Child Protection Transformation
CHILD PROTECTION TRANSFORMATION
FIELD READINESS TRAINING
The Office of Child Welfare is currently designing a series of 'Sneak-a-Peek' e-learning modules to provide staff with: (1) an overview of child protection transformation; and (2) terminology and concepts foundational to the new safety assessment framework (sufficiency of information collection and analysis) anticipated to be rolled out in late spring 2013. In addition,supervisors will be provided with advanced and additional training opportunities to reinforce their vital role in supporting the transfer of learning during case consultations.
Following is a brief description of projected release date1 content,and targeted audience for each module.
Release Date Module
mid- Module 1: What is Child Protection Transformation?
October Why we are transforming and what we are trying to achieve. An overview of what is meant by "safety decision-making framework."
Audience Generai CPI/CPIS, CLS,
QA,CBC
early
Novemoer
late
November
Module 2: Coaching and Case Consultation on Information Sufficiency What constitutes sufficient information collection for the six information domains and how to clarify surface information.
Module 3: Coaching and Case Consultation on Information Validation and
Reconciliation
How to reconcile inconsistencies in information and how information should be considered in context.
CPIS, CLS, QA
mid December
mid Decemoer
mid· January
mid February
m:d March
Module 4: Coaching and Case Consultation on Information Analysis CPIS, CLS, QA How inter-related information can and should "inform analysis."
Module 5: Harm and Circumstances General
Expectations for sufficient information related to safety threats (Information
Domains 1and 2).
Module 6: Child Functioning General
Explores why it is critical to know how a child functions on a daily basis beyond the obvious and immediate effects of the maltreatment incident (Domain 3).
Module 7: Adult Functioning General
Explores why assessment of adult functioning involves much more than the traditional exploration of just medical,mental health, or substance abuse issues (Information Domain 4).
Module 8: General Parenting and Parental Disciplinary Practices General
Explores why assessment of general and pervasive parenting practices is essential information to have in addition to the traditional information on
disciplinary practices in the home (Information Domains 5 and 6).
Apr"!-May June
Module 9- 11: Substance Abuse and Menta/Illness Behaviors
In-depth look at adult functioning impacted by drug use and mental illness. Under development in conjunction with the Florida Alcohol and Drug Abuse Association.
General
Pre-SDMM Implementation Training and Skrll Development Plan- Frontline Staff
Goal: Strengthen supervisory skills, build basic knowledge-base and introduce on-going skill development activities
Staff in E- Learning Modules Learning Matrix Group Activity Individual Case Consultations
Attendance (20-30 minutes duration) (30- 60 minutes) (5- 15 minutes per case) All 1. Overview of Transformation (E-1) Safe,unsafe and role of risk
stakeholders Provide high level overview of SDMM: in new practice model.
basic concepts, terminology and overall Coherent, integrated and conceptual framework. standardized practice Learning Objective: To introduce staff to elements through Intake- concepts and essential practice objectives Investigations -Services. driving information collection and
informing safety decision-making.
CPIS ,Case 2.Coaching and Case Consultation on Identification of standards Group discussion of case Evaluate comprehension and
Mgt.Sup., I Information Sufficiency (E-2) for information collection. example(s) to identify level of understanding of CPis
Field Learning Objective: To instruct supervi sors Identification of information information gaps and I and modeluse of open-ended
:
Training on how to use individual or group which can be discounted as inadequacies.
questions around information
Sup.,CLS, I consultative discussions with CPis and/or "noise" I j sufficiency,validation,and
QA only CMs to clarify surface informatron. Identification of which I I reconciliation.
information is necessary but i Develop workers' skillset by
" .. " .." I
. is presented as incomplete , processing case specific
) ' I
.... or lacking in specificity.
I information around information
I I standards.
CPIS, Case 3.Coaching and Case Consultati on on Identification of Group discussion of case I Evaluate comprehension and
Mgt. Sup., Informatoi n Validation and Reconciliation discrepancies in presented example(s) to identify level of understanding of CPis by
CLS, QA only (E-3) information: {1) Direct information that needs to use of open-ended questions
Learning Objective: To instruct supervisors Observations that lack be validated and discuss around information sufficiency, on how to use individual or group sufficient behavioral what further investigative validation,and reconciliation.
consultative discussions with CPis and/or descriptors and/or need I activities might be needed. Develop workers' skillset by
CMs to provide sufficient explanation to additional verification;{ 2) processing ca se specr fic
reconcile identified inconsistencies in Corroboration of recorded - rnformation around information information provided and consider statements. ! standards.
. I
information rn context. I
CPIS ,Case 4.Coaching and Case Consultation on Identification of Group discussion of case I Evaluate comprehension and
Mgt. Sup., Information Analysis (E-4) relationships between example(s) to analyze I level of understandrng of
CLS I QA 1 Learning Objective: To instruct supervisors relevant pieces of information and develop workers by use of open-ended
Pre-SDMM Implementation Training and Sk1ll Development Plan - Frontline Staff
Goal: Strengthen supervisory skills,build basic knowledge-base and introduce on-going skill development activities
only I on how to use individual or group information. Perceives I safety determinations. j questions around information consultative discussions with CPis and/or situations, individuals, and sufficiency, validation,and
CMs to understand how information fam1ly dynamics as complex reconciliation.
"informs" analysis and that every element and dynamic. Understand Develop workers' skillset by i
under consideration may be inter-related. the difference between processing case specific
what is manifested and information around information what can be inferred with standards.
- respect to what is not !
I .- immediately apparent.
I
All CPis, 5. Nature and Extent of Maltreatment; Identification of type(s) of Discussion on how Evaluate types of questions
CMs,CPIS, Circumstances Accompanying maltreatment;details about parents/caregivers are being asked to elicit
Case Mgt. Maltreatment (Information Domains 1 2) symptoms (injuries, currently informed of the information.
Sup., CLS (E-5) conditions present);details allegations and alternative Evaluate sufficiency of
Learning Objective: To introduce staff to about severity; identifying approaches. Share information around nature and what constitutes sufficient information the maltreater and findings. information collection extent of information in a collection related to specific safety threats. Identification of duration of protocol 'Introduction with specific case.
maltreatment;patterns;CPS the Parents' (pgs. 5 - 8) Evaluate sufficiency of history; explanation for from The Information information around maltreatment;contributing Collection Protocol for circumstances accompanying factors (sub abuse,mental Interviewing Families. maltreatment.
health, DV, etc.).
All CPis, 6.Child Functioning (Info Domain 3) (E-6) Identification of key Present child functioning Evaluate types of questions
CMs, CPIS, Learning Objective: To introduce staff to indicators for physical, scenarios (2) and standard being asked to elicit I
Case Mgt. the concept that it is critical to know how emotional and social tool to learn how to use information. Evaluate
Sup.,CLS all children in the home (i.e., not just the development: peer and with a parent to assess sufficiency of information alleged victim) function on a daily basis. (in school behavior;mood and child functioning given a regarding assessment of addition to obvious concerns about the temperament;speech and child's specific age. vulnerability,developmental effects of being maltreated). communication; status, physical health,
vulnerability;general emotional state,ability to behavior;ability to self communicate and intellectual protect. capacity.
All CPis, 7.Adult Functioning (Info Domain 4) (E-7) Identification of general Present adult functioning Evaluate types of questions
CMs,CPIS_! c...!_.earning Objecti ve: To introduce staff to . behavior; cultural identity scenarios (2) to learn how being asked to elicit
Pre-SDMM Implementation Training and Sk11l Development Plan -Frontline Staff
Goal:Strengthen supervisory skills, build basic knowledge-base and introduce on-going skill development activities
Case Mgt. the concept that assessment of adult and connectedness; severely impaired adult
Sup., CLS functioning involves much more than just communication; emotional functioning is highly
the traditional concerns over medical, control; social support and correlated with family of mental health, substance abuse,domestic relationships;problem origin trauma (family
information. Evaluate sufficiency of information regarding assessment of adult
functioning in respect to daily
violence, and criminal activities. solving skills; and stress systems theory). life management and general
management.
adaptation.
All CPis, 8.GeneralParenting and Parental Identification of parenting Present case scenarios to Evaluate types of questions
CPIS,CM, Discipline (Info Domains 5 &6)(E-8) styles and approaches; learn how to differentiate being asked to elicit
CM Sup., CLS Learning Objective: To introduce staff to knowledge of child general parenting style the concept that general and pervasive development and parenting; from parental disciplinary
parenting practices,aside from specific parenting skills; sensitivity practices.
information. Evaluate sufficiency of information
regarding assessment of impact
information on disciplinary practices,is to child's needs; past of general parenting and
essential information to collect. parenting experiences; and
discipline practices on child
satisfaction with parenting. safety. Identification of intent,
attitudes and expectations about discipline;purposes for discipline; and age appropriateness.
All CPis, 9.Adult Functioning (Substance Abuse Under development in CPIS,Field and MentalIllness Behaviors- Part 1) (E9) conjunction with the Florida Training Alcohol and Drug Abuse Sup.,CLS Association.
All CPis, 10. Adult Functioning (Substance Abuse Under development in
CPIS, Field and MentalIllness Behaviors- Part 2) conjunction with the Florida Training (ElO) Alcohol and Drug Abuse Sup.,CLS Association.
All CPis, 11. Adult Functioning (Substance Abuse Under development in CPIS,Field and Mental Illness Behaviors- Part 3) conjunction with the Florida Training (Ell) Alcohol and Drug Abuse Sup.,CLS Association.