Presentation on theme: "Darla L. Henry Stephanie Hodge Wolfe Introduction of presenters"— Presentation transcript:
1 Using the 3-5-7 Model in FGC Darla L. HenryStephanie Hodge WolfeIntroduction of presentersIntroduction of audience—coordinators, facilitators, child welfare agency staff (direct), administrators
2 Learning Objectives Interpret how grief and loss impact the success of a FGCExplain how the Model can support the preparation of FGC participants,including childrenDescribe how the Model can enhance engagement of FGC participants
3 Family Engagement Practices Embraced a process that invites family members to make decisions for their childrencredentialing program for the skills needed to provide strength-based family support to familiesa set of strategies used to connect children with relatives who can give them a sense of connectedness and permanencyFamily Group Decision MakingFamily Development CredentialingFamily FindingThese are just a few practices that have gained much attention in PA over the last several years.
4 To truly engage families we need to understand where they have been, where they are, and where they are goingRead Slide
5 Separation and loss are common themes The FGC process is often emotionally intense and anxiety-riddenSeparation and loss are common themesSchmid, Harris, Hassabu, and Barnwell (2007)FGC brings people together in a way that is different from their typical interactions to generate an immeadiate resolution to a crisisIt is an emotionally charged process involving often intense emotions.Intense emotions are often an indicator of investment on some level
6 Why pay attention to loss? Issues of grief and loss can have a substantial impact on the processIf losses are acknowledged and recognized, the trust, security, and openness needed for a successful conference will be more readily achievedAlthough there has been a great deal of direction provided to those coordinating and facilitating family group conferences, little has been offered to help those workers understand the underlying issues of grief and loss that family members to include children and youth are often dealing with. They are often experiencing losses such as the loss of control, the loss of dignity, the loss of security, the loss of identity, and the loss of belongingness in family. These issues of grief and loss can have a substantial impact on the process. It is important to understand that that these losses are ever present. This understanding will assist coordinators and facilitators in the FGC preparation process.We all know that preparation for participants in a family group conference is critical to having a constructive conference. Participants who understand and are prepared for the conference will be better prepared and more confident in their role in both the conference process as well as in their family plan. Good preparation for participants allows them to better manage painful issues and disagreements with other family members. By providing a framework for understanding the Model within the context of the Family Group Decision Making process, clarity will be provided for the importance of helping FGC participants, including the child, recognize and grieve losses, so that the trust, security and openness needed for a successful conference will be more readily achieved.
7 Grief and Loss in FGCUsing Family Group Conferencing in the Context of Death and Dying (Schmid, Harris, Hassabu, and Barnwell, 2007)Issue was not previously addressed in conferencing or bereavement literatureBut we know, loss is about more than death…Where are we starting from?Schmid, Harris, Hassabu, and Barnwell (2007) wrote about the use of FGC in the context of death and dying, but prior to that work the issue had not been addressed in literature.
8 Impact of Child Placement on Parents Pervasive and painful feelings of lossThreats to:Self-EsteemParental and Family IdentitySense of Belonging/togethernessSecurityLacking of a sense of purposeCriticism and BlameField Guide to Child Welfare: Placement and Permanence,Child Welfare League of America, 1998Content from CWLA
9 Impact for other Relatives Helplessness/frustration/confusionConcern (fear) for both the child and the parentEmbarrassment/Shame/GuiltAnger/ResentmentRealignment of RelationshipsConcern for both parent and childSeeing a family member struggle in their parenting role can be difficult. There are often conflicting loyalties to the parent and to the child or children involved (i.e. desire to support the parent while maintaining the child needs in the forefront)Anger/Resentment—Toward parent and/or child welfare systemMany kinship caregivers noted that birth parents are happy to have their freedom back and to pass along the responsibilities of parenthood. This is particularly true of substance-abusing parents who can continue their addiction without being concerned with how it affects their children (http://www.urban.org/publications/ html).Family members may feel ambivalence about the capacity of the child’s parent to accomplish goals. There may also be a feeling that the child welfare agency can’t (or won’t) help.Lack of trust between family member and parent and between family member and agencyRealignment of Relationships—Grandparent to Parent, Aunt/Uncle to Parent, Sibling to ParentWhen family members become caregivers to the child, the relationships in the family may change. The person who was grandma may now be carrying out the day to day parenting duties. It may take time for those involved to accept and adjust to these new rolesMany kinship caregivers experience a limited social life, infringement of privacy, and sleep deprivation as a result of providing care. Caregivers typically experience chronic emotional and physical fatigue; family and marital conflicts; social isolation, including loss of friends, recreational opportunities, privacy, and hobbies; and feelings of anger, guilt, grief, resentment, hopelessness, and anxiety. Dwindling finances can lead to despair. Kinship caregivers are at high risk for work absenteeism and poor health because of the intense level of stress they endure.
10 Themes of Loss (for Families with Child Welfare System Involvement) Loss of controlLoss of dignityLoss of securityLoss of identityLoss of belongingness in familyAs we have just described, issues of grief and loss are ever present in the work that we do. In summary, family members are dealing with many complex and integrated themes of loss, including the loss of control, the loss of dignity, the loss of security, the loss of identity, and the loss of belongingness in a family.Go to next slide
11 Important to understand these issues as you prepare family for FGC GRIEFImportant to understand these issues as you prepare family for FGCThe Model can help coordinators prepare participants who are experiencing lossesRead Slide
12 3-5-7 MODEL BEST PRACTICE GUIDE that FRAMES WORK of: RECONCILING LOSSESREBUILDING RELATIONSHIPS through PAST & CURRENT ATTACHMENTSENCOURAGING PERMANENCY through:CLAIMING ACTIVITIES by FAMILIESGRIEF WORK of both children and families as they move towards feelings of BELONGINGNESSPROVIDES a COMMON LANGUAGE for the WORK of GRIEF and RELATIONSHIP BUILDING
13 CORE WORK LOSS SAFETY ATTACHMENTS/RELATIONSHIPS Repeated, profound lossesSAFETYGrieving occurs through relationships of perceptual safetyATTACHMENTS/RELATIONSHIPSWho will help me with the pain of loss?Who will I belong to in a secure relationship?
14 OUTCOMES ENCOURAGE EXPRESSION of FEELINGS EMBRACE PAST LIFE EVENTS, RELATIONSHIPS, CULTURECLARIFY CONFUSIONS, QUESTIONSESTABLISH SUPPORTIVE CONNECTIONSVISUALIZE POSITIVE FUTURE
15 ENCOURAGE EXPRESSION of FEELINGS The voicing of feelings and emotions supports the healing processExplore topics of interest to them-Start where child/youth/family isEmpowerment results from feelingsbeing honoredStrengths are recognized
16 EXPLORE the PASTClaiming history encourages identity development by filling holes of lost selfRecognizes all events in one’s lifeHonors heritage/culture/ethnicityEncourages making connections and the building of relationships through repeating the attachment process
17 CLARIFY CONFUSIONS & QUESTIONS Limited understanding of life eventsInformation is incomplete, missing, unknownModel:provides opportunity for truthful information; thereby opening activities to improve self esteemIncreases capacity to reconcile previous relationships and form new relationships
18 ESTABLISH SUPPORTIVE CONNECTIONS Have lost many relationships in livesSurfaces issues that have stood in way of building relationshipsIdentifies people who were part of their past to re-establish possible connectionsBuilds web of supportive connectionsBuilds relationships through cycling of attachment process
19 VISUALIZE POSITIVE FUTURE Past relationships are woveninto current relationshipsMeaning is given to lost relationshipsso family can move onTrust develops in safe/secureenvironment; beginning of journey to belongingAchieves support for goals of reunification, adoption, kinship care, legal custodianshipFuture is “visible”
20 MODEL 3-5-7 CIA 3 5 7 TASKS: Clarification Integration Actualization CONCEPTUAL QUESTIONS:Who am I? What Happened to me? Where am I going?How will get there? When will I know I belong?SKILL ELEMENTS:Engagement Listening TruthfulnessValidation Creating safetyBringing the past forward Pain work is the process57
21 TASKS of WORK 3 CIA CLARIFICATION: reasons family/child are provided serviceslife events of child and familyINTEGRATION:Identify all family relationshipsRecognize families memberships and loyaltiesACTUALIZATION:visualize permanent relationships,Belongingness/security with one family
22 Conceptual Questions 5 Who Am I?………………………Identity What Happened To Me?………LossWhere Am I Going?……………AttachmentHow Will I Get There?………….RelationshipsWhen Will I Know I belong?... Claiming/Safety
23 Proprietary: 3-5-7 Model LLC 7 Critical ElementsENGAGING the child/youth…LISTENING to the child/youth’s words…BEING BRIEF, when you speak …AFFIRMING the child/youthand their STORY …Creating a SAFE SPACE for the work…BRING ING the PAST into the PRESENT…RECOGNIZING that PAINFUL FEELINGS are REFLECTED in BEHAVIORSProprietary: Model LLC
24 CLARIFICATION WORK: Answering questions 1 & 2 and using the 7 skills ToGRIEVE LOSSESESTABLISH/AFFIRM IDENTITYEXPLORE FEELINGSTOOLSLIFE BOOKLOSS/LIFE LINELOSS HISTORY CHART
27 INTEGRATION work: Answering questions 1-4 and using the 7 skills ToRECOGNIZE & IDENTIFY FAMILY ATTACHMENTS AND MEMBERSHIPSEXPLORE LOYALTY AND STRENGTHS WITHIN FAMILYToolsLIFE BOOK (CON’T)COLLAGESPUZZLES
28 ATTACHMENT CYCLE Vera Fahlberg Physical orPsychologicalNeedSECURITYTRUSTATTACHMENTBehavior stopsor changesBehavioralResponseCONTINUITYSTABILITYMUTUALITYHessSatisfactionOfNeed
29 ACTUALIZATION work: answering all questions and using all skills ToVISUALIZE BELONGINGNESS within “FAMILY”; SAFETY and CLAIMINGRECONCILIATION/ACCEPTANCE of PAST EVENTS; CRISIS WORKFOCUS ON FUTURETOOLSLIFE BOOK (CON’T)REMEMBERED PEOPLE CHARTFAMILY ACTIVITIES
31 Be Loved, Cared for, Valued, Important Longing For:Be Loved, Cared for, Valued, Important
32 3-5-7 in FGC Clarification (preparing for the meeting) Integration (joining of strengths)Actualization (the plan is developed and implemented)The Model provides a useful framework to explain what happens during a FGC process. In the FGC process, it is critical to provide support for the tasks of clarification (preparing for the meeting process), integration (joining of strengths to resolve concerns), and actualization (the culmination of the process, whereby the plan is developed and implemented). The Model frames the preparation and engagement of FGC participants, including children, in the context of grief and loss.
33 3-5-7 in FGC……The Five Questions Who am I?Unite participants as people who love and care for the child-give back family identityWhat happened to me?Sharing of informationWhere am I going?Purpose of the conferenceHow will I get there?By using the family’s strengthsWhen will I know I belong?The Family Plan
34 FGC can be therapeutic, but remember… …the primary purpose of the FGC is to address a planning questionSchmid, Harris, Hassabu, and Barnwell (2007)
35 Schmid, Harris, Hassabu, and Barnwell (2007) Coordinator’s RoleAllow expression and exploration of feelings of shame, stigma, anger, blameKeep focus on planningExamine feelings about loss only to the extent it impacts the conferencePrepare participants for expressions of grief“acting out”, depressionExplore whether intense emotions are impacting attendanceSchmid, Harris, Hassabu, and Barnwell (2007)In Using FGC in the Context of Death and Dying, Schmid, Harris, Hassabu, and Barnwell (2007) wrote about the impact of grief and loss on the conferencing process. These authors provide some useful guidelines in terms of the coordinator’s role in the process.Keep behaviors of parents and/or family members in the context of grief. (Give some examples).
36 Closing thoughtsRecognize the lossesMaintain the focus
37 ReferencesHenry, D. L. (2005) Model: Preparing children for permanency. Children and Youth Services Review, 27,Rycus, J. & Hughes, R. (1998). Field Guide to Child Welfare: Placement and Permanence, CWLA Press: Washington D.C.Schmid, J., Harris, C., Hassabu, I., & Barnwell, L. (2007). Using family group conferencing in the context of death and dying. Protecting Children, 22,
38 For more information Darla L. Henry Stephanie Hodge Wolfe Stephanie Hodge Wolfe