Lesson Plan: “Facilitating a Child and Family Team to Support Pathways to M ental Health”

Topic and Time M ethodology Learning Point Introduction and Overview 9:00-9:15 a.m.

“ Lecture” and Introductions Introduce Trainer Introduce Participants Introduce Overview and Topics Elicit Participants Needs for the Day

Team – We are all in this together Team Building 9:15-9:30 a.m.

Human Profile Activity 1. Answer worksheet questions for self 2. Find and share commonalities

Icebreaker/ Warm-up Team Building Activity Reinforce seeking common purpose

Core Practice Model Values and Principles Review 9:30 – 10:00 a.m.

“ Lecture” and Activity 1. Values and Principles -Reference to Chapter Two of Core Practice Model Guidebook 2. Activity – “ My Passion”

-For team efforts to be successful, they must be built on these values -Understanding these values and practicing them can be different -How do we ensure we are practicing them?

Core Practice Model Values, Principles and Models 10:00 – 10:15 a.m.

Group Discussion -Values transcend Models -Principles are practiced whether you are using the structure of TDM, FGDM, Wraparound, etc. (This also gets a “ pulse” of participants in terms of their points of reference for facilitation, permitting instructor to adjust language/ approach accordingly.)

BREAK – 10:15 – 10:30 a.m.

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Topic and Time M ethodology Learning Point Facilitation Beyond Models Overview - A ll The Right Pieces 10:30 – 10:45 a.m.

“ Lecture” -Understand the Facilitator Role -Steps in the Facilitation Process -Managing People and Process -Dealing with Difficult Situations

Facilitation Beyond Models The Right Pieces 1. The Role of the Facilitator 10:45 – 11:00 a.m.

Activity and Group Discussion, “ Lecture” 1. Appreciative Inquiry – Your Most Successful Team Experiences 2. What was the “ leader” / facilitator doing that made it successful?

-Based upon our own experiences, we have knowledge about what makes for a successful team experience – we know what we appreciate in a facilitator (define) -Research indicates six conditions that are associated with successful team outcomes

The Role of the Facilitator (continued) Good/ Successful Facilitators 11:00 – 11:30 a.m.

“ Lecture,” Video examples, Group Discussion (Two video clips provide examples of meeting “ facilitation.” Participants w ill be asked to observe and note what is missing from the approaches provided.)

-Understand the difference between a “ meeting” and a team -Remain “ neutral” -Create/ Maintain a safe environment -Focus on assisting a process -Balance process and product -Remain needs-driven -Live strengths perspective

Facilitation Beyond Models The Right Pieces 2. Steps in the Facilitation Process 11:30 - Noon

“ Lecture” and Activity Skill Checklist – Rate your facilitation skills

-Regardless of Model, the following steps are taken to facilitate a team. How well each step is accomplished will somewhat determine how successful the steps that follow are. -Unpacking the facilitation process helps us understanding what we are doing and the skills we are using to do it. -Use Skill Checklist to assist you in becoming more aware and in your own plans for skill development/ improvement

Topic and Time M ethodology Learning Point

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LUNCH – Noon – 1:00 p.m.

Facilitation Beyond Models The Right Pieces 3. Managing People and Process 1:00 – 1:15 p.m.

“ Lecture” and Activity/ Group Discussion Consensus Building Handout

Helpful reminders include: 1. Return to Common Purpose 2. Mindfulness 3. Consensus Decision Making (Handout) 4. Communication 5. BE strength-based

Facilitation Beyond Models The Right Pieces 4. Dealing with Difficult Situations 1:15 – 2:00 p.m.

Activity: Define your Difficulties – share your “ difficult” people experiences

-We all have strategies in our tool bag -We continue to build our tools/ strategies -What may be a “ button pusher” for one person, may not be for another

Dealing with Difficult Situations (continued) (1) Communication Skills 2:00 – 2:15 p.m.

“ Lecture” -Crucial Conversations take place all the time in team meetings (define) -General key is to always address the need -But if you are caught in personal reaction, you can’t access the right intervention from your tool bag -Self awareness about your “ default” communication style under stress and “ default” reaction to conflict w ill assist you in shifting your own energy so that you may respond appropriately to the situation -Default styles include silence and/ or violence

BREAK – 2:15 – 2:30 p.m.

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Topic and Time M ethodology Learning Point Dealing with Difficult Situations (continued) (1) Communication Skills 2:30 – 3:05 p.m.

Activity – Your Style Under Stress “ Lecture” – Keys for Dealing with Your Style

-Assessing your “ default” communication style -Step Back -Practice Compassionate Disengagement (Nothing is personal) -Address Needs

Dealing with Difficult Situations (continued) (2) Conflict Management 3:05 – 3:20 p.m.

“ Lecture” – -Minimizing Conflict -“ Default” responses to conflict (Handout) -Steps in Managing Conflict

-Minimizing Conflict by valuing the perspective of each person and addressing his/ her needs -If conflict escalates, understand your default so you can adjust to meet the needs of the situation -Fall back on steps in conflict management if necessary

Dealing with Difficult Situations (continued) (2) Conflict Management 3:20 – 3:40 p.m.

Activity – “ Difficult Dianna”

-Practice conflict management, being aware of your “ default” responses -Note the facilitation skills being used (refer to Skill Checklist)

Review, Summary, Leftover Needs 3:40 – 3:50 p.m. Evaluation and Closing 3:50 – 4:00 p.m.

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Medra Consulting 1

Facilitating a Child and Family Team:Facilitating a Child and Family Team:Supporting Pathways to Mental HealthSupporting Pathways to Mental Health

Introductions

• Instructor: Sharon L. Morrison, Ph.D.,

Medra Consulting

• YOU and your Community

Our General Topics

FACILITATION SKILLS:

• Forming and Engaging a Team

• Developing a Safe Environment

• Consensus Decision Making

• Integrating Plans and Perspectives

• Creating Successful Plans (Planning,

Evaluating, Revising)

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WE ARE ALL IN THISTOGETHER –

Profile Activity

CORE PRACTICE

MODEL

VALUES & PRINCIPLES

• Children Safety

• Needs-Driven, Strength-Based, FamilyFocused

• Individualized Services

• Multi-Agency Collaboration – Community

• Parent/Family Voice and Choice

• Formal and Informal Resources

• Culturally Competent

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WE ARE ALL IN THISTOGETHER –

Value Activity

What is Your Model? –

Values Transcend Model

FACILITATION BEYOND

MODEL

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ALL THE RIGHT PIECES

1. Understanding the Facilitator Role

2. Steps in the Facilitation Process

3. Managing People and Process

4. Dealing with Difficult Situations

FACILITATION BEYOND MODEL

THE ROLE OF THEFACILITATOR

WE ARE ALL IN THISTOGETHER –

Your Most Successful

Team Experiences

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Team adheres to practice model (structures, techniques,

procedures)

Team considers multiple alternatives before making

decisions

Team helps all members feel their input is valued

TEAM CONDITIONSASSOCIATED W/

SUCCESSFUL OUTCOMES

TEAM CONDITIONSASSOCIATED W/

SUCCESSFUL OUTCOMES

Walker, et.al., 2003

Team builds agreement despite differing views

Team builds appreciation of strengths

Team planning reflects cultural competence

TEAM CONDITIONSASSOCIATED W/

SUCCESSFUL OUTCOMES

TEAM CONDITIONSASSOCIATED W/

SUCCESSFUL OUTCOMES

Walker, et.al., 2003

GOOD FACILITATORS:

1. Understand the difference between a“meeting” and a team http://www.youtube.com/watch?v=OFiNRebabVE

2. Remain “Neutral”

3. Create/Maintain a Safe Environmenthttp://www.youtube.com/watch?v=2ZYIUyNvwLU

4. Focus on Assisting a Process

5. Balance Process and Product

6. Remain Needs-Driven

7. Live a Strengths Perspective

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FACILITATION BEYOND MODEL

STEPS IN THEFACILITATION

PROCESS

STEPS IN THE FACILITATIONPROCESS:

1. Preparing/Forming/Engaging

2. Facilitating

3. Plan Development

4. Tracking Progress (Managing Over Time)

5. Assist in Sustaining Change

SKILL CHECKLIST

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FACILITATION BEYOND MODEL

MANAGING PEOPLEAND PROCESS

MANAGING PEOPLE ANDPROCESS:

1. Remain Focused on Common Purpose

2. Mindfulness

3. Consensus Decision Making

4. Communication, Communication,Communication

5. Live/BE Strength-Based

CONSENSUS DECISIONMAKING

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FACILITATION BEYOND MODEL

DEALING WITHDIFFICULT SITUATIONS

DEFINE

YOUR

DIFFICULTY

Dealing w/Difficulty:Communication Skill Building

Crucial Conversations occur frequentlyduring team meetings. Conversationsbecome Crucial when:

1. Opinions Vary

2. Stakes are High

3. Emotions are Strong

Adapted from Patterson, et.al. (2002)

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Dealing w/Difficulty:Communication Skill Building

When conversations become difficult,people tend to move toward:

1. SILENCE or

2. VIOLENCE

Adapted from Patterson, et.al. (2002)

SILENCE

Any act to purposefullywithhold information fromthe team

Adapted from Crucial Conversations,Patterson, et. al. (2002) 26

SILENCE

Masking

Avoiding

Withdrawing

Adapted from Crucial Conversations,Patterson, et. al. (2002)

27

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VIOLENCE

Any verbal strategy thatattempts to convince,control or compel othersto your point of view.

Adapted from Crucial Conversations,Patterson, et. al. (2002)

28

VIOLENCE

Controlling

Labeling

Attacking

Adapted from Crucial Conversations,Patterson, et. al. (2002)

YOUR STYLE

UNDER STRESS

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Dealing w/Difficulty:Communication Skill Building

KEYS FOR DEALING WITH YOUR STYLE:

1. Awareness

2. Step Back

3. Compassionate Disengagement

4. Address Needs

Dealing w/Difficulty:Communication Skill Building

KEYS FOR DEALING WITH YOUR STYLE:

REMEMBER:

NOTHINGNOTHING IS PERSONAL

Dealing w/Difficulty:Conflict Management

Keys for Heading off Conflict Beforeit Escalates:

1. Authenticity – genuinely valueeach person’s perspective

2. Address needs to shift energy

3. Know your “defaults” and thesteps to conflict resolution

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STYLES

1. DIRECTING

2. COLLABORATING

3. ACCOMMODATING

4. COMPROMISING

5. AVOIDING

CONFLICT RESOLUTIONOF

CONFLICT MANAGEMENT

“WHAT I SAY GOES!”

“TWO HEADS ARE BETTERTHAN ONE –

LET’S WORK ITOUT.”

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“IT DOESN’T MATTERTO ME.”

AKA “GIVING IN.”

“SPLIT THE DIFFERENCE;HALF A LOAF IS

BETTER THANNONE.”

“THERE IS NOTHING I CANDO.”

AKA “DON’T MAKEWAVES.”

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YOUR STYLE

WHEN CONFLICT ARISES

CONFLICT MANAGEMENT

2. Gather Points of View.

1. Agree to Negotiate.

3. Focus on Interests.

4. Create Win/Win Options.

5. Evaluate Options.

6. Create Agreement.

STEPS:

FACILITATION -

CONFLICT PRACTICE

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FACILITATION BEYOND MODEL

QUESTIONS?NEEDS?

Facilitating a Child and Family TeamFacilitating a Child and Family Team

T H A N K Y O U !!!!!T H A N K Y O U !!!!!

ACTIVITY LOG – Facilitating a Child and Family Team (Katie A)

1. Team Building Icebreaker (Human Profile) [in color if possible, please]

2. Value Activity – this requires the “mini-posters” already requested

3. Skill Checklist (two pages – double-sided, please) [colored paper, please]

4. Consensus Decision Making Handout (two pages – double-sided, please)

5. Your Style Under Stress Questionnaire (three pages)

6. Your Style Score Sheet

7. Conflict Management – What’s Your Style (colored paper, please)

8. “Difficult Dianna” Vignette and Worksheet (two pages – double-sided on colored paper, please)

This log does not include all workshop activities; only those requiring handouts

Dreams and/or goals for my community work:

Things I feel strongly about:

Things I like to listen to:

How I like others to see me:

Problems our young people face:

Things I like to make or do:

Places I would like to go:

1. Answer the “questions” for yourself.

2. Share your answers with your team.

3. Spokesperson for the team share: A- Common Interests, shared goals/dreams? B-Any themes? C-What are the things we feel strongly about?

TEAM FACILITATOR SKILL CHECKLIST

STAGE/STEP SKILL Self

Appraisal Observer

Checklist/Comment

PREPARING/ FORMING/ ENGAGING

• Begin to establish trusting, helping relationship (create a safe, welcoming environment)

• Demonstrate genuine interest in, and respect and empathy for family

• Acknowledge, respect strengths and culture of family

• Provide detailed overview of teaming process – purpose, what can be expected, next steps – legal and ethical issues, etc.

• Gain information re: possible team members

• Decide contact information and process

• Assemble group • Engage team • Establish agenda and common

purpose • Define team guidelines (ground rules) • Describe consensus building - Gather

input from all perspectives

FACILITATING (People & Process)

• Keep team engaged • Role Watch (Neutral/Content Expert) • Gather input from all

perspectives/build consensus • Brainstorm • Organize & synthesize perspectives • Document ideas and tasks • Track follow through

*Indicate score from 1 – 5, where 1=need more support to develop this skill and 5=excellent/pro status

Medra Consulting on behalf of UC Davis Center for Human Services

TEAM FACILITATOR SKILL CHECKLIST

PLAN DEVELOPMENT (Work Product)

• Review overall purpose (family objective)

• Identify & address needs • Prioritize • Elicit and use strengths • Establish goals and strategies • Organize and put together a family-

centered, individualized plan • Document • Acknowledge, respect strengths and

culture of family in the plan • Understand resources (formal and

informal, traditional and non-traditional)

• Write a strength-based, family-centered plan with both short and long term focus

TRACKING PROGRESS (MANAGING OVER TIME)

• Assist with follow through • Ongoing assessment of measurable

outcomes • Revise plan as necessary • Show families how to plan for

themselves (Developmental facilitation)

SUSTAINING CHANGE (FAMILY FACILITATION)

• Build on small steps • Celebrate successes • Help/ reinforce families planning for

themselves

*Indicate score from 1 – 5, where 1=need more support to develop this skill and 5=excellent/pro status

Medra Consulting on behalf of UC Davis Center for Human Services

CONSENSUS

A Decision-Making Method In Which All Present Agree Before Action Is

Taken

Group members don’t need to • think the same • have the same opinion • support the same proposal There is • a meeting of the minds • a common ground • a shared understanding

(adapted from Holmann, et.al.)

CONSENSUS DECISION-MAKING AIMS TO BE

INCLUSIVE PATICIPATORY COOPERATIVE EGALITARIAN SOLUTION ORIENTED

Inclusive = As many stakeholders as possible Participatory = Actively solicit the input and participation of all members Cooperative = All participants strive to reach the best possible decision for the youth/family, rather than opt to pursue a majority opinion Egalitarian = All members have equal input into the process Solution-oriented = Emphasizes common agreement over differences and reaches effective decisions using techniques to avoid or resolve mutually-exclusive positions within the group (Adapted from http://en.wikipedia.org)

Key characteristics include: � The parties have reached a meeting of the minds sufficient to make a decision and carry it out; � No one who could block or obstruct the decision or its implementation will exercise that power; � Everyone needed to support the decision and put it into effect will do so. (Adapted from The Policy Consensus Initiative)

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STYLE UNDER STRESS This 33-question assessment allows you to see how you respond in crucial conversations in a specific relationship. The results indicate your natural tendencies to move toward silence or violence as well as the dialogue skills or tools you use well or need improvement in.

The following questions explore how you typically respond when you’re in the middle of a stressful situation. Instructions:

• Relationship. Before you get started, think about the relationship you want to explore—with your boss, a coworker, a direct report, a friend, or family member—keep this relationship in mind.

• Circumstance. Next, think of a tough circumstance—one where you might slip into either silence or violence. • Apply. Now, with that relationship and circumstance in mind, respond to the following statements as either true or false.

True False

1. At times I avoid situations that might bring me into contact with people I’m having problems with.

True False

2. I have put off returning phone calls or e-mails because I simply didn’t want to deal with the person who sent them.

True False

3. Sometimes when people bring up a touchy or awkward issue I try to change the subject.

True False

4. When it comes to dealing with awkward or stressful subjects, sometimes I hold back rather than give my full and candid opinion.

True False

5. Rather than tell people exactly what I think, sometimes I rely on jokes, sarcasm, or snide remarks to let them know I’m frustrated.

True False

6. When I’ve got something tough to bring up, sometimes I offer weak or insincere compliments to soften the blow.

True False

7. In order to get my point across, I sometimes exaggerate my side of the argument.

True False

8. If I seem to be losing control of a conversation, I might cut people off or change the subject in order to bring it back to where I think it should be.

True False

9. When others make points that seem stupid to me, I sometimes let them know it without holding back at all.

True False

10. When I’m stunned by a comment, sometimes I say things that others might take as forceful or attacking—terms such as “Give me a break!” or “That’s ridiculous!”

True False

11. Sometimes when things get a bit heated I move from arguing against others’ points to saying things that might hurt them personally.

True False

12. If I really get into a heated discussion, I’ve been known to be tough on the other person. In fact, they might even feel a bit insulted or hurt.

True False

13. When I’m discussing an important topic with others, sometimes I move from trying to make my point to trying to win the battle.

True False

14. In the middle of a tough conversation, I often get so caught up in arguments that I don't see how I'm coming across to others.

True False

15. When talking gets tough and I do something hurtful, I’m quick to apologize for my mistakes.

True False

16. When I think about a conversation that took a bad turn, I tend to focus first on what I did that was wrong rather than focus on others’ mistakes.

True False

17. When I’ve got something to say that others might not want to hear, I avoid starting out with tough conclusions, and instead start with facts that help them understand where I’m coming from.

True False

18. I can tell very quickly when others are holding back or feeling defensive in a conversation.

True False

19. Sometimes I decide that it’s better not to give harsh feedback because I know that it’s bound to cause real problems.

True False

20. When conversations aren’t working, I step back from the fray, think about what’s happening, and take steps to make it better.

True False

21. When others get defensive because they misunderstand me, I immediately get us back on track by clarifying what I do and don’t mean.

True False

22. There are some people I’m rough on because, to be honest, they need or deserve what I give them.

True False

23. I sometimes make absolute statements like “The fact is…” or “It’s obvious that…” to be sure my point gets across.

True False

24. If others hesitate to share their views, I sincerely invite them to say what’s on their mind, no matter what it is.

True False

25. At times I argue hard for my view hoping to keep others from bringing up opinions that would be a waste of energy to discuss anyway.

True False

26. Even when things get tense, I adapt quickly to how others are responding to me and try a new strategy.

True False

27. When I find that I’m at cross purposes with someone, I often keep trying to win my way rather than looking for common ground.

True False

28. When things don’t go well, I’m more inclined to see the mistakes others made than notice my own role.

True False

29. After I share strong opinions, I go out of my way to invite others to share their views, particularly opposing ones.

True False

30. When others hesitate to share their views, I do whatever I can to make it safe for them to speak honestly.

True False

31. Sometimes I have to discuss things I thought had been settled because I don't keep track of what was discussed before.

True False

32. I find myself in situations where people get their feelings hurt because they thought they would have more of a say in final decisions than they end up having.

True False

33. I get frustrated sometimes at how long it takes some groups to make decisions because too many people are involved.

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Your silence and violence scores give you a measure of how frequently you fall into these less-than-perfect strategies. (Crucial Conversations, p. 60). We’re all human and tend to toggle between holding back and being too forceful. Where would you most like to show improvement and why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________

SILENCE VIOLENCE Masking

5 (T)

6 (T)

Controlling 7 (T)

8 (T)

Avoiding 3 (T)

4 (T)

Labeling 9 (T)

10 (T)

Withdrawing 1 (T)

2 (T)

Attacking 11 (T)

12 (T)

Patterson, et al., 2002

CONFLICT MANAGEMENT

WHAT’S YOUR STYLE?

Use the first column of the worksheet below to jot down examples of times you have used each of the conflict resolution styles previously described. In the second column record your reflections on the effectiveness or result of this strategy.

EXAMPLE RESULT

Directing

Collaborating

Compromising

Accommodating

Avoiding

Which style do you think you rely on most often? ______________ What implications does this style have for the teams you are a part of?

Adapted from Miles, et al., “Cycle Six: Conflict Resolution Participant’s Manual”

“DIFFICULT” DIANNA WORKSHEET Family Youth: Dianna (16); Mother: Jennifer (48); Father: Jeff (45) whereabouts unknown; Adult Sister: Caroline (25); Sister: Linnea N. (12) Background After returning from residential care, Dianna lives with her mother and her younger sister in a small apartment. Dianna is the second child of the three siblings. Dianna has an adult sister that lives nearby with her boyfriend and their two children. Dianna has not attended school since she completed the sixth grade. She stays home alone all day while her mother works full time in a distant city and her adult sister goes to school and works part-time in a bank. Dianna’s father does not have contact with the family. Dianna’s parents have a history of domestic violence with each other and a history of substance abuse. Dianna suffers from juvenile diabetes and she is insulin dependent. She has been seeing the same therapist and psychiatrist for over 2 years. She was diagnosed with depression and she was prescribed psychotropic medication. She rarely bothers to take it. Dianna says that she does not have friends. However, Dianna has indicated that she used to be in a mentoring group called “Girl Strong” which goes on various outings, including taking a regular dance class. She states that dance “is the only thing I was ever good at”. Dianna states she really liked the girls there and especially liked her assigned mentor, Sally. Challenge You are facilitating the second team meeting for Dianna and her team. The first meeting was more introductory in nature; the purpose of this meeting is to find out how to best help Dianna without returning her to residential care. Her team consists of: _Dianna; Mother, Jennifer; Older Sister, Caroline, and her boyfriend, Lars, her younger sister, Linnea, her social worker, her therapist and Mom’s girlfriend who is her hairdresser. _Sally has also agreed to attend, but for one hour only. As the meeting has progressed, tension has arisen. People on the team seem to be defensive and are beginning to be argumentative about where Natalie should go to school. (They were previously arguing about medication, but have refocused on school.) Specifically, each time the CSW makes a suggestion, someone argues with it, and now Caroline and her mother (Jennifer) are escalating as Caroline accuses her mother of not caring about her kids. The face of one of the team members – Lars, Caroline’s boyfriend - is turning red as he is reacting to Jennifer’s counter “attack” on Caroline. Each team assign roles, making sure that there is, at least, a “facilitator” CSW, Caroline (Natalie and Linnea’s adult sister), Lars (Caroline’s boyfriend) and Natalie. Preferably, we would like Linnea to be present and others as you see the team.

1. Stop the action. 2. De-escalate 3. Follow the steps in conflict resolution/management. A. Agree to Negotiate B. Gather Points of View C. Focus on Interests D. Create Win/Win Options E. Evaluate Options F. Create Agreement 4. Then discuss: What might have been done to avoid the escalation of this conflict in the first place? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ CONFLICT “RESOLUTION” WORKSHEET Points of View: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Interests: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Win/Win Options/Ideas: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Agreement: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________