Center for Community Futures
Phone: 510-339-3801
Fax: 510-339-3803
E-mail:
jmasters@cencomfut.com
Mailing Address:
Center for Community Futures
P.O. Box 5309
Berkeley, CA 94705
FAMILY DEVELOPMENT AND CASE MANAGEMENT
HEAD START TRAINING NEEDS ASSESSMENT
To identify the level of knowledge that your employees feel
they have about Family Development and Case Management, ask your staff to
complete this assessment survey (in MS Word) (or
scroll down to submit the online form to us).
Ask them to rank their knowledge of each sub-topic area.Use (1) to indicate the lowest need for training, and (5) to indicate the
highest need for training.
Tally the results and send them back to us.You can use the findings to assess your training needs.
We provide training on all these topics.Send your staff to one of the Summer Institutes on Family Development and
Case Management on the campus of U.C. Berkeley.See
www.cencomfut.com/summer_institute.htm for dates and schedules.
Or, we would be pleased to send a proposal to you for
training at your location on any subject/s you identify.
This questionnaire was designed by Jim Masters, Allen
Stansbury and Anne-Therese Ageson.
If you have questions, please call Jim at 510-339-3801.
Online Assessment Form
Topics in Family
Development and Case Management:
Training Needs Assessment
For each topic please circle the number which indicates your need
for training;
1 being the lowest need and 5 being the highest need.
Your Name:
Program Name:
E-mail:
Phone, with area code:
Topic
Areas
Rank
Case
Management
1. Case Management
concepts
The relationship between the participant
and case manager
Family partnerships
Problem-solving process
Coordination/collaboration with other
professionals/team building
Identification and mobilization of resource
2. Practice issues
Limits on self-determination
Confidentiality
Cross-cultural issues
3. What does a case
manager actually do?
4. The family
conference
5. Goal of Head
Start Case Management:
Self-sufficiency (employment)
6. Parent
involvement
7. Difference
between case management and case work
Direct provision of services
Crisis intervention
Information and referral services (I&R)
Topics in Engagement- how the positive working relationship is
initiated.
8. Greeting the participant for the first time
9.Demonstrating interest and concern for their situation
10. Learning about the participant’s expectations of you
and the agency
11. Addressing the participant’s possible ambivalence
12. Referring participant to other agencies
13. Explaining what ways the participant can control the
process
14. Explaining that the participant will be asked to provide personal,
confidential information
15. Securing a signed release
16. Completing the required forms
17. Parent
Involvement
Parents as visitors
encouraged to observe children as often as and to participate with
children in group activities. Issues; settings must be open to parents
during all program hours.
Voluntary participation -
not a condition of acceptance of child nor required because of child's
behavior or development
Providing parents withopportunities to participate in the program
as employees or volunteers
Parent involvement in the
development of the child abuse and neglect, and domestic violence
Developing opportunities for
continuing education and employment training
Topics in Assessment: How the family development worker
performs an assessment
18.
Key principles of family assessment
19.Framework for assessment related to the Head Start program performance
standards
20. Frequently used assessment methods and agency tools
(Oakland HS)
21.What is to be accessed:
Family identification:History, traditions, cultural
identification, boundaries, spiritual involvement
Extrafamilial relations:
Friends and extended family;use of formal and informal resources
22. Recording of
information
23. Linkage with
goal setting
Topics in Goal Setting: How the family development worker
and the individual and/or their family work together to set goals
24.
Family goal setting:
Developing and
implementing individualized Family Partnership Agreements: goals,
responsibilities, timetables and strategies for achieving these goals
25. Considering preexisting family
plans developed with other programs(e.g., Child Protection Agency)
26. Characteristics of goals, the range of goals that
might be considered in a Head Start program
27. Time-frames for goal accomplishment
28. Measuring progress
29. The responsibilities of the involved parties for
achieving the goals
30. Linkages to the intervention methods
Topics in Crisis Intervention:
How and when to provide
intervention during a family or individual crisis.
31. Definition of what is/is not a crisis.
32. Characteristics
of a crisis.
33. Expected
emotional reactions during a crisis.
34. Assessment.
35. Goal: Prevent
further decompensation, dysfunction and/or restore previous level of
functioning
36. Ten
Interventions: how to achieve goals
Topics in Parent Education: How and when to provide parent
education and intervention.
37. Assumptions
about parents: let’s make them explicit.
38. Philosophy for
working with parents.
39. Program
openness to parent involvement.
40. Strategies for
working with parents and families.
41. Definitions of
parent education.
42. Reviewing
center-based and home based models.
43. Training
opportunities for parents: different approaches
Topics in Working with Difficult Families: How to provide intervention to difficult families.
44. Establishing
working relationships with families
45. Types of
Challenging Situations:
Threats to the helping
relationship/boundary issues:
Questions about worker's
private life: self-revelation.
Participant's sexual
attraction to worker
Participant wants to meet
outside of work
Phone calls to worker's
home
Resistance and ambivalence - The
"no show" participant: does not keep appointment
46. The difficult participant:
The
involuntary participant
Requests for private
interviews/secrets disclosed to worker
Alcoholic/substance
relapse/slips
Externalization:Blaming others
47. Interview problems:
New information revealed at
the end of interview
Everyone speaks at once
No one speaks
Participant rambles on and
on
Participants speak for one another
48. Clinical responses: using difficult situations to promote growth
Prevention:Use of basic social work skills
Maintaining professional boundaries, composure
and professional demeanor.
Development of participant's understanding of
self.
Positive reinforcement and feedback.
Cognitive restructuring/Reframing: Redefining
problems as opportunities.
Use/abuse of confrontation
Assertiveness training
Modeling
Teaching participants to express their needs
·
49. Risk Management
Threats of suicide
Threat to worker
Attacks on worker
50. Cultural/ethnic concerns.
Topics in Family Abuse:
How to recognize and provide intervention
51. Indicators of
Family Abuse
52. Role of Head
Start Family Development worker
53.Methods of prevention and intervention
Topics In Working With The Mentally Ill Parent:
How to provide intervention for the mentally ill parent.
54. Defining Mental Illness
55. Common forms of
mental illness
56. How mental
illness is treated
57. Treatment
issues: Laws, poverty, lack of support medication, safety concerns
58. Mental illness
and parenthood – difficulties for parents, difficulties for children,
potential problems for children
59. Intervention
strategies-ways to decrease risk to children and ways to support the
mentally ill parent
60. Substance
abusing parent
61. Family dynamics
62. Indicators of
substance abuse
63. Role of Head
Start Case Manager
64. Methods of
intervention
Recognizing Child Abuse and Reporting:
How to recognize child abuse, when and how to report it.
65. The
California
reporting law, What must be reported? (with definitions)
Who must report?
When to report?
How to report?
To whom do you report?
Penalties for failing to report
Protection for reporters
Working with parents after the referral - Maintaining a
working relationship
·
Managing Home and Field Visit Risks:
How to avoid risks when making home and field visits.
66. Home and field
visits
Types of Field Visits.
Setting up the visit.
Behavior in the field.
Types of risks.
Prevention/risk avoidance.
Resolving problems - worst case scenarios.
Reporting to supervisors.
·
Collaboration with Other Agencies: How the family development
specialist collaborates with other agencies to provide other or
additional services or interventions to the family.
67. General principles:i.e. active role in community planning and
improvement in the delivery of community services
68. Establishing
collaborative relationships with CBOs and agencies- Developing
memorandums of understanding and other types of agreements
69. Examples of people/organizations.Benefits and challenges of each
70. Confidentiality
policies
71. Documentation
of effort
72. Parent
involvement in community collaboration and advocacy
Termination: How the family development specialist works with the
family to transition successfully.
73. Establishing
and maintaining procedures to support successful transitions from Head
Start into elementary school, preschool program, or other child care
settings
74. Establishing
working relationships with other educational institutions
75. Parent
involvement in transition activities.
76. Transitional
services for children with disabilities.
Center for Community Futures.
www.cencomfut.com
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