2.  Welcome Back!  Housekeeping  Agenda

3.  Highlights from Day 1  Share the transfer of learning activities: › Strengths/Needs Assessment Checklist › Strengths/Needs Matrix  The safety factors  Your initial Bio/Psycho/Social hunches

4.  Linking: › Behaviors & Concerns › Client Hunches › CSW Hunches › Needs & Needs Statement › Desired Outcomes

5.  Identifying Mobilized Strengths  Crafting Solutions & Strategies

6.  Coaching & Mentoring › The Family › The Caregivers › The Team

7. Challenging Behavioral Expression: Families and Workers Child Safety Coaching to Enhance Strengths/Needs Based Practice

8. Challenging Behavioral Expression: Families & Workers Child Safety Establish beliefs & truths about the person Based on past information both good and bad Often focused on deficit model thinking Often based on judgments and bias Coaching to Enhance Strengths/Needs Based Practice

9.  occurs when we selectively notice or focus upon evidence which tends to support the things we already believe or want to be true while ignoring that evidence which would serve to disconfirm those beliefs or ideas. Confirmation bias plays a stronger role than empirical evidence.

10.  is the tendency to extrapolate information from recent events to make concrete decisions about the future. The recency effect is a cognitive bias that results from disproportionate attention to recent observations. This occurs when CSWs only attend to that which has been occurring in the recent history of a family and NOT their long term patterns.

11. Challenging Behavioral Expression: Families & Workers Child Safety Establish beliefs & truths about the person Your language and actions reflect your beliefs Coaching to Enhance Strengths/Needs Based Practice

12. Challenging Behavioral Expression: Families & Workers Child Safety Establish beliefs & truths about the person Your language and actions reflect your beliefs Your actions impact and influence the actions of others Coaching to Enhance Strengths/Needs Based Practice

13.  Beliefs drive our thoughts  Thoughts drive our language  Language drives our actions  Our actions influence the thoughts, language and actions of those around you › We pick up on the emotional tone/energy from those around us and act/behave accordingly

14. 1. I do not value this person 2. This person is incompetent and unmotivated, and can’t solve their own problems 3. I know the answers and it is up to me to solve this person’s problems 4. I questions this person’s abilities and commitment 5. This person is time consuming and wears me out!

15. 1. This person has value and is worthwhile 2. This person is capable and has the ability to make a difference 3. This person has his/her own answers and can identify their underlying needs 4. This person is an inspiration to me 5. This person deserves to be treated with dignity and respect

16.  ONE Behavior & Concern  Client Hunches  CSW Hunches  Desired Outcome  Needs Statement  Mobilized Strengths  Services/Strategies Link to Safety Concerns

18.  A Principle of the Strength Based Perspective  Supports Cultural Awareness & Humility  Why is this important? Adapted from office of Affirmative Action Know Yourself and the Families With Whom You Work

19. Administrators Supervisors Social Workers & Collaborative Partners Parents & Caregivers Children

20.  R ecognize your communication style  E xpect to learn something about yourself and others  S peak clearly and use personal examples when making a point  P articipate honestly and openly  E ngage in the process by listening, as well as speaking  C onfidentiality  T ake responsibility for yourself and what you say

21.  Race  Color  National Origin  Religion  Sex  Political Affiliation  Disability  Age  Marital Status  Sexual Orientation › (California Specific) Civil Rights Protected Areas

22. Diversity is defined as race, gender, age, language, physical characteristics, disability, sexual orientation, economic status, parental status, education, geographic origin, profession, life style, religion, personality, position in the company hierarchy, and any other difference.

23. Organizational External Internal Personality

24. What are some of categories/groups that the Smith Family belongs to?

25.  Questions will be asked about our diversity and experiences  Please raise your hand to identify what group best describes you Cultural Awareness Activity: Who We Are

26.  Culture is life-styles, habits, behavior patterns, customs, rituals, language and other unique characteristics of a given people or group.  Culture is developed and refined over time

27.  Food, Music, Rituals  Communication and Language  Dress and Appearance  Time Consciousness  Rewards and Recognition  Relationships  Values and Norms  Sense of Self and Space  Beliefs and Attitudes

28.  We all judge and place value on these expressions of culture as: HelpfulHurtful HealthyUnhealthy ConstructiveDestructive GoodBad

29. Our judgments & values of culture have a basis in: Personal Systemic Bias Fear Awareness Understanding Research Laws Policy Education

30.  From the first CPS activity, in which category have you experienced this?  How did it make you feel ?  How did you respond ?  Where do you think you learned this response? Personal Experiences of Bias and Discrimination

31.  Identify three personal biases you have about a group of people: › Resolved › Current › Emerging  For each personal bias, indicate: › What circumstances/experiences caused you to have this bias? › How has this bias caused you to feel, think, and react toward this group of people?

32.  Questions will be asked regarding your feelings/beliefs about different groups of people  Indicate your response using the remote control Classroom Performance System Activity: Identifying Our Biases

33.  Why is it important to continuously become aware of our biases? › To enhance our strength based practice with all families › To ensure that we are treating all families with dignity & respect › To ensure that we are giving all families equal access to services › To ensure that we are not contributing to disproportionality/disparity in CWS

34. Appreciation Acceptance Tolerance Avoidance Repulsion

35.  Revisit Self-Reflection Worksheet: › How did you change/ improve your bias behavioral response? › How does this support the paradigm shift to strengths/needs based practice? › How does this support enhancing cultural competence?

36.  People work best when they feel appreciated/accepted  People cannot work at their best when they feel tolerated/avoided  Each individual is on a continuum of self reflection and awareness on their life journey

37.  Complete Strengths/ Needs TOL Checklist for Day 2  What information/ strategies/ practices will you take back into the field with you?

38.  Engaging Families  Teaming  Coaching and Mentoring

39.  Closing and Evaluations