1. Case Planning The heart and soul of Solution Based Casework

2. Learning Outcomes You will be able to: Participants will be able to:
List the main elements of a case plan
Explain the importance of having both Family and Individual Level Objectives
Write case plan objectives using the SBC format

3. Continued: Learning Outcomes
Develop case plan objectives in Domestic Violence and Sexual Abuse cases
Transition the verbal consensus made with a family and develop case plan objectives/tasks
Describe the five critical skills that parents/caregivers must demonstrate in specific action plans
List methods for documenting and celebrating progress

4. 4 1 2 3 4 4 Milestones Reminder Milestones of Slide Our Practice
(lead in to Milestone 2)
Slide 43
Milestones of
Our Practice
Assessment
Case Planning
(General) (Specific)
Casework
Sorting Out
Situations of Concern
Consensus Summary :
What is not working
& how we can be helpful.
Getting Organized
On how to proceed
Case Plan Objectives
Family Level Objectives (FLO’s)
&
Individual Level Objectives (ILO’s)
Getting Specific
Behavioral Tasks
Specific Action Plans
ACTION PLANS to meet those Objectives
Documenting & Celebrating
Documented Competence
Documenting specific tasks of the
ACTION PLAN
INSTRUCTIONS: (3 minutes)
4 Milestones so they begin to anchor all of the ideas presented. The Milestones will serve the same function for the Supervisors as they focus on skill acquisition WITHIN each Milestone.
KEY POINTS:
This is our grid, or template, or rudder that can always tell us where we are and what needs to be done in each and every case. So we don’t get lost.
1st milestone: around assessment. We sort out the situation of concern.. The goal of milestone 1 is to create a consensus summary about the safety and risk situation(s) and how we might be helpful.
2nd milestone: We begin to get organized and out of this comes a Case Plan or Family Agreement. We’d like to get other family and community members more involved in this stage. We are general at first, we want get buy-in about the direction first, and then we’ll get more specific in the the 3rd Milestone.
3rd milestone: At this point, we do focus on specifics, in their language, with written tasks that are measurable and documentable. One family agreement calls for at least 2 specific action plans (ILO, FLO). An then we are ready for the….
4th milestone: The extra people we have involved will help us spread a wider net so we can get help in documenting progress toward change, creating a wider audience, while always keeping an eye on safety. The more people involved in the case, the more risk goes down. We make it our business to notice and celebrate the first signs of change.
So we lets begin at 1, let’s move ahead and see what SBC has for us in all 4!
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5. 2 Getting Organized. Planning is: First Generally, then Specifically.
Milestone 2
Milestone 2
Introduction
Slide 44
Planning is:
Getting Organized.
First Generally, then Specifically.
KEY POINTS: (1 minute)
This the start of where we talk about and practice MILESTONE 2.
MILESTONE 2 is when we go from our verbal discussion (Consensus Summary) that came out of Assessment and we work toward a larger consensus with the FAMILY and their RESOURCES about the general direction to head, and we get this direction written down into what might be thought of as a working contract.
We call this working contract a CASE PLAN or a FAMILY AGREEMENT... and it is general at this point because most of the time the SPECIFIC ACTIONS that will create long-term safety will take awhile to detail out.
So let’s notice some of the details of this slide as we read it and think about this process. So often in Child welfare, our busy schedules, our paperwork demands, our knowledge of what needs to happen, lends us to just take charge of this process, and frankly become a little bossy!
So we’ll practice finesse in this stage, so that the family always feels their ideas are finding their way into the Case Plan, so it truly becomes their Case Plan, not our paperwork!
So let’s first take a look at where MILESTONE 2 fits into the whole flow of casework practice.
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6. Pull it Together in to a Consensus Summary
SBC Case Flow
Slide 45
SBC Case FLOW
Family Plan
Dad’s Plan
Family Agreement
Assessment
INSTRUCTIONS: (1 minute)
Take your time with clicking this slide through, move steadily so it appears like a flow, but not so fast they don’t have time to think about and remember each part.
This slide is set up to (click) illustrate each new phase or point one at a time, so that is the best way to let the image of the SBC CASE FLOW just proceed on with your comment or two after each click.
ASK the Group about this way of case planning vs. the traditional “service planning”. Does it make sense to being with a consensus, case plan and then specific action plans?? If not, why? What do they like about the flow?
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Pull it Together in to a Consensus Summary
Normalizing
Tracking family life
Exceptions
Separating Intentions
How might we help?
Let’s Sort this out…
Let’s get Organized!
Let’s Get Specific!

7. Overview of Case Planning in SBC
SBC Case Flow
Slide 46
Family Meeting
Overview of Case Planning in SBC
Case Plans Build from Consensus Summary
Always at least one FLO and ILO
Family Objectives call for a NEW Plan to manage situations that are safety or serious risk concerns
Individual Objectives call for NEW Plan to manage personal issues that threaten the Family Outcome’s success
Objectives are “what will be happening” to create safety
Plans are Co-constructed and Family Ownership a Priority.
INSTRUCTIONS: (2 minutes)
Review each bullet and the concept it represents emphasizing the family’s ownership of the plan and our role as partner in their efforts to manage high risk situations
KEY POINTS:
Case plans are the heart and soul of ongoing casework, they are the conceptual map that guides the family and casework team toward accomplishing safety and well-being. Case plans are the written reflection of our partnership with the family; they are not simply what we have told them they have do!
If done well, they give a sense of hope to all parties, and keep all parties from getting lost into side issues that don’t correlate strongly with safety and risk issues.
Let’s walk through this slide as a way to review Case Planning from a SBC perspective, because it is different than traditional Service Planning. These concepts should be very recognizable to you now since they really have grown out of the assessment and how the problem was conceptualized and discussed with the family.
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8. 3 PARTS to Each Objective
Phrasing an Objective
3 PARTS to Each Objective
(WHO) will use
Plan name (WHAT)
Safety Purpose of Task (WHY)
The family will use…
(FLO)
their plan or their “Family Chores Plan” to safely discipline their children
so that the kids learn to do their chores and everyone is safe from physical harm
Dad will use …
(ILO)
his “Keep Cool Plan” to manage his temper
particularly when disciplining his children so that they are safe from physical harm.
INSTRUCTIONS: (10 minutes)
This practice exercise begins with the trainer walking through the 3 parts of every Objective the WHO, WHAT, and WHY.
Use terms the family will understand,
Make sure that 10 months from now, others will know what the safety issues were and pretty much what happened,
It then proceeds to have EVERY individual practice writing a Family and Individual Objective. This is important because they have been working in groups and may have a tendency to go on relying on others when it comes to this exercise. It is important to move around the room and help those who seem to be “on pause”.
KEY POINTS:
Let’s practice with how to phrase an Objective, and we’ll go on using the Carter case as you described it in your small group.
Could everyone get out a piece of paper, something to write with.
This slide can be your guide, you just need to tailor the parts to your case. The upper half of the slide is the Family Objective, the lower the Individual.
Your mission “should you accept it”, is to write one outcome for each level, using this guide on the slide. We will be coming around to help. Then we will share some with the large group.
NOTE: Further examples often help, particularly giving a neglect example that has combined several related family issues so as not to overwhelm but still be specific.
E.g.. The family will use their “Keep Our Children Safe” plan to ensure that their children are always provided good nutrition, are clean and sanitary, and getting regular medical check-ups.

9. Lets Practice
The Williams family was brought to the Departments attention after 2 year old Sabrina was brought to the ER by her mother for a fractured right arm.
In small groups, hypothesize what might have happened to Sabrina. Include thoughts, feelings, actions by the family.
INSTRUCTIONS: (15 minutes)
Ask the participants to read the intake described on the slide.
Tell them that is ALL the information they have, so clearly there is some more information you would like to have but that is what was provided.
Ask them to divide into groups of four or five (not larger, as stated before, too large and some will just watch) and as a team develop a STORY in their group that would fit the case description.
Ask them to focus on what might have happened BEFORE, DURING, and AFTER the incident /situation.
Have them include hypothetical thoughts, feelings, and behaviors of the family members as they lived through the situation.
REPORT OUT:
When the groups are done (about 10 minutes or less), ask them to TELL THEIR STORY of what happened to the large group. Help them by asking one or two clarifying questions as they go along if they are not detailed enough. Then make a positive comment (regardless) of how that really did paint a picture of what might have happened.
Go on to group 2 and keep going with NEW stories, emphasizing how each one is very plausible, but that each one really is a different case, depending on the details.
When concluding the last story, ask the LARGE group this question:
IF you were doing a Case Plan for each of these cases, would you work them all the same, because they all had the same intake information?
So conclude with this statement after they say NO!
So, we clearly want the investigation to determine more than just who did what, we NEED a detailed STORY of what ACTUALLY HAPPENED don’t we???

10. Sorting it out Practice Based on your group’s story about the Case:
What type of a better plan does the family need to have to increase child safety?
i.e.. A Family level outcome (FLO)
A better plan to…..
What type of better plan does the parent/caretaker need?
i.e.. An individual level objective (ILO)
A better plan to……
Based on what the groups came up with on their story, ask them to hypothesize the answers to question two, i.e. potential FLO’s and ILO’s.
Good discussion here about intentional abuse. If cant track the CA/N to developmental task, are we dealing with intentional abuse here?

11. Practice Writing an SBC Objective
Using the case scenario from earlier (The Williams) have groups – based on their scenario, write at least one FLO and one ILO. Present to the large group, discuss.

12. Initial Tasks for FLO and ILO’s
Writing Initial Tasks
Slide 50
Initial Tasks for FLO and ILO’s
A task to….
The family (or individual) will Develop a specific ACTION Plan to (safety concern) with the assistance of (service provider or caseworker)
The family (or individual) will Share the ACTION Plan with (all significant others) to ensure others are informed and notice the changes occurring
The family (or individual) will Document & Celebrate the success of the ACTION Plan with the help of caseworker and others
The family will take other Immediate Safety Steps such as:
NO corporal punishment ….. (example)
KEY POINTS: (5 minutes) (Optional slide, depending on the jurisdiction)
Read the following hypothetical questions rather quickly to just make the point that we don’t have tasks to make these things happen.
We have written some nice OBJECTIVES with the family now, but how does the family or the individuals start to accomplish them?
Is there a specific plan in place?,
Can they do it alone? Or does someone need to assist them?
Who would that be?
Once they have a plan, what do they do with it? Do they share it? With whom would it be helpful to know what the plan was?
Is a plan enough, they can just tell us it is “Going fine?”
How will any of us know when change starts to occur? Do we need to document it to them, to their family, to child welfare, the courts?
Will they need to notice small steps or shall we just wait to the end? Will they get discouraged along the way?
Would it help for us to notice and celebrate along the way? Create a wider audience to hear that change is occurring?
What about the Safety Plan that is already in place, is that over now, does it need to be folded in?
So we need some INITIAL TASKS to make sure these things happen!
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13. What do you do with Lower Priority Concerns
Writing Outcomes in SBC (Cont.)
Slide 49
What do you do with Lower Priority Concerns ? ?
Where do you put items that are important to the family,
represent good social work, but are not true safety or
high risk issues and therefore won’t keep a case open?
Simply work those into tasks where they fit:
Family or Individual Objectives
(or in Foster Care cases, Child Well-Being Needs) or
Just take care of them and place in case notes.
INSTRUCTIONS: (5 minutes)
Ask the group:
Have you ever worked or heard of a case where once opened, it was difficult to close (even though the CA/N obejectives were resolved) because someone had listed an objective (like housing, or stable employment) that was a good idea, but wasn’t really creating safety or enough risk to OPEN a case? Yet is was keeping the case open?
These are often helpful, and useful tasks, but really not CA/N issues, at least not in this case, and we would never open a case just for these issues, and the underlying issues that brought them into care have been addressed.
This is a problem everywhere in the country, and it tends to blur our focus on those areas that HAVE to change to prevent further abuse or neglect. So this slide helps create a rule for ourselves that says what to do with these helpful but not “deal-breaking” issues.
If you list them as Outcomes, someone may keep the case open for issues that we would have never opened the case for. If they are useful to achieve an outcome, that is where they should go, as a task of that outcome.
Reminder: in SBC, we measure OBJECTIVES, not TASKS. Tasks are important, but they don’t keep a case open if it can be documented that the family his a record of meeting their objectives successfully in difficult and challenging situations. Task are a means to an end, not the end.
Since we are firming up our direction early in the case, we (and the family) are not ready to get specific about change tasks, except to establish immediate safety, so we will need some INITIAL tasks to get things rolling.
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14. Case Plan Objectives for:
Outcomes in DV and Sexual Abuse
Slide 63
Case Plan Objectives for:
Special Types of Cases
Sexual Abuse
Domestic Violence
INSTRUCTIONS: (10 minutes)
This section is meant to highlight the special nature of domestic violence and sexual abuse cases when it comes to writing outcomes in SBC.
Explain that in most of SBC, we are trying to locate the problems back into the developmental challenges of everyday family life. However in the case of sexual abuse, and much of domestic violence, the developmental need is that of basic safety, and any other family life situation is simply being overwhelmed by the intrusion of uncontrolled personal behavior.
For example in Sexual Abuse:
An abuser may abuse during the evening bath routine, but the bath routine is not problematic, it is that a family member has used that situation to take advantage of another with their destructive behavior. So the family outcome needs to reflect the more basic need of a NEW plan to ensure safety from sexual harm.
For an example in Domestic Violence (batterer):
A batterer may use the dinner routine as an excuse to take control or vent their rage, but the dinner routine is not the problem, it is an individual level problem that has overwhelmed the family’s ability to meet the most basic of family life needs, that of physical safety. So the family outcome needs to reflect the more basic need of a NEW plan to ensure safety from physical harm.
Let’s look at some Guidelines to help us keep on track with these distinctions.
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15. Guidelines for Writing Objectives in DV and Sexual Abuse
Outcomes in Domestic Violence
Slide 64
Guidelines for Writing Objectives
in DV and Sexual Abuse
In Domestic Violence:
1st Family Level Objective is always around Safety from Physical Harm (not developmental situation).
If first occurrence assessed as situational violence, then 2nd FLO can be around developmental situation (to be completed upon completion or significant progress on individual level outcomes).
ILO on perpetrator (relapse prevention plan on control/temper post treatment)
Possible ILO on non-offending parent if failure to protect is assessed (overcome personal hurdles to protection)
INSTRUCTIONS: (15 minutes)
Having laid the groundwork in the previous slide, this slide can go bullet by bullet with explanation and expansion as you go.
The one new piece of information on this guideline slide is for assessed situational violence.
Situational violence is typically defined as first occurrence in which an everyday situation or circumstance led to a heated argument and their was an altercation of some sort short of a serious physical assault. The altercation or dangerous threatening behavior was out of character but it threatened the child by nature of proximity or exposure. In these cases, once the perpetrator has had treatment and shown progress, there will be a need and desire on both parties to come up with a better way to handle the issue that was not going well. So that is an outcome that could reduce risk (e.g.. learning how to communicate about house hold responsibilities), however there would have to be safety first to have such a conversation. So, those outcomes are dated to ensure they don’t begin until safety has been demonstrated through practiced skill on the individual level.
Discuss each bullet and then go onto next slide.
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16. Guidelines for Writing Objectives in DV and Sexual Abuse
Outcomes in Sexual Abuse
Slide 65
Guidelines for Writing Objectives
in DV and Sexual Abuse
In Sexual Abuse:
1st Family Level Objective is always around Safety from Sexual Assault (never developmental situation)
Individual Level Objective is on perpetrator (sexual offending relapse prevention plan post treatment)
Possible ILO on non-offending parent if assessed to have had knowledge and didn’t protect (overcome personal hurdles to protection)
INSTRUCTIONS: (20 minutes)
Complete a discussion of each bullet in the guideline answering questions and clarifying. These guidelines are following the same principles as in DV except in Sexual Abuse there is never a situational context other than basic safety from sexual assault.
Then break the group into 6 groups. You and they have 3 actual case scenarios, so two groups get one of them, the second two groups get another etc. The groups direction are as follows:
You each have a scenario of a real case. After reading it, and with the information you have available, do the following;
List family issues, list individual issues
Then decide what the FLO(s) and ILO(s) should be for the case with the information provided, and write them out.
Travel around the room and help them if they get stuck.
Bring the smaller groups back to the large group and process their outcomes and thinking, reinforcing the basic guidelines. These should be pretty straight forward with pretty obvious outcomes, that is on purpose to make the guidelines clear in this lesson.
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17. Practice with Objectives:
Outcomes in DV and Sexual Abuse
Slide 63
Practice with Objectives:
Special Types of Cases
Sexual Abuse
Domestic Violence
INSTRUCTIONS: (10 minutes)
This section is meant to highlight the special nature of domestic violence and sexual abuse cases when it comes to writing outcomes in SBC.
Explain that in most of SBC, we are trying to locate the problems back into the developmental challenges of everyday family life. However in the case of sexual abuse, and much of domestic violence, the developmental need is that of basic safety, and any other family life situation is simply being overwhelmed by the intrusion of uncontrolled personal behavior.
For example in Sexual Abuse:
An abuser may abuse during the evening bath routine, but the bath routine is not problematic, it is that a family member has used that situation to take advantage of another with their destructive behavior. So the family outcome needs to reflect the more basic need of a NEW plan to ensure safety from sexual harm.
For an example in Domestic Violence (batterer):
A batterer may use the dinner routine as an excuse to take control or vent their rage, but the dinner routine is not the problem, it is an individual level problem that has overwhelmed the family’s ability to meet the most basic of family life needs, that of physical safety. So the family outcome needs to reflect the more basic need of a NEW plan to ensure safety from physical harm.
Let’s look at some Guidelines to help us keep on track with these distinctions.
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18. 3 Getting Specific: Developing Specific ACTION Plans Milestone
Introduction to Milestone 3
Slide 52
Milestone
Getting Specific:
INSTRUCTIONS: (2 minutes)
This is a transitional slide to mark the beginning of MIILETONE 3 discussions.
KEY POINTS:
Do you remember that early slide we showed you that had a family seeing all those different providers, each with their own case plan and expectations on the family, and the family sort of just sitting there with lots of question marks all around them?
The we showed you the next slide which had a funnel on it, with the funnel leading to a family friendly ACTION PLAN, in the family’s language, simple enough to put on the family refrigerator?
So this is the MILESTONE where we do all we can to make that happen.
We have been building up to it in the last 2 Milestones, and now we want to see it through. So on this slide it says “Getting Specific” and you see a couple of ACTION PLANS right there.
So we will discuss what are the characteristics of a good ACTION PLAN, and HOW we would help the family DOCUMENT it, and HOW we would encourage them through celebrations of small steps of change.
Let’s start with an example of one blank, and one filled out, then we’ll practice creating some….
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Developing Specific
ACTION Plans

20. What Skills are We Talking About ?
Able to:
Identify difficult situations/triggers
Identify early warning signals
P revent high risk situations
I nterrupt risk situations not avoided
E scape situations not interrupted
INSTRUCTION: (10 minutes)
The purpose for this section is to help the participants identify the 5 Relapse Prevention Skills that are common to all of the significant problem patterns that we work with in child welfare( i.e. anger/control, emotional stability, substance abuse, sexual behavior, criminal behavior).
KEY CONCEPTS:
With all the serious individual self-management issues we face, many do not just go away, or are cured forever, but in fact the person must learn to manage that side of themselves to keep themselves at low risk to relapse to that behavioral pattern.
If they don’t’ know the kind of situation that is high risk for them, what will happen? (they’ll step into risk)
Are there certain situations in which your temper might flare?
What if they can’t pick up their early warning signals, will they get past the point of self-control, isn’t that what happens to us as well? Don’t we need to catch ourselves before we build up a head of steam?
What is your early warning that you are getting heated up?
If people learn these first two skills, then they can develop some more specific strategies. First, they can arrange their life in such a way as to PREVENT some of the risk.
What do you do, lifestyle wise, to keep on the “sunny side”?
Does that always work? Or do you need some strategies to catch your early warning signals, to INTERRUPT your negative thinking and cope better?
How do you adjust once upset, are there things you say to yourself?
And if that doesn’t work, and you want to stop the worst from happening, what do you do then to ESCAPE the situation?
Could you start to change if you kept failing at each of these skills?

21. High Risk Situations for Abuse and Neglect
Justification
Denial
Guilt and shame
Wild promises
Triggering Events
Early Build Up
Negative Thoughts
“Poor Me”
Blaming others
EXIT
High Risk Situations for Abuse and Neglect
Harmful Incident
Physical abuse
Sexual abuse
Substance use
Lack of action
INSTRUCTIONS: (5 minutes)
This slide is optional based on your time available, but helpful to reinforce why these skills are so important to learn and document success in high risk situations. It can help staff see why simply attending counseling is not enough, even learning what the skills are aren’t enough if the client can’t apply them.
The slide clicks through the pattern of destructive behavior and you can use each stop to discuss how the pattern progresses from EARLY BUILDUP to LATE BUILDUP, and then eventually to some sort of unwanted and repetitive behavior.
This same pattern will occur in all the individual level problems we deal with in Child Welfare, learn one, learn them all, really helpful in managing difficult individual behavior problems, and particularly for “re-credentialing “ a client with a record of problems.
Once done…..OK, time to PRACTICE our ACTION PLANS!!
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Late Build Up
Physical Signs
Get-back fantasy
Building Excuses
EXIT

22. Specific Action Plans Slide 53 INSTRUCTIONS: (10 minutes)
The slide had a blank ACTION PLAN (this one is an individual version) that comes up first. Leave that blank one there while you talk about its different parts.
Then (click) and the same plan comes up but filled out as an example, then you can go through the specifics of parts. They have a copy of both in their participant binder.
KEY POINTS:
This is an example of an ACTION PLAN (an individual one) and some of its parts we haven’t really talked about yet, but will later in the training.
An ACTION PLAN can be as simple as a title area and space below to write the tasks. Your agency may be developing its own version.
The parts we would like you to focus on now are the:
Title area, where (after done) they might choose to name it.
The area where they write their tasks, and next to it where they indicate how it will be documented, and celebrated.
An area at the bottom where any safety tasks are brought forward from the SAFETY PLAN if still needed.
And then a signature area where we all sign.
(Click) and show them the filled out one and walk through it.
ACTION PLANS typically change as the client, caseworker, and provider learn more about what will work and will be needed to create change. They are not locked in stone, just the outcomes are. So ACTION PLANS should be the topic of every meeting with the family and its members once in place.
The more family resources help to construct them, the more eyes on safety you have, and the more supported the family feels. So often the Family ones are as least begun during the FTM when you do the Case Plan (Family Agreement).
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23. Practice with ACTION PLANS
Practice Writing SBC Outcomes
Slide 57
Practice with ACTION PLANS
INSTRUCTIONS: (30 minutes)
This slide is a guide to an extended practice session with ACTION PLANS. Just leave it up for them to reference.
First, announce that everyone is going to create some Action Plans just to get some first hand experience with them.
EMPHASIZE that we would never do this without the client.
Divide the group first into new or same small groups of 3-5, then divide the room in half, with one half doing the Family Action Plan, and the other doing the Individual Plan. So you will have several groups doing the same plan.
The proposed plans are listed on the slide. Have them get out their Tip-Sheets and find the one on School Attendance for the family groups, and Managing Anger (2 sheets on this) for the Individual groups. These are to give them ideas. Show them how a tip sheet can help.
Discuss the need to write tasks that are S.M.A.R.T., use the slide to discuss. Remind them they don’t need to argue over the perfect task, this is practice!
Go around the room and help them be specific, a common mistake is they will have tasks like “develop a plan” or “learn to how to interrupt their…” but this IS the plan and includes what they have learned and are now doing.
When all have 4 or 5 tasks, pull them back to large group and ask for a task from each group, write each on flipchart. Support all that you can, tweak those that really need it.
PART 2: Show them the handout RELAPSE PREVENTION PLAN EXAMPLE, and show them how the first Action Plan wasn’t measurable, but the Caseworker helped the client make measurable.(in italics).
NEED: Tip sheets, a blank ACTION PLAN per group, Relapse Prevention Plan handout.
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Use the Williams Case and develop Action Plan tasks for both:
Family Objective on:
Individual Objective on:
Specific
Measurable
Accountable
Realistic
Time framed

24. 4 Documenting and Celebrating: Noticing and Anchoring Real Change
Milestone
Documenting and Celebrating:
Noticing and Anchoring Real Change
INSTRUCTIONS: (5 minutes)
Read the slide.
This slide marks the beginning of Milestone 4. This is where it is helpful to remind the participants that many of our clients are what Michael White called “problem-saturated”:
That is to say that they have struggled in life, and have often concluded that one way to protect themselves from feelings of failure is to not try that hard, to give up rather than be even further discouraged.
Not many have had anyone around noticing their efforts to change, or encouraging them. We need to help create that audience for their change, to show it to them, to others, to tease out from them how they did it etc.
This is where our earlier work with the family resources can be very advantageous, these are people who need to hear about progress and help keep it going.
Remind the participants that you can’t celebrate anything that hasn’t been noticed, hasn’t been seen or “documented”.
Lets’ look at some of the ways we could help our clients document the tasks and steps they are taking toward change.

25. Suggestions for Documentation Approaches
Documentation Techniques
Slide 60
Suggestions for Documentation Approaches
Daily Journal
Scaling Feelings or Accomplishments
Chores Chart
Buddy Report
Appointment Calendar
Providers report specific to tasks
Practice observations from Visitations
INSTRUCTIONS: (10 minutes)
Start with just the Title of the slide showing , and ask the group for ways to document change, some they may have heard from others in the training, or from the pre-reading in the book, or can just think of that might work.
Write these on a flip chart. Then when they run out of ideas, click through the slide bullets, making a comment on each to explain its use or ask them if they have ever used that technique.
Emphasize again that SBC shifts from a position of ONLY noticing if the problem has come back or not, to ALSO noticing when even small steps toward family change begin to happen; or small steps of self-management begin to emerge within an individual.
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26. Suggestions for Celebration
Celebration Techniques
Slide 61
Suggestions for Celebration
of Change
Anticipate change
Verbal acknowledgment
T-charts
Collect stories and examples
Call an FTM (or an FSTM)
Have a celebration party
Provide a certificate
Memory book of change
Write and mail a card
Share good news with support team
INSTRUCTIONS: (15 minutes)
Start with only the title of the slide showing again , and ask the group for ways to celebrate change, some they may have heard from others in the training, or from the pre-reading in the book, or can just think of that might work.
Write these on a flip chart. Then when they run out of ideas, click through the slide bullets, making a comment on each to explain its use or ask them if they have ever used that technique.
Emphasize again that SBC doesn’t wait until the end of the case to start to celebrate small steps of change, we can do that in the first session if we can find something to notice is different.
EXERCISE:
Ask them to go back to their small groups and pull out their ACTION PLAN and examine how many of their tasks have a way to demonstrate their accomplishment, how many can be noticed by someone?
Then look at the ACTION PLAN for opportunities, or scenarios, in which each small group could imagine using one of the CELEBRATION techniques to notice and amplify change. Ask them to come up with a story of how they might do that with the client.
Share examples from each group.
Pass out cupcakes when you are done. 
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