Exploration is the act of exploring
with the family how they are
functioning in relationship to the
protective capacities, understanding
how danger threats or negative
family conditions have manifested,
exploring motivation for change,
resistance or ambivalence,
identifying family strengths,
creating danger statements, and
finding mutuality for continued
work.
Achieve agreement with
parent(s) as to:

What must change for
children to be safe.

How to achieve change.

Parent’s role in achieving
change.

Role of others in helping
parent(s) achieve change.

How progress will be
measured.
21
Case planning with the family is the act of establishing
outcomes and motivation for change.
22
23
Child Development: Assessing Child Needs
Heredity
Environment
26

Statistical concept

Typical or expected for the
majority of members of a
group

Identified traits and
processes displayed by
most children within
timeframes
27
Physical
Emotional
Cognitive
Social

Body structures

Sensory development

Motor development

Sensation and movement
29

Intellectual/Mental

Thinking

Memory

Reasoning

Language

Concept Development

Problem Solving Ability

Abstract Thinking
30

Personal traits and
characteristics

Self-Esteem

Reciprocal Emotional
Relations

Mood and AffectAppropriate for Age and
Situation
31

Interactions with others

Development of
relationships

Social roles and norms

Group involvement
32
33
School Age
(6-12)
Adolescence
(13-21)
Pre-School
(3-5)
Birth to 3
34

Small Group Activity

Working in small groups:
◦ Complete Worksheet:
Identifying Indicators of
Ages and Stages
◦ Large Group Report Out

Newborn-6 Months:

6-12 Months:

12-18 Months:

18-24 Months:

2-3 Years:
36

Language Development

Time and Order of Events

Social Development

Emotional Development

Self-Control

Self-Esteem

Conscience
37

Cognitive Development

Physical Development

Memory

Social Development

Emotional Development
38

Transition

Physical Development

Cognitive Development

Social Development

Moral Development

Emotional Development
39
40
Factors Affecting Child Development
Biological
Factors
Environmental
Factors
Interpersonal
Relationships
Child
42

Housing

Income

Employments

Education
43

Gender

General Health

Mental Health

Health Practices

Hereditary Factors
44

Family and Friends

Social Interaction

Sibling Interaction
45
46
Environmental
Factors
Interpersonal
Biological
Factors
Factors
Abuse
and
Neglect
47

Growth retardation

Poor muscle tone and
motor control

Language and speech
delays

Immobility

Listless demeanor

Lack of separation anxiety


Unresponsiveness
Lack of play skills
48

Small in stature

High incidences of “sickness”

Poor muscle tone, motor
coordination

Delayed speech

Poor articulation/pronunciation

Short attention span

Insecurity

Detachment

Social immaturity
49


Suspicious of adult figures
Overly solicitous

Agreeable

Manipulative

Unrealistic view of parents

Assuming adult
responsibilities

Inability to focus:
educational

Lack of coping skills
50

Varying Degree Based
Upon:
◦ Age of maltreatment
◦ Frequency of
maltreatment
◦ Severity of
maltreatment
◦ Relationship with
maltreating
parents/caregivers
51
52

Take Away from today:
◦ What did you find helpful?
◦ Questions that still need to
be answered?
◦ More time spent on…?
53
Day 2: Assessing and Scaling Child Needs
Case Management

Overnight Thoughts?
◦ Questions from
yesterday?
◦ Feedback from
yesterday?
◦ Reflections from
yesterday?
55

Child Needs and Scaling

Assessing Core Skills and
Practice

Small Group Exercise:
◦ Case Application
56
Child Needs: Defining the Needs
Biological
Factors
Interpersonal
Relationships
Environmental
Factors
Abuse and
Neglect
Child
58

Small Group Activity

Using Worksheet, and
based upon what we have
learned about child
development, identify:
◦ Examples of each child
need.
◦ Specific examples as
experienced in the field or
through case review.

Management of emotions

Self-regulation

Response to stress

Coping skills and techniques

Physical symptoms of
trauma
60

Empathy

Right from wrong

Impact of behavior on self
and others

Actions towards others

Societal
expectations/norms
61

Cognitive abilities:
◦ Language development

Physical skills:
◦ Riding a bike
◦ Dressing
62

Academic advancement:
◦ Reading
◦ Math
◦ Language
◦ Advancement to next
grade level
63

Interactions with others

Demonstrated social skills

Peer pressure: life choices
64

Parent/child relationship

Sibling relationships

Dynamic family
relationships

Support and guidance from
family

Sense of family identity
65

Provision of basic and
appropriate health care

Physical symptoms of
health concerns

Dental and visual needs

Medical and dental
established
providers/provision for care
66

Race

Class

Ethnicity

Religion

LGBTQ

Identified cultural identity

Sense of cultural identity

Desire for cultural identity
67

Self

Others

Treatment

Awareness of effects

Recovery
68

Life skill development:
◦ Housing
◦ Employment
◦ Financial
◦ Educational
◦ Support
◦ Planning
69
70
Child Needs: The Assessment and Scaling
Observations
Family:
Parents and
Children
Review of
Information
Information
Collection
Family and
Friends
72

CPI-Family Functioning
Assessment
◦ Based on six domains of
information
◦ Limited information known
at the time in relation to
what can be known
◦ Focused on the
assessment of safety

CM-Ongoing Family
Functioning Assessment
and Evaluation
◦ Based on four domains of
information
◦ Extensive information to
be known
◦ Determination of degree
of need from a limited to
extensive perspective
◦ Knowledge of the child
and the parents
73
Engagement
Observation
Critical
Thinking
74
◦ Probing
◦ Going beyond what is
said
◦ Seeking clarification
◦ Reflecting content
◦ Reflecting feeling and
meaning
◦ Active Listening
◦ Self-awareness
75
◦ Observation is getting
information about
objects, events,
moves, attitudes and
phenomena using one
or more senses.
76

Critical thinking is the
intellectually disciplined
process of actively and
skillfully conceptualizing,
applying, analyzing,
synthesizing, and/or
evaluating information
gathered from, or
generated by, observation,
experience, reflection,
reasoning, or
communication.
A statement by Michael Scriven & Richard Paul presented at
the 8th Annual International Conference on Critical
77
Thinking and Education Reform, Summer 1987

Large Group Activity

Observation:
◦ Group of three six-year-old
children who do not know
they are being filmed.

What do we see happening
between the three?

Consider the Ages and
Stages we have discussed.
Permanency
Well-Being
Safety
Child
Needs
80

A: Demonstration of
exceptional ability in this
area OR that the need is
being addressed by the
parent.

B: Demonstration of
average ability in this area
OR that the parent is
attempting, or has made
attempts to meet the need.
81

C: Demonstration of need
for increased support or
attention in this area; could
be for both child and parent
response.

D: Demonstration of need
for intensive support in this
area; could be for both child
and parent response.
82
83

Small Groups of 4

Croft Family:
◦ Review FFA.
◦ Identify the child needs.
◦ Scale the needs based
upon your analysis of the
information.
Case Application Practice
Using the OFFA that you brought to
training:
 Review Child Functioning and
Parenting General Information.
 Consider information known
about the Family:
 Review and revise, if
necessary, and/or complete
the Child Functioning and
Child Needs Scaling.
 Identify the missing
information, and develop
strategies for obtaining the
information (interview with
collateral, observation, etc.).

Used to:
o Inform training and
development;
o Provide feedback to
trainer;
o Measure change.
89

Used for:
o Professional growth and
development;
o Updating/refining training
material content and
exercises;
o Measuring change
90
91