Casework Supervision Version 2 0 2011 1 Goals

Casework Supervision Version 2. 0, 2011 1

Goals for the Training In this training we will cover: Tools to help you better assess the needs of the social workers in your unit p Tools for building the professional skills of the social workers in your unit p A format and process for group case conferences p A format and process for in individual case conferences p 2

Three Distinct Types of Supervision q Functional q Reflective q Developmental 3

Supervision and Compliance p What are some key compliance issues to address in supervision? 4

Positive Outcomes from Focusing on Professional Development p What positive outcomes can be influenced by the supervision interaction? 5

Building Professional Skills in Supervision p What types of professional skills can be developed in supervision? Professional skills make the difference in whether families succeed or fail, whether children are protected, and whether the goals of our practice are achieved. 6

Widening the Focus: Including Reflective and Developmental Supervision p Reduces turnover and develops skilled and autonomous social workers who provide the best possible services for families 7

Role of Supervision in the Development of Professional Practice Skills p p p Adults retain only 10 -15% of training unless it is reinforced with opportunities to practice new skills while receiving feedback from a supervisor Adults learn by relating new information to what they already know Adults learn by doing 8

Mixing it Up: On the Job Learning It is best to use a variety of methodologies coordinated by the supervisor as part of a development plan. p Formal Training p Experience p Supervision 9

Developmental and Reflective Supervision p Developmental n n p Assessment of social worker’s professional development strengths and needs. Engagement. Increased professional skills. Discussion of bias, templates and triggers. Reflective n n Analysis of actions, decisions and outcomes. Discussion of the emotional element of social work practice. Positive feedback and praise. Reflective discussion. 10

Your experience p Describe an experience you had with developmental supervision. p Describe an experience you had with reflective supervision. 11

Table Group Activity: Supervisor Impact p p What area of professional development did the supervisor address with you? How did this supervisor teach you? What was it that you learned? How have you carried that forward as a supervisor? 12

Developing Staff Professionally p You do this every day! p You can make a huge difference in the professional development of your staff. p You pass down knowledge to the next generation of practitioners. 13

Fairness and Equity p Social Work Survey on Disproportionality 14

Ethnic/Racial Group California Population In Care in California Latino 49% 46% White 31% 24% Asian 10% 3% African American 6% 26% Native American 0. 5% 1% 15

Ethnicity and Bias on our Work can. . p Help build a community of mutual respect which leads to deeper exploration and greater growth. p Provide a model for social workers to engage in conversations about race and ethnicity. 16

What should Supervisors be doing to address Fairness and Equity with Staff? p Ongoing self-examination for biases regarding workers’ performance p Development of strategies to address disparities in decision making p Advocacy for services to underserved populations p Discussions of fairness and equity issues in individual supervision and unit meetings p Participation of community members in unit meetings to build relationships with social 17 workers and agency personnel (Becker, 2005).

Check In p What are your feelings about conscious discussions of race, ethnicity and bias with individual social workers and in unit meetings? 18

Templates p In order to process large amounts of information, we rely on preconceived models (templates) to sort out what is important and what isn’t. 19

Examples of Templates p Supervisors need to help social workers do both of these tasks: n n VS Become more aware of the unconscious assessments they are using to make decisions about families Become better able to articulate the conscious assessments they use to make decisions about families. Assessment tools address bias and help social workers focus on specific pieces of information that have a relationship to child safety and assessment of risk. 20

Templates p Where do Templates come from? Templates: can help us organize all the information that comes at us during the course of a day. p Being aware of our templates helps us ensure they don’t impact our work. p 21

Recognizing Templates p Things to consider in order to recognize templates and potential for bias: 1. 2. 3. q Why people’s frames of reference (templates) differ. How templates affect fairness and equity in practice. Strategies to better understand our own and others’ templates. Social Worker Vignettes q Ann Smith and Bob Williams 22

Tips for talking to Social Workers about Templates and Bias p p Don’t wait for this issue to come up. Begin the conversation by explaining the templates concept. Be prepared to share some personal information as a way to move the conversation forward. Ask the supervisee to help you develop a list of potential triggers that may affect the supervisee. 23

How are these Templates likely to affect practice? p Physical Discipline p Alcohol p Poverty 24

Discussing Templates with Staff p We can’t guess a person’s templates even if we know something about his/her experience. We all make different sense of things. p For supervisors, it is important to be able to discuss templates with your staff. p Templates are not good or bad, they are just what you have made of your experience. 25

Small Group Activity: Exploring the Concept of Templates p Read the vignette. p Answer the worksheet questions individually. p Discuss your answers as a group. 26

Templates frame our worldview The best we can hope for is that we become aware of what our templates are, not be defensive about them, and understand they influence our practice significantly. 27

Authority Scale p Exploring the impact of authority on the relationship between social workers and families. 1 2 3 Wants to be in control 4 5 6 7 8 9 10 Dislikes being in control 28

Authority Scale p Allows the supervisor and social worker to explore the concept of authority and use of authority. 1 10 29

Authority Scale 10 1 3 7 30

Authority Scale Finding the Balance 1 10 31

Authority Scale Worksheet p p Use the table on the worksheet to estimate the authority style for the social workers in your unit. Read your assigned scenario and 32

Situational Leadership p A model that assists supervisors in adapting the case conference to best complement the readiness level of their staff. 33

Four Supervisee Development Levels p Level 1: The Enthusiastic Beginner p Level 2: The Disillusioned Learner p Level 3: The Capable but Cautious Contributor p Level 4: The Self Reliant Achiever 34

Skill and Commitment Matrix 35

Leadership Styles p Style 1: The Director p Style 2: The Coach p Style 3: The Supporter p Style 4: The Delegator 36

Support and Direction Matrix 37

Matching Development Levels and Leadership Styles Development Level Leadership Style D 1: The enthusiastic beginner S 1: The director D 2: The disillusioned learner S 2: The coach D 3: The capable but cautious contributor S 3: The supporter D 4: The self-reliant achiever S 4: The delegator 38

Implementing the Situational Leadership Model 1. 2. 3. 4. 5. 6. Develop a list of the supervisee’s typical tasks Assess the supervisee’s development on each task Determine the best leadership style for each task Review your assessment with the supervisee and seek input Revise your assessment as needed Include follow-up assessment and revision in the supervision plan 39

Conscious Competence 40

Genograms p Can be used in individual and group supervision to build a common understanding of the family system and dynamics. 41

Review of Genograms A Family Tree p Maps at least 3 generations p Shows the relationships of family members p Collect important information p An Assessment tool p Reveal family behavior and repetitive patterns p 42

Genogram Construction 1983 1982 m. 2000; d. 2005 01 -02 2001 Fraternal Twins 2003 2004 Identical Twins 43

Create your own Genogram 44

Professional Practice Issues 1. 2. 3. 4. 5. Minimum Sufficient Level of Care (MSLC) Strength-Based Practice Applying Federal, State, and Local Rules, Policies and Procedures Promising Practices Standardized Assessment Documentation 7. Fairness and Equity 8. Legal Permanency and Concurrent Planning 9. Engagement 10. Sensitivity to Cultural Differences 11. Outcomes 6. 45

Addressing Practice Issues with Staff 46

Taking it Home… 47

Good Morning! p Welcome Back! p Goals for Today 48

Group Case Conferences A process by which individual cases are presented by unit members, facilitated by the supervisor or an experienced unit member. p The overall goal of enhancing the professional skill level of the entire unit. p 49

Group Case Conference Format p p p p p Involved Parties Safety and Risk Concerns Strengths Cultural Description and Considerations Needs and Minimum Sufficient Level of Care Prior Interventions Plan for Reducing Risk of Future Maltreatment Permanency Plan Conference Issue 50

Process for Selecting Cases Suggested by: p Social workers who want feedback from the group about a specific case p The Supervisor due to a key issue the supervisor wants to discuss with the group. 51

Small Group Activity p How many Training Topics can you find? 52

Successful Group Conferences When implementing a new system or procedure it is important to let everyone know: What to expect q When to expect it q How to respond q 53

Tips for Implementing Successful Group Conferences p p p Regularly scheduled- every 2 to 4 weeks Mandatory Scheduled in advance Last between 60 to 90 minutes Held in at a quieter time and in a quiet, comfortable work space (refreshments help!) p p Avoid interruptions (ensure cell phones are off) Obtain Administrator’s buy in Introduce the concept of Group Case Conferences with the group before you begin them Focus on one case per conference 54

Setting the Stage: Preparing the Group for the Process Concepts to explore with the Group: Genograms p Case Presentation Format p Authority Scale p Confidentiality p Templates p “I” References p 55

Preparing for a Specific Conference p p In the beginning, the supervisor should select a “champion of the process” that will set the stage for conferences to come. Meet with the Social worker to review the case Ask the presenter to complete the form; Review the content Have a backup presentation available 56

Role Play p The roles: n n n p The vignette: n p Supervisor (the facilitator) Carole (the presenter) Marsha (D 1) Adam (D 2) Monica (D 3) Demitri (D 4) The Morello family The training topic: n Select from the list on page 70 57

Individual Case Conferences Provides a protocol to: p p p Assure that central issues of decision-making are addressed consistently Good practice is reinforced consistently Ensure the supervisor can account that appropriate decisions are being made consistently 58

Concern about Time Block out time to schedule conferences, while limiting in-depth discussions at other times p Conferences can help make better use of available time p Can result in fewer casework dilemmas p 59

Individual Case Conference Format p Allows for three basic types of supervision to occur in the conference (Functional, Reflective and Developmental) p Two Types of Formats: n n ER Case Conference Format Continuing Services Case Conference Format 60

Covered in ER and CS Conferences p p p Demographics Original Concerns Contacts Engagement & Authority Scale MSLC Standardized Assessment p p Reasonable Efforts Review of Prior History Family Language & Culture Bias Triggers 61

Specific to the Emergency Response Case Conference Allegation conclusions and referral disposition (be sure to include a discussion of the evidence supporting allegation conclusions) p Required cross reporting p Participatory practices p 62

Specific to the Continuing Services Case Conference Format p Discussion of case plan participation and progress p Permanency (including concurrent plan, permanent connections, placement stability, ILP participation, TILP completion, and teaming strategies such as CPYP or Wraparound) p Visitation planning p Eligibility issues (Linkages) 63

Next Steps: Action Plans p Developed by the social worker and supervisor in the case conference p Leave space for a response from the family 64

Individual Case Conference Standards Meet regularly p Prepare in advance p Conduct the conference according to social worker’s development level p Discuss all families every month p Devise a mutual action plan and provide a copy of it to the social worker p Allow for family input on conference decisions p 65

Daily Shape Up Case Conferences p Allow the social worker and supervisor to meet briefly at the beginning of each day p Supervisor provides: n n feedback and direction about the social worker’s plan for the day any additional information available about resources, safety considerations or coordination with other social workers. 66

Reflective Case Conferences Allow the social worker and supervisor to explore the social worker’s practice skills and outcomes p Involves: p n n p A reflective discussion encouraging the supervisee to think critically about perceptions and actions A review of the life of a case with an analysis of actions, decisions and outcomes. Includes specific encouragement and positive reinforcement from the supervisor 67

Individual Case Conference Activity p Scenario p Questions 68

Applying Casework Supervision Concepts Embedded evaluation 69

Debrief Part A - Authority Matrix & Engagement Efforts Question 1: Which of the CWW’s behaviors might lead to problems in engaging with the family? 70

Debrief Part A - Authority Matrix & Engagement Efforts Question 2: The supervisor is concerned about a mismatch between the CWW’s authority level and the family’s authority level. List at least two behaviors the social worker should adopt to better engage the parents: 71

Debrief Part B - Standardized assessment and identification…: Question 1: Are the CWW’s suggested case plan actions addressing the priority needs identified during the safety and risk assessment? Yes No 72

Debrief Part B - Standardized assessment and identification…: Question 2 (follow-up to previous question): - If “Yes”, write 3 examples of how the CWW’s case plan actions address the priority needs ID’d during the safety and risk assessment. - If “No”, write 3 questions you would ask to redirect the CWW’s case plan actions so that they address the priority needs ID’d during the safety and risk assessment. 73

Debrief Part C - Family language & culture: Question 1: You suspect that the CWW might have a template related to culture. As a supervisor, what would you say to the CWW to address the concept of templates with respect to culture in the interactions between this CWW and this family? 74

Debrief Part C - Family language & culture: Question 2: As a supervisor, what questions would you ask the CWW to help him/her integrate the family’s language and culture into the provided services? 75

Debrief Part D – Templates: Question 1: In what ways have the CWW’s personal experiences been similar to what this family has experienced? 76

Debrief Part D – Templates: Question 2: Which of the CWW’s behaviors leads to a concern that the CWW’s templates are affecting how s/he works with the family? 77

Debrief Part D – Templates: Question 3: As a supervisor, provide at least three questions that you would ask the CWW in order to help him/her identify potential templates: 78

Taking it Home… 79