Michigan Department of Health and Human Services

MiTEAMSPECIALIST

Monthly Report

Michigan Department of Health and Human Services

IDENTIFYING INFORMATION:
MITEAM Specialist:
(Last, First) / Date: / Number of Individuals targeted through planned assistance : / Programs Assisted:
☐CPS / ☐Foster Care / ☐Licensing / ☐Adoption / ☐Other
DUTIES UTILIZED DURING THE MONTH:
Duty / Model / Coach / Train / Observe, Document, & Provide Feedback
Task / ☐Create an environment that is conducive of observational learning.
☐Demonstrate how to complete daily tasks in child welfare.
☐Advocate for, and demonstrate best practices and skills. / ☐Provide and process self -evaluation tools with caseworkers.
☐Determine areas for growth and potential goals around increasing knowledge, skills and abilities.
☐Assess current circumstances by gathering information.
☐Explore potential options for growth or accomplishment of goals.
☐Facilitate the caseworker in moving to action to increase knowledge, skills and abilities or accomplish a goal.
☐Review progress with the caseworker to offer encouragement and support. / ☐Develop and/or prepare for training.
☐Create an environment that encourages learning.
☐Connect the content of the training to everyday child welfare activities.
☐Utilize interactions as educational opportunities. / ☐Determine the caseworker’s skills level to ensure observation and feedback will be meaningful and appropriate.
☐Observe caseworker’s interactions with children, families, partners and the community.
☐Document observations in a behaviorally specific way and provide them to caseworkers.
☐Provide meaningful and timely feedback.
CONTENT COVERED DURING THE MONTH:
Engagement / Teaming / Assessment / Case Planning / Case Plan Implementation / Placement / Mentoring
KEY CASEWORKER ACTIVITIES / ☐Create an environment of empathy, genuineness, respect and empowerment that supports a family entering into a helping relationship and actively working towards change.
☐Search for and engage parents, family members and other support persons from the child’s community in the family team process. / ☐Form a family team.
☐Prepare members of the family team for participation on the team and for upcoming decisions that will be made.
☐Ensure members of the team meet and participate in shared decision-making on a regular basis. / ☐Utilize formal and informal assessment techniques to collect information.
☐Collaborate with team members to identify child and family strengths, trauma and needs.
☐Organize and analyze all of the information that is collected to develop a comprehensive family assessment.
☐Update comprehensive family assessment on a regular basis and prior to case closure. / ☐Involve families and other team members in a case planning process with a long-term view.
☐Link services to individual strengths, potential traumatic stress and specific needs of each relevant family member to the identified permanency goal or goals.
☐Develop plans that have behaviorally specific and achievable goals and action steps.
☐Use visits with the child and family to make progress on goals and action steps.
☐Track progress on case plan implementation and adjust as needed. / ☐Engage with service providers.
☐Clarify specific service needs when making referrals.
☐Provide services promptly and on an ongoing basis to assure safety, reduce risk, address well-being and promote timely permanency.
☐Use caseworker visits to mobilize services.
☐Evaluate the appropriateness and effectiveness of services.
☐Provide services at the time of discharge and case closure. / ☐Assess whether or not potential relative or kin caregivers are willing and able to safely care for children and youth.
☐Work closely with members of the family team to make initial placement decisions, support those placements and plan for transitions.
☐Use assessment information to match children and youth to the most suitable placements.
☐Use visits to preserve connections, strengthen relationships and make progress on identified goals.
☐Facilitate birth parent involvement with their children.
☐Help children stay connected to their siblings. / ☐Promote growth through coaching.
☐Create a learning environment through observation and feedback.
☐Support change through building trusting relationships.
FIDELITY TOOL MEASURESMeINDICATORSOBSERVATION / ☐Treats individuals with respect.
☐Treats individuals with empathy.
☐Uses verbal responses that are consistent with body language.
☐Acknowledges his/her authority and the disproportionate amount of power in the relationship. / ☐Helps the individual(s) identify people who are supportive.
☐Addresses reasons for reluctance to including specific team members. / ☐Asks the individual(s) to identify strengths.
☐Asks the individual(s) to identify primary needs.
☐Asks the individual(s) about events that have been experienced that are potentially traumatic.
☐Requests individual(s) input regarding the effectiveness of services.
☐Asks the individual(s) how s/he can be of assistance to the family.
☐Inquires about the individual(s) perspective on the child’s safety (both physical and psychological).
☐Inquires about the individual(s) perspective on the child’s well-being (both physical and psychological).
☐When developing or adjusting the plan, asks for the team member’s input.
☐Asks individual(s) perspective on the parent’s ability to keep the child(ren)/youth safe.
☐If child(ren)/youth is not residing with the custodial parent: Asks individual(s) their perspective on the caregiver’s ability to keep the child(ren)/youth safe.
☐If child(ren)/youth is not residing with custodial parent: Inquires about the caregiver’s perspective on the impact of traumatic events on the child(ren)/youth.
☐Inquires about the individual(s)’s perspective regarding how the living arrangement options impact child(ren)/youth connections. / ☐Assists the family with navigating systems and processes.
☐Discusses with the family the success of the child(ren)/youth beyond case closure.
☐Provides trauma education to the individual(s).
☐Provides feedback to the individual(s).
☐Asks for feedback from the individual(s).
OTHER
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