1. Building Connections: The Basics of Engagement
Jennifer Patterson, LCSW, ACSW

2. Communication Importance of non-verbal Eye contact Facial expression
Tone of voice
Posture
Grooming/professional appearance

3. Communication Unspoken beliefs and attitudes
Why did you take this job?
What do you think about the members? How would you describe the population?
What do you think about your community partners (medical personnel, therapists, DCFS, etc)?
Work to identify biases and assumptions

4. Communication
Goal: communicate that you are open and receptive as well as knowledgeable and professional
Smile, make eye contact, introduce self, offer handshake, avoid crossed arms/closed body language/sighing
Be punctual
Come prepared with business cards or other printed materials
Listen and attend to the person who is speaking

5. Communication
Verbal
Introduce yourself by providing your first and last name, your title or role, and your organizational affiliation
Do the same routine when you leave a voice mail, plus briefly state your purpose for calling (unless you have been cautioned for privacy reasons against leaving any details in a voice mail)
Do not assume anyone will remember your name or recognize your voice

6. Communication Be personable, but not overly personal
Be yourself, but do not cross boundaries
It is okay to disclose some inconsequential information about yourself (information that will not evoke a strong emotion/concern from the listener); however, avoid disclosing serious personal information as your method of connecting with someone
Mirror the listener’s style
“I” statements vs “You”
“Tell me about” vs “Why”

7. Communication
Don’t:
Talk above or below the comprehension level of the other person
Use memorized jargon or lofty descriptions without knowing what it really means in a practical sense
Pretend to know something or an answer if you don’t
Fail to follow up or follow through on finding answers/information

8. Communication Communicating with medical professionals
Be organized, efficient, to the point
SBAR
Situation
Background
Assessment
Recommendation

9. Active Listening
Listen first to gain an understanding before you intervene
Active listening
Reflect back what you heard, paraphrase
Timing—give the person time to express a full idea

10. Active Listening
“All of these changes are so confusing. I feel like as soon as I think I’ve done what I’m supposed to do, I find out there is another thing I am supposed to do. And my son still isn’t getting services.”
Active listening response: “Sounds like you feel like you have jumped through hoop after hoop but it is not helping you get what you need for your son. I am sorry this process has been frustrating. But I am here to help. Can you tell me what you have done so far?”
Acknowledge negative emotions

11. Active Listening
“Her dad lost his job last month and can’t find work. We haven’t been able to pay a lot of our bills. I have been getting shut off notices about the lights being cut off and I don’t know what we are going to do since she has to use her nebulizer. We hardly have any food left, too.”
Active listening response: “Gosh, it sounds like things have been really hard since dad lost his job. You are worried about the power being shut off and your daughter’s health plus running out of food. I’ve got some questions to ask. Let’s start with the utilities. Did you know you might qualify for a medical certification to stop a utility shut off?”

12. Active Listening
Strategies to use when someone is not very forthcoming:
“Tell me more about that.”
Ask open-ended questions (rather than yes or no questions)
Reflect back your observations

13. Creating Goals for Person-Centered Service Plan
“Recognizes your strengths, interests, and goals. Helps you reach your goals in a team environment”
Goals reflect the member’s priorities
Goals make use of the member’s language

14. Creating Goals Components: Activities Target Date Services Barriers
Desired Outcomes

15. Creating Goals Member’s Goals Activities Target Date Services Barriers
Desired Outcomes
Bill will participate in community integration.
Bill will participate in an activity of his choosing 1x weekly.
8/31/20
Supportive Living
Bill requires prompts and assistance in order to do things that he enjoys. Bill is unable to drive and relies on others for all of his transportation needs.
Bill will increase participation in the community.

16. Creating Goals Member’s Goals Activities Target Date Services Barriers
Desired Outcomes
Bill will continue to work in the community.
Bill will continue to work at McDonalds.
8/31/20
Supportive Employment
Bill requires assistance with maintaining employment in the community.
Bill will maintain community employment.

17. Creating Goals
Identified issue: Child with spina bifida has been missing clinic appointments due to child care needs of siblings, but parents are concerned and want to attend appointments.

18. Creating Goals Member’s Goals Activities Target Date Services Barriers
Desired Outcomes
Ayanna will attend all spinal cord disorders clinic appointments.
Ayanna’s parents will write appointments on a calendar and will make arrangements to attend.
 4/9/20
Medicaid transportation
Ayanna has siblings who will need child care during the long appointments.
Ayanna will receive the medical care she needs to promote optimal development and functioning.

19. Creating Goals
Identified Issue: Parent expresses concern about child with behavioral health diagnosis being frequently sent home from school or suspended and grades dropping.

20. Creating Goals Member’s Goals Activities Target Date Services Barriers
Desired Outcomes
Nathan will increase the number of full days he attends school.
Parent will meet with school personnel and school-based mental health team together
 4/9/20
504 Plan and school-based mental health including individual and family therapy, case management, and medication management
Nathan requires behavioral redirection and assistance with maintaining appropriate social interactions.
Nathan will have improve academically.

21. Questions?

22. Thank you!