1. “The Approach” One-on-one Problem Solving
FEPS Training with WNH
Feb 16-19th 2016

2. The FEPS (Financial Empowerment and Problem Solving) Program is generously funded by the Ontario Ministry of Community and Social Services and delivered in partnership with:
These FEPS training materials and support documents created by West Neighbourhood House for the FEPS program.

3. Before Getting Started
FEPS Training with West Neighbourhood House - Feb 2016
Before Getting Started
People living on a low income face many challenges managing their finances, and accessing their entitlements
Requirements can be complex and confusing
People may not be aware of their entitlements
Cutbacks affect services
There are many reasons why a participant may come to you for an appointment
Facing a sudden crisis
May have been referred to you
May come by choice for help with a specific situation

4. Getting Started With Participants
FEPS Training with West Neighbourhood House - Feb 2016
Getting Started With Participants
Each participant will come to you with a unique situation
Action can only be taken once the situation is explored and understood
Very important to build trust
Need to “have the conversation”, see the emotion
How do we build trust?
Brainstorming

5. FEPS Training with West Neighbourhood House - Feb 2016
Brainstorming

6. FEPS Training with West Neighbourhood House - Feb 2016
Building Trust
How can we build trust with participants?
Be welcoming when they arrive
Support their comfort
Waiting area; Offer water, tea; Washroom available; Child care support
Eye contact
Check in with them – “are you doing okay?”
“Read” the person – do they want to shake hands? Do they want to hug you goodbye?
Take the lead from them, read their cues, their boundaries
Be aware of language challenges; keep checking back
Avoid jargon if possible; repeat back what you have heard
Be approachable yet professional

7. Adult Learning Approach
FEPS Training with West Neighbourhood House - Feb 2016
Adult Learning Approach
Practical, “just in time” problem solving involves participants working actively on the issues facing them
This involves supporting them to think about their financial affairs in new ways
Adult learning approaches are valuable
An adult learning approach emphasizes that participants:
Have valuable experience
Value having their strengths and abilities acknowledged
Want to access learning and materials that are immediately relevant to their situation
Have different learning styles
Need to be empowered to think critically about the issues being addressed

8. Starting the Conversation
FEPS Training with West Neighbourhood House - Feb 2016
Starting the Conversation
“Why are you here today?
“What does a solution look like to you?”
Start with the person’s problem
Get to know how they see things, how they perceive the solution
The solution process will look different for each situation, depending on the person and the problem
Check in with their expectations
Make sure they know what you are able to help with, and what not
Their expectations vs. Your role
Start with a positive assessment, acknowledge their steps

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Practice Exercise
Practice in group of 3:
Case worker
Participant
Observer

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How did it go?
What kinds of questions?
What kinds of challenges?
What kinds of skills did you need as the case worker?
What was easy or hard?

11. Getting the “big picture”
FEPS Training with West Neighbourhood House - Feb 2016
Getting the “big picture”
Important skills for working with participants
Listening
Focussing on the person
Asking questions
Learn about the problem
Compassion (may be health concerns, housing issues, etc)
Be non-judgemental
Explain your note-taking process
Acknowledge the steps they have taken
Arrange for next steps

12. Financial Literacy Assessment Framework
FEPS Training with West Neighbourhood House - Feb 2016
Financial Literacy Assessment Framework
FINANCIAL
ISSUE
- Primary
-Secondary
Personal
Biography
Status - immigration, relationship, dependents
Income
Financial Assets
Relationship
With
Financial
Institutions
Legal
Issues
Consumer Issues
Personal Health/ Disability
Money
attitudes and capabilities

13. Starting to Talk about Money
FEPS Training with West Neighbourhood House - Feb 2016
Starting to Talk about Money
Why is it hard to talk about money?
Brainstorming

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Brainstorming

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Talking about Money
Reluctance to talk about money matters may come from many different feelings or experiences
Sense of shame
Sense of inadequacy
Fear of being judged
Feeling exploited
Feeling stupid/not smart enough to deal with money
Family culture, habits
Feelings of secrecy about money
Didn’t need to worry about it before, sudden change of circumstance

16. Promote Financial Empowerment
FEPS Training with West Neighbourhood House - Feb 2016
Promote Financial Empowerment
“Elastic” role
“Play an ‘elastic’ role! We might have a significant role and do things FOR the participant, OR we might facilitate the participant’s solving of problems him/herself.
We might start out doing things for the participant, but gradually engage him/her more and more in the process of solving their problems and getting back on track.” (FEPS staff)
Modelling
Model how solutions could be approached
Show how a phone call could go, the process of communicating with different agencies, etc

17. Ethical Issues: Being Aware
FEPS Training with West Neighbourhood House - Feb 2016
Ethical Issues: Being Aware
This awareness needs to be present from the start
Role is to support, work with the participant to make informed decisions
Do no harm
Help develop a plan of action, but avoid giving direct advice
Stick to your role; You are not a financial advisor!
Developing an action plan
Assess the situation and determine the most important first response
Draw on your knowledge of the social safety net, who to refer them to
Work within the participant’s capacities

18. FEPS Training with West Neighbourhood House - Feb 2016
Wrapping Up: Key Goals
Meet clients “where they are at”
…but don’t leave them there!
Assist in a solution to the immediate problem, offer next steps
Make connections with their biography/conversation
i.e. can mention CLB as an option if they have kids, let them choose to take action if they wish
Keep the invitation open
Let the participant decide to return for more meetings when they are ready

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