<p> CHILD PROTECTION TRANSFORMATION FIELD READINESS TRAINING</p><p>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.</p><p>Following is a brief description of projected release date1 content,and targeted audience for each module.</p><p>Release Date Module Audience mid- Module 1: What is Child Protection Transformation? Generai October Why we are transforming and what we are trying to achieve. An CPI/CPIS, overview of what is meant by "safety decision-making framework." CLS, QA,CBC early Module 2: Coaching and Case Consultation on Information CPIS, CLS, QA Novemoe Sufficiency What constitutes sufficient information collection for r the six information domains and how to clarify surface information. late Module 3: Coaching and Case Consultation on Information Validation Novembe and r Reconciliation How to reconcile inconsistencies in information and how information should be considered in context. mid Decembe r m:d March mid Decemoe r</p><p> mid· Januar y</p><p> mid Februar y Module Module 5: Harm and Circumstances 4: Coachin General g and Expectations for sufficient information related to safety threats (Information Case Domains 1and 2). Consult Module 6: Child Functioning ation on Informat General ion Explores why it is critical to know how a child functions on a daily basis Analysis beyond the obvious and immediate effects of the maltreatment incident (Domain 3). CPIS, CLS, QA Module 7: Adult Functioning How inter- General related Explores why assessment of adult functioning involves much more than informat the traditional exploration of just medical,mental health, or substance ion can abuse issues (Information Domain 4). and should Module 8: General Parenting and Parental Disciplinary Practices General "inform Explores why assessment of general and pervasive parenting analysis. practices is essential information to have in addition to the " traditional information on disciplinary practices in the home (Information Domains 5 and 6).</p><p>Apr"!- Module 9- 11: Substance Abuse and Menta/Illness Behaviors General May June 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. 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</p><p>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- Investigations -Services. concepts and essential practice objectives 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 Identification of information information gaps and Learning Objective: To instruct supervi sors and modeluse of open-ended : I 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" j sufficiency,validation,and QA only CMs to clarify surface informatron. Identification of which I reconciliation. I information is necessary but i Develop workers' skillset by " " " ...... is presented as incomplete , processing case specific ) I or lacking in specificity. ' I information around information standards. Group discussion of case I 3.Coaching and Case Consultati on on Identification of I I Evaluate comprehension and CPIS, Case I Informatoi n Validation and Reconciliation discrepancies in presented example(s) to identify level Mgt. Sup., of understanding of CPis by</p><p> information that needs to use of open-ended questions CLS, QA only (E-3) information: {1) Direct Observations that lack be validated and discuss around information sufficiency, Learning Objective: To instruct supervisors sufficient behavioral what further investigative validation,and reconciliation. on how to use individual or group 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. I! standards. . information rn context. I I CMgPISt. ,SupCase., 4In.fCormaoachitinogn and An aClaysesi sCon (E-4)sultat ion on rIedentificatiolationshipsn b ofe tween eGroupxample discussion(s) to analyze of case I levEvealuat of eunde compreherstandrnsgi oofn and CLS QA Learning Objective: To instruct supervisors relevant pieces of information and develop workers by use of open-ended I 1 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 I only on how to use individual or group information. Perceives j questions around information I safety determinations. 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. extent of information in a information collection 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 circumstances accompanying Collection Protocol for factors (sub abuse,mental Interviewing Families. maltreatment. health, DV, etc.). 6.Child Functioning (Info Domain 3) (E-6) Evaluate types of questions All CPis, Identification of key Present child functioning CMs, CPIS, Learning Objective: To introduce staff to indicators for physical, scenarios (2) and standard being asked to elicit I the concept that it is critical to know how emotional and social tool to learn how to use information. Evaluate Case Mgt. 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 child functioning given a regarding assessment of school behavior;mood and 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.</p><p>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</p><p>Goal:Strengthen supervisory skills, build basic knowledge-base and introduce on-going skill development activities</p><p>Case Mgt. the concept that assessment of adult and connectedness; severely impaired adult information. Evaluate Sup., CLS functioning involves much more than just sufficiency of information communication; emotional functioning is highly regarding assessment of adult the traditional concerns over medical, control; social support and correlated with family of functioning in respect to daily mental health, substance abuse,domestic relationships;problem origin trauma (family 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 information. Evaluate the concept that general and pervasive sufficiency of information development and parenting; from parental disciplinary parenting practices,aside from specific regarding assessment of impact parenting skills; sensitivity practices. 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. 9.Adult Functioning (Substance Abuse All CPis, 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 and MentalIllness Behaviors- Part 2) conjunction with the Florida CPIS, Field Training (ElO) Alcohol and Drug Abuse Sup.,CLS Association.</p><p>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.</p>