1. California Child Welfare Core Practice Model: Theoretical Framework, Values, and Principles Adapted from materials developed by Anita P. Barbee, MSSW, Ph.D. 1

2. Goals of the Presentation To review the theories, values, and principles, and practice elements identified by the Practice Model Element Refinement Subcommittee To gather feedback prior to the March convening 2

3. Summer Convening 2013 We Learned:  Be clear on the theories, values, and principles you want to guide practice  Make sure those theories, values, and principles are fully fleshed out across casework practice, the entire organization, and the system  Understand the complexity of implementing a Practice Model and the role that fidelity checking can have in installing and maintaining desired practice  Be clear on the goals for your Practice Model and what you want to accomplish before you begin the rollout 3

4. What Is a Practice Model? A practice model for casework management in child welfare should be theoretically and values based, as well as capable of being fully integrated into and supported by a child welfare system. The model should clearly articulate and operationalize specific casework skills and practices that child welfare workers must perform through all stages and aspects of child welfare casework in order to optimize the safety, permanency and well being of children who enter, move through and exit the child welfare system. Child Welfare Casework Practice Model Definition ( Barbee, Christensen, Antle, Wandersman & Cahn, 2011) 4

5. Keys to Practice Model Success A theoretical underpinning related to orientation towards clients and origins of problems they face A theory of change focused on how to best assess and intervene to build on strengths and reduce problems A fully articulated set of actions and skills that can be observed for presence and strength Wandersman (2009) 5

6. More Keys to Practice Model Success System supports Evaluation results, including data benchmarks to monitor the efficacy of the model 6 Wandersman (2009)

7. Practice Models Help Us Understand Practice Practice models delineate how to think about or conceptualize the practice with the population of focus: The conceptualization of the problem (e.g., child maltreatment is embedded in the stage of a family’s life development) The change theory that informs how that problem can be remediated (e.g., self efficacy theory) The theory that guides the critical contribution and influence of the relationship alliance or partnership (e.g., solution focused theory) The core practice values that underlie the approach to clients and the problem (e.g. family centered or strengths based). 7

8. Linking with Existing Practice Our goal is to develop a practice model that builds on the great work already taking place by integrating key elements of existing initiatives and proven practices including CAPP and Katie A. Specifically, the model development included:  A review of the Theoretical Frameworks of the Katie A. Shared Core Practice Model and the California Partners for Permanency (CAPP) Core Practice Model as well as other key practices employed in counties in California.  Alignment of the key and common elements of those practices and practice models. 8

9. Developing the model Here’s a reminder of our process: Summer 2013 Convening Creation of a design committee as well as other sub- committees focused on practice model development, communications, and outreach and engagement Consultation with experts Establishing a theoretical framework Refining the feedback from the summer convening through the lens of our theoretical framework Let’s take a look at these refined elements, starting with the theories 9

10. What is a Theory? A theory or framework is an organized set of explanatory principles that are susceptible to hypothesis testing. Good theory leads to research to test the theory or debunk the theory and an evidence base to support the theory. Bad theory has either been disproven or is ideologically driven. 10

11. Why do we need theories? Our work involves preventing future abuse and neglect. In order to do this, we must try to understand: What leads to the problem of child maltreatment? What predictable processes are involved in child maltreatment? How can our practice prevent the problem or process from starting or intervene once the problem has arisen? 11

12. Problem, Process, Practice, Prevention Theories must help staff understand: 1.What causes the problem (child maltreatment), including the types of internal vs. external causal attributions staff will make about the causes of child maltreatment 2.What process is going on that is impacting the person and making the situation or problem worse, including past and ongoing oppression and trauma 3.How to engage in optimal practice including the proper orientation to take towards clients and the way to successfully intervene and provide effective treatment 4.How to create efficient and compassionate systems that effectively sustain ongoing treatment and prevent future problems. 12

13. Identifying Our Theories October-December 2013 1.Dr. Barbee reviewed relevant micro level and practice theories and presented them to the Practice Model Element Refinement Subcommittee 2.The subcommittee reviewed the theories and identified the theories that best reflect practice in California 3.Dr. Barbee presented the identified theories to the Practice Model Design Team and to a statewide audience via webinar 13

14. Four Subgroups of Theories Three types of micro theories: 1.Orienting Theories- These help set the orientation towards clients and work with clients in the child welfare system. Any child welfare casework practice model must choose at least one theory from this cluster to set the tone for all interactions with clients. 2.Neuro-Developmental Theories- These focus on the developmental nature of children and families. These approaches help us understand how and why maltreatment happens and how and why interventions work. 3.Intervention Theories- These help set an understanding of the process leading to maltreatment and specify what needs to change in order for maltreatment to end and safety to be ensured. Plus a category for organization theories: 4.Organizational Theories- These help us understand how our system will support and sustain the practice model 14

15. 15 Orienting Theories - These help set the orientation towards clients and work with clients in the child welfare system. Any child welfare casework practice model must choose at least one theory from this cluster to set the tone for all interactions with clients.

16. 16 Neuro-Developmental Theories - These focus on the developmental nature of children and families. These approaches help us understand how and why maltreatment happens and how and why interventions work.

17. 17 Intervention Theories - These help set an understanding of the process leading to maltreatment and specify what needs to change in order for maltreatment to end and safety to be ensured.

18. 18 Organizational Theories - These help us understand how our system will support and sustain the practice model

19. 19 Source: Quinn et al. (2003), p.13. Downloaded from http://blog.soton.ac.uk/comp6044/2012/11/26/management-models/

20. 20 Organizational Theories - These help us understand how our system will support and sustain the practice model

21. 21 Organizational Theories - These help us understand how our system will support and sustain the practice model

22. 22 Organizational Theories - These help us understand how our system will support and sustain the practice model

23. Values and Principles The Practice Model Element Refinement Subcommittee also developed a set of values and principles for the model These were approved by the subcommittee and presented to the Design Team The values and principles are Based on the work completed at the summer convening Linked to the identified theories 23

24. Values and Principles 24 Values and principles work together to reflect the theoretical framework and form the path from theory to practice. Values are an expression of an ideal or optimal state of being. Principles provide a more detailed operationalization of the value and give an idea of what the value would look like in practice

25. 25 Children and youth are safe, have a loving permanent family, and are supported to achieve their full developmental potential. We provide the supports necessary to keep children and youth safe from abuse and neglect. We build permanency for all children and youth so that every child and youth has a lifelong, loving, permanent, legal family. We work to help families function at their best and to assist children and youth to achieve their full developmental potential.

26. 26 We work in partnership with families, youth, foster parents, communities, tribes, and service providers. We value the family’s experiences and perceptions and build partnerships based on mutual respect and trust. We work with families to facilitate their role as decision makers and safety planners for their children. We partner with communities and tribes to promote the use of services that are community / tribe-based and employ formal and informal support systems.

27. 27 Children and youth maintain attachments with family members, friends, community, culture, and tribe. We work to keep families together and support ongoing relationships with siblings, extended family members and mentors. Placement in out-of-home care happens only when all other options to ensure safety have been exhausted. We work with families, communities and tribes to place children and youth with people they know and in their home community or tribe.

28. 28 We are transparent and open in our work with children, youth, families, tribes, communities and service providers. We value mutual honesty, transparency, and accountability in our work with children, youth, families, tribes, communities, and service providers. We listen, communicate, and honestly share issues, concerns, and progress in our interactions and this is reflected in all reports.

29. 29 Our system is grounded in cultural responsiveness. We engage in ongoing efforts to ensure our interactions indicate our cultural humility, our respect for the family’s culture, our interest in learning from the family about their culture, and our work to identify and address institutional and personal bias. We are aware of the dynamic, ever-changing nature of culture and recognize that culture is neither a blueprint for behavior nor a static identity (Linda Hunt, 2007).

30. 30 We believe in the potential for change in families and in ourselves. We believe that families can grow and change to promote their own safety and well-being. We engage in continuous quality improvement in an environment of learning and development in our agencies and among our workforce. We listen and learn from children, families, partners, and each other and work together to support self- reflection, critical thinking, individual and organizational development, humility, and improvement.

31. 31 Effective services and supports are available to meet family needs. We work with families and communities to identify, advocate for, link, and support use of evidence-based, trauma-informed, individualized, needs-driven, strengths-based services and supports. We consider research evidence; professional expertise; and family and community / tribe values, preferences, and circumstances as we work with families to make service plans. Timely, culturally relevant, family-driven services are accessible and available.

32. 32 We have a healthy, competent, and professional workforce. We work to support the health, safety, and professional development of staff. We believe in quality recruitment, staff development, training, and support.

33. Linking Theories, Values, and Principles 33

34. Practice Model Elements The development of a practice model moves from the broad theoretical framework through the more specific values and more concrete principles toward even greater detail. Practice elements define how the model proposes to embody its values and enact its theoretical basis at the practice level and they link the model’s values and principles to the core aspects of practice that are essential to the model's success. As with the casework components, it is important to remember that the practice elements are not linear, but represent a description of how we practice in every interaction as we work with families. 34

35. Safety, Permanency and Well-being We promote safety, permanency and well-being for all children and youth: We address safety, permanency, health, education, spiritual, and other family and youth needs through assessment and ongoing partnerships with families, youth, and their supportive communities and tribes. We use trauma-informed practices to explore and respond sensitively to the current and historical trauma and loss family members and caregivers may have experienced. We support the family's recovery by helping them find and access culturally- sensitive resources, supports, healing practices and traditions. We help families and youth demonstrate and practice new skills, reflect on challenges, and develop plans. We work to facilitate permanency through establishing and maintaining lifelong permanent connections for all children and youth. We provide services and supports to ensure successful transition to adulthood. 35

36. Engagement We work to engage with families, their communities and tribes: We respect and value the perspectives, abilities and solutions of families and their supportive communities and tribes in all teaming and casework practice. We facilitate dialogue with families and their teams to ensure that we understand their point of view. We use trauma-informed engagement practices and approach all interactions with openness, respect, and honesty. We conduct comprehensive assessments and use understandable language. We describe our concerns clearly. We connect with families, children, youth, communities, tribes, and service providers to build a network of formal and informal supports. 36

37. Inquiry / Exploration We use tools to explore family relationships, natural supports, and safety concerns: We use inquiry and mutual exploration with the family to find, locate, and learn about other family members and supportive relationships children, youth, and families have within their communities and tribes. We explore with children their worries, wishes, where they feel safe, and consider their input about where they want to live. We work with the family to find other family members and identify other supports for the family, children, and youth. 37

38. Self-Advocacy We promote self-advocacy: We encourage and support families and youth speaking out about their own experiences and taking a leadership role in assessing, finding solutions, planning, and making decisions. We affirm the family’s experiences and support their self- identified goals. Advocacy We advocate for services, interventions, and supports that meet the needs of families: We speak out for children, youth and families in order to support them in strengthening their family, meeting their needs, finding their voice and developing the ability to advocate for themselves. 38

39. Teaming We work in partnership with families, communities, tribes, and service providers: We rely on the strength and support that a family’s community, cultural, tribal and other natural relationships can provide to help the family meet their underlying needs. We facilitate partnerships with formal and informal networks to help the family build an ongoing circle of support. We build teams by demonstrating respect, following through, and talking about team roles and team dynamics. 39

40. Shared Commitment and Accountability We collaborate with youth, families, and their teams in assessment, decision-making, and planning: We ensure that every assessment and decision is the product of the work of both the social worker and the family, and in many cases inclusive of the collaborative work within the child and family team. We work with youth, families, and their teams to develop and adapt service plans to help youth and families overcome barriers and find services and supports that meet their needs. We work to achieve positive outcomes for children, youth, and families in the areas of safety, permanency, and well-being: We measure our practice against identified, system goals and seek continuous growth and improvement. We work to help families achieve what is important to them. 40

41. Workforce Development and Support Our system provides support to the workforce: We offer professional development opportunities, leadership, supervision, coaching, and workload support that facilitate a healthy and positive workforce. We ensure that our trauma-informed system parallels the best practice of social workers in the field. 41

42. More Information Available Recorded Webinars Resource Documents PowerPoint Presentations http://calswec.berkeley.edu/california-child-welfare-core-practice-model 42 Questions? Answers!

43. Next Steps Provide feedback on theoretical framework, values, principles and other components of the practice model CWDA Children’s Committee Practice Model Workshop March 6 and 7, 2014 in Long Beach Goals of the Convening: Achieve agreement on theoretical framework, values, principles and other components of the practice model Achieve agreement on the level of standardization for the practice behaviors Develop a plan for internal and external engagement of staff and stakeholders 43