Welcome Back to Day 3 of TDM FACILITATOR TRAINING

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Welcome Back to Day 3 of TDM FACILITATOR TRAINING

• Any questions/ concerns/ thoughts left over from
  yesterday?

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Today we will focus on the meeting itself,
stage by stage, with practice opportunities.
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SECTIONS OF A TDM MEETING

• Before

During (6 Stages)
Review
After
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THE TDM MEETING BEFORE Handout 10-1
DO BEFORE THE MEETING REVIEW REFERRAL
INFORMATION CHECK IN WITH SOCIAL WORKER -
RELEVANT PROCESS INFO PREPARE THE ROOM
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THE TDM MEETING BEFORE Handout 10-1

• DONT
• JUST SHOW UP
• ARRIVE LATE
• OVER PREPARE FORM AN OPINION ABOUT THE RIGHT
  OUTCOME
• ALLOW STAFF TO SELECT SEATS BEFORE FAMILY ARRIVES

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ACTIVITY

• PLEASE LINE UP
• ALPHABETICALLY
• BY YOUR FAVORITE MUSICIAN

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THROUGHOUT THE MEETING Handout 10-2

• TRUST THE PROCESS
• CARE FOR ALL GROUP MEMBERS
• KEEP ALERT
• ENCOURAGE PARTICIPATION BY ALL
• MAINTAIN BALANCED PARTICIPATION
• DEMOSTRATE RESPECTFUL, PROFESSIONAL BEHAVIOR

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THROUGHOUT THE MEETING Handout 10-2

• SEPARATE PROBLEMS DISCUSSED FROM THE PEOPLE
  DISCUSSING THEM
• PICK-UP ON SIGNALS/CUES THAT THE GROUP IS READY
  TO MOVE FORWARD
• OFFER FAMILY ALONE TIME IF IT APPEARS FAMILY
  WILL BE BENEFIT
• WATCH YOUR NON-VERBAL MESSAGES
• STEP INTO CONTENT ISSUES ..

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THE TDM MEETING Handout 10-3
Stages

• INTRODUCTION
• IDENTIFY THE SITUATION
• ASSESS THE SITUATION
• DEVELOP IDEAS
• REACH A DECISION
• RECAP/EVALUATION/CLOSING

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TDM Stages
Majority of time should be in these stages
Developing Ideas
Assessing Situation
Reaching a Decision
Identifying Situation
Recap/Close
Introduction
handout 10-4
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• INTRODUCTION
• Sets tone
• Explains purpose and goal of meeting
• Introductions
• Establishes Ground Rules
• Answers Initial Questions

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KEY ELEMENTS OF INTRODUCTIONHandout 10-5

• Welcome
• Statement of purpose and goal of meeting
• Declaration of desire to work together
• all opinions and ideas considered.
• Hope to agree on decision, though ultimately
  agency responsible to make decision, if unable
  to agree

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KEY ELEMENTS OF INTRODUCTION Handout 10-5

• Introduction of participants, roles
• and relationship to child/ family/ case
• Ground rules
• Opportunity for questions
• Recognition of parent(s) as experts
• on their children

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INTRODUCTIONSHandout 10-6

• DONT DO
• Be Too Easygoing Be Professional
• Be Too Formal Be Engaging
• Be Preoccupied Be Present
• Use Jargon Use Everyday Language
• Rush Set and maintain a calm and
  steady pace
• for the meeting

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GROUND RULES

• RIGHT TO PRIVACY
• ALL PARTICIPANTS WILL BE TREATED WITH RESPECT
• ONLY ONE PERSON WILL SPEAK AT A TIME
• EVERYONE WILL HAVE AN OPPORTUNITY TO SPEAK AND
  ASK QUESTIONS
• TIME FRAME
• PLUS

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YOUR TDM INTRODUCTION

• PRACTICE
• TIME

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• IDENTIFY THE SITUATION
• Handout 10-7

• Define the Concern(s)
• Assure the situation is defined as completely and
  accurately as possible
• This is a very brief stage What was the
  situation that prompted the meeting?

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YOUR IDENTIFICATION OF THE SITUATION

• PRACTICE
• TIME

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ASSESS THE SITUATIONHandout 10-8

• Assure full evaluation of risks and strengths
• Encourage full disclosure
• Clarify facts from opinion
• Summarize, identify and link differences and
  common ground

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ASSESSING THE SITUATIONHandout 10-9
Concerns should be talked about FIRST so that
strengths can be directly related to concerns
presented

• CONCERNS
• Ask participants to be behaviorally specific
• Explain how and why it is unsafe or a risk
  factor

• STRENGTHS
• Strengths that can help mitigate/lessen the
  concerns
• Strengths that can be protective factors

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YOUR ASSESSING OF THE SITUATION

• PRACTICE
• TIME

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BRAINSTORMING GUIDELINESHandout 10-11 and 10-12

• Brainstorm, dont evaluate or judge
• Anything goes, be creative
• Ensure ALL ideas are charted
• Include EVERYONE
• Quantity not quality
• Hitch hike combinations and improvements
• DONT EVALUATE IDEAS!!

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Develop Ideas related to the decision that must
be made. The questions to ask are

• What ideas do we have to address the concerns
  that have been identified?
• How can we utilize the strengths that have been
  identified?
• IDEAS SHOULD BE IN THREE CATEGORIES
• Placement/custody
• Actions to provide safety
• Services to Reduce risk and support placement

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YOUR DEVELOPMENT OF IDEAS

• PRACTICE
• TIME

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Consensus Decisions Handout 10-13
Start with the least restrictive placement/
custody suggestion. Reality Test - can this
suggestion provide protection and safety? If
YES, then look at what services/supports are
needed to make it work.
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Consensus Decisions Handout 10-13
If NOT, ensure an explanation is given (doesnt
have to be the facilitator giving it) as to why
not, before moving to the next level of
restrictiveness for consideration. This
ensures that the team is truly examining what is
the least restrictive/ least intrusive way of
keeping this child safe.
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REACHING A DECISION

• IF MEMBERS DO NOT AGREE FACILITATOR MUST ASK THEM
  WHAT WOULD IT TAKE/WHAT DOES THERE NEED TO BE
  IN PLACE FOR YOU TO FEEL COMFORTBALE WITH
  DECISION?
• CHECK CAN MEMBERS SUPPORT THE DECISION?

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Using Idea Chart To Reach a
Consensus Decision Handout 10-14
Decision
Ideas
If Yes
ALWAYS begins with
Actions to Provide Safety, Services (to Reduce
Risk) and Supports for Stability
Least Restrictive Placement Suggestion "Can
This Placement Provide Safety and Protection?"
If No
Ensure Explanation Why Not? Examine Next Level
of Care
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Levels of Decision Making
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YOUR REACHING A CONSENSUS DECISION

PRACTICE TIME
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REVIEW PROCESSHandout 10-15

• WORKER MAKES DECISION WHEN LACK OF CONSENSUS
  BETWEEN PARTICIPATING STAFF
• ONLY PARTICIPATING AGENCY STAFF CAN ASK FOR A
  REVIEW
• REVIEW CAN BE REQUESTED BY AGENCY STAFF ONLY
• DUTY TO REQUEST A REVIEW IF BELIEF THAT DECISION
  PUTS CHILD AT RISK OF HARM, VIOLATES LAW/ POLICY,
  OR IS NOT LEAST RESTRICTIVE/LEAST INTRUSIVE

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REVIEW PROCESS Handout 10-15

• TIMELY REVIEW WITH ADMINISTRATIVE PERSONNEL
• NOTIFICATION OF INTENTION TO REQUEST A REVIEW
  SHOULD BE MADE IMMEDIATELY.
• DECISION BY ADMINISTRATOR BECOMES OFFICIAL AGENCY
  POSITION
• AGENCY STAFF ACCEPTS OWNERSHIP AND IMPLEMENTATION
  RESPONSIBILITY FOR DECISION

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REVIEW PROCESS AND THE FAMILY

• When there is an Review, how do we help the
  family during this period of increased ANXIETY?
• How do we EXPLAIN to the family what is happening
  and why the decision is being reviewed?

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EXPLAINING THE REVIEW TO THE
FAMILYHandout 10-16

• REFRAME THE REASON
• CAREFUL
• RIGHT DECISION
• THE LEAST HARMFUL
• PROTECT THE CHILD(REN)
• ACKNOWLEDGE
• FEELINGS.
• EXPLAIN
• HOW
• WHO
• WHEN
• WHO
• DEVELOP
• AN INTERIM PLAN IF NECESSARY

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RECAP/ EVALUATION/ CLOSING Handout 10-17 to 10-19

• CHECK UNDERSTANDING
• COMPLETE ACTION PLAN/SAFETY PLAN
• ASK/ RESPOND TO QUESTIONS
• ENSURE EMOTIONS/ RESPONSES ADDRESSED
• SET FURTHER MEETING DATES
• APPROPRIATE CLOSING
• THANK THE MEMBERS OF THE GROUP

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YOUR RECAP/ EVALUATION/ CLOSE
PRACTICE TIME
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AFTER THE MEETINGHandout 10-20

• COMPLETE NOTES
• GIVE FEEDBACK TO STAFF
• RECEIVE FEEDBACK
• COACH SHARE POSITIVES
• COMPLETE DATA COLLECTION

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FEEDBACKHandout 10-21

• FEEDBACK IS GIVEN TO BE HELPFUL AND TO BENEFIT
• THE RECIPIENT OF THE FEEDBACK IS READY
• FEEDBACK IS DESCRIPTIVE, NOT A JUDGMENTAL
  PERCEPTION
• FEEDBACK IS GIVEN IN A TIMELY MANNER, THAT IS, AT
  THE TIME OF THE OBSERVATION OR SOON THEREAFTER
• INFORMATION ADDRESSES CONCERNS THAT THE RECEIVER
  IS CAPABLE OF CHANGING
• THE INTENDED MESSAGE IS THE MESSAGE THAT IS
  RECEIVED
• ALTERNATIVE BEHAVIORS ARE EXPLORED
• FEEDBACK IS GIVEN ON POSITIVE BEHAVIORS, NOT
  JUST NEGATIVE ONES

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TDM INDICATORS AND OUTCOMESHandout 10-22
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GOOD NIGHT

• SEE YOU TOMORROW
• AT 9AM