Module 4:Children and Communication
Iowa Child Advocacy Board
Pre-Service Training Plan: Module 4 -Practicing the CASA Role: Children & Communications
Training Segment: In-Person (Second day of 2 sessions) 7 contact hours
Learning OutcomesBy the end of the session participants will be able to:
· Describe the information in a child's Case Permanency Plan.
· Identify children's needs based on their developmental stage and individual circumstances.
· Describe why permanency is so important for children.
· Demonstrate and practice communication and interviewing skills.
· Define why confidentiality is paramount for Advocates and the children/families they are representing.
Amount of Time / Content
(Topic being covered) / Instructional Strategies and Learner Demonstrations
(How the topic is taught and what the learner will do) / Resources/Technology Needed
20 minutes / Welcome/agenda purpose overview/Introductions/create name tent/Parking Lot explanation
Ground Rules / --Welcome participants
Each learner will have two minutes to:
· introduce themselves
· discuss their 'growing up' family experiences
· Provide a one-word description of why they are volunteering as a CASA.
--Go over Learning outcomes/schedule for day
--Talk about Parking Lot for questions
Revisit the concept of "classroom rules." Ask for additional rules than those listed in the Facilitator Manual. / Card stock
Markers
Timer
Learning Outcomes slide
50 minutes / First steps of understanding the case
What do kids need?
Looking deeper into the needs of children
What's in the CPP? Are the child's needs addressed? What's already been ordered by the court? Where are the gaps in recommendations? What are the areas of concern?
Case study application / Activity: As large group discuss what children need. Facilitator create list on flip chart.
Show the Myers case Timeline Slide to refresh where we are at with the case study.
Review of Case example and CPP
· Discuss the pieces of a case plan and information found in each part.
· Brief reminder of Laws that guide why certain info is included in case plan.
· Review where are we at in the court process and what comes next Reminder of clock ticking due to ASFA timelines.
· What do the kids in the Myers case study need that is not being provided? / Flip chart paper
Marker
Myers Case Timeline Slide
Reasons for Domains Slide
Iowa Case Permanency Plan slide
Activity - Identifying Needs slide
Refer to Myers case and supporting docs
· DHS CPP for Jackson, Sections A, B & C
· Advocate Case Action Plan, Part 2, Handout #1
45 minutes / Child Development Concepts
Case study application / Advocates will take the Ages and Stages Quiz located in the participant manual. (25 minutes)
· Give Advocates 5 minutes to complete the quiz.
· Pass out the Child Development Chart
· Allow 20 minutes for discussion on the quiz.
Go over How Children Grow and Develop, noting a few key concepts:
· kids brains do not allow them to be small adults
· children need care and attention to grow, if one component is missing, the child may fail to thrive and grow
· mastering tasks is generally sequential, we walk before we run, babble before we talk, etc
· a child's behavior is influenced by their needs i.e. a child who is going through a growth spurt may be in pain and not sleep well at night, causing the child to act out
Discussion on the Myers children development; how trauma impacts this, and who could you talk to to get more information. / --Child Development Chart Handout #2
Activity - Ages and Stages developmental Quiz slide
How Children Grow and Develop (2 slides)
Advocate Case Action Plan, Part 2, Handout #1
Sources of Information Handout - #3
Slide Discussion - Child Development in the Myers Case
90 minutes / Other child-related factors
· Attachment, brain development and trauma
· Grief and loss
· Visitation issues
· Psychological and Behavioral Issues
· Educational Advocacy
Case study application
Case Study application. Practice applying all of sections above. Gathering info on child and practicing the summary of issues identified. / Concept that attachment is a skill, brain based developmental tasks, by consistently meeting needs –trauma disrupts this. Severe cases, RAD children have difficulty managing emotions and are not prepared to bond.
Children experience fear, loss and a feeling of responsibility each time they are moved from a home.
· Read the Separation Experience
MSLC standards and Best interest in making decisions for removal and reunification
A child's right to visit their family when it's safe. Visits help maintain attachment. Visitations should be frequent and take place in the most "home-like" setting to promote active parenting and children relationships with parents.
Advocate will look at both the mental health needs and school reports in the case study.
Advocate will identify how to get information about the educational and mental health needs of children.
Advocate will identify needs of the children on the case.
Lecture: IEP meetings keeping the child and the parent’s world view in mind. Cartoon on the slide demonstrates why parents may feel overwhelmed.
Discuss the educational and mental health concerns for the Myers Children.
Discussion of how issues like unmet developmental needs, separation/loss and mental health all play a role in the child's successful navigation through the child welfare system.
Practice writing Jackson's assessment/summary on their form. Stress the importance of using a consistent voice while writing, using objective words, words that demonstrate observations. / Video Slide Magic of Everyday Moments
Cycle of Attachment Slide/Chart
Why Attachments Are important, slide
Advocating for Healthy Attachments slide
Separation Experience activity printed in facilitator manual.
Visitation Slide
Discussion - Visitation Considerations slide
Other Issues for Children (2 slides, 1 on psychological issues, 1 on educational issues)
Individualized Education Plans Slide
Discussion - Considering Other issues Slide
Activity - Identifying concerns Slide
Activity - Practice Writing Slide
Advocate Case Action Plan, Part 2, Handout #1
30 minutes / Permanency/APPLA/Transition / The US Dept of Health and Human Services began Child & Family Service Reviews in 2001. The CFSR reiterates the need for permanency and structures funding around meeting permanency goals. Permanency is THAT important.
View brief video about Permanency.
Next Go through the points on slide. Tell the story on a child’s sense of time; how this is critical and used for ASFA timelines and concurrent planning.
Discuss Slide 'Available Permanency options' to begin discussion on APPLA.
The system doesn't always work for all kids and some end up aging out of care. Transition services must be started by age 14.
Remind participants where we are in the case.
Show video (18 minutes) about important permanency connections and debrief. / Slide/Video What is Permanency? (3.5 minutes)
Permanency is Not Just a "place" slide
Available Permanency Options slide
APPLA Slide
Transitional Services for Older Youth, slide
Hearings in Juvenile Court slide
Slide/Video 'The importance of a permanent connection.
20 minutes / Communication basics:
· Communication builds respect and credibility
· Sending/receiving messages
· Non-verbals
· listening more than talking
Overcoming communication barriers / Begin this section by noting that we are switching gears. Play the Modern Family Video of Phil Dunphy.
Provide a lecture on the important role of communication in the role of the advocate in earning respect and credibility.
Effective communication requires self-awareness and sensitivity. Messages that are sent are heavily influenced by our non-verbals.
Go over the different types of barriers to communication. Ask advocates to provide examples. Remind advocates that the best way to overcome barriers is to own the misunderstanding and be honest and transparent / Switching Gears Slide
Video: What does Phil Dunphy have to Say? Slide.
Effective Listening slide
Communicating Effectively slide
Listening for Meaning slide
Barriers to Communication slide
Overcoming Communication Barriers Slide
90 minutes / Practice communication as an Advocate
First contact sets tone; Importance of respect, use of names, nicknames issue
Establishing Trust & Rapport
Role Playing the Advocate. / Advocates will begin practicing communication skills of listening, reflective phrases, understanding ourselves by doing the What Brings Me Joy Activity.
Go through the material on the 4 stages of interviewing
Advocates will again practice by writing how they would introduce themselves and explain their role.
Complete the greetings on the handout to plan introductions to various parties.
Talk about the difference in establishing rapport with a child versus developing actual trust.
Show the National CASA Video on interviewing children and introducing yourself.
Volunteers will then role play in groups of 3 by choosing characters from the case study. Advocates will take turns being the advocate, a party to the case and an observer.
· Introducing ourselves to others
· Who would advocates speak with to learn specific information
· What might be said differently when talking with different parties on the case.
· Asking questions that are child-focused
· Ask advocates to ask questions they've already thought about by re-visiting their Advocate Case Action Plan, Part 1&2, Handout #1
Each person should role play the advocate 1 time. / Activities are outlines in both facilitator and participant manuals.
Activity - Reflective Listening Slide
10 Things I like to do: What Brings me Joy Handout #4
4 stages of Interviewing Slide
Activity - Introducing Yourself Slide
Introducing self as Advocate Handout #5
Rapport and Trust slide
Relationships built on rapport and trust slide
Video/Slide Video - Interviewing Children
Activity - Practice Interviewing Slide
Guidelines for asking Questions Handout #6
CASA/GAL Interview Questions Handout #7
Advocate Case Action Plan, Part 1&2 Handout, #1
30 minutes / Confidentiality
· Confidentiality in cases and confidentiality of our communications:
· Not their friend, not the “doer” of the case. / Lecture: Iowa Code regarding confidentiality of information.
-Found in training, in CASA Oath, in court order, in acceptance of the case
--Who can we speak with?
--What can we share? When does an advocate share personal information?
Go over the 2 different consents to obtain information located in the participant manual. Distinguish the difference when a HIPPA-compliant release is required.
Go over the situations for confidentiality considerations and have a large group discussion. / Confidentiality as an Advocate slide
Locked File Folder slide
Both consents are located in the manual.
Situations for Confidentiality Consideration slide
15 minutes / Wrap Up the children's / Show the video as a way to help the participants finalize their work today. As watching, consider what they know about MCLS, trauma, ACE's stress, etc. Debrief with participants. / Slide/Video Removed Part 1, Second half.
5 minutes / Questions/Parking Lot/Evaluation / Go over the learning outcomes to see if the participants needs were fulfilled.
Answer any questions, go over the parking lot questions, if any. Complete the evaluation. / Congratulations slide
Evaluation is the last page in the participant guide.
Total Time 395 minutes
6.58 hours classroom time
December 2016 Page 2 of 6