Academy for Professional Excellence is a project of San Diego State University School of Social Work Statewide Leadership Convening August 6, 2015 Youth and Family Voice in Pathways to Well-Being and Core Practice Model Implementation and the “Triad” Training Model

Introductions Minola Clark Manson – BHETA Amy Jaffe - PCWTA Debra Hullaby – Family Partner Kathleen Welinsky – Behavioral Health Services Steven Wells – Child Welfare Services

Agenda Introduction of presenters History of youth and family involvement in Pathways to Well-Being implementation Academy for Professional Excellence (PCWTA/BHETA) curriculum development and training implementation Training Triad Ongoing youth and family involvement Questions and Answers

Academy for Professional Excellence Members of the Pathways Work Group Chairs the Pathways Training Subcommittee Convened the Southern Child Welfare/Mental Health Learning Collaborative which has met for 2 years Helped support implementation of Pathways in San Diego and across the Southern region

Academy for Professional Excellence Training Curriculum Development Identification of Trainers Training for Trainers Training Plan Development Continuous Quality Improvement

Learning Objectives We want you to be able to: Know early history of and commitment to family and youth involvement in early Pathways to Well-Being implementation Acknowledge Academy for Professional Excellence’s role in training development and implementation Describe the elements of the training triad Discuss the benefits of the training triad Discuss challenges related to the training triad Describe the ongoing involvement of youth and family representation in Pathways to Well-Being implementation

Background The County of San Diego CWS serves approximately 4,500 children/youth (in home and placed out of home) within a large, diverse county with six regional offices as well as centralized programs. Pathways to Well-Being built upon existing culture of family and youth, CWS, and BHS partnership. Initial Pathways to Well-Being implementation group formed in November 2012 and began building vision for joint governance. The group made an early commitment to involve family and youth representation. Family & Youth Roundtable (FYRT), the County of San Diego Behavioral Health Services Liaison for children, youth, and families, joined the implementation group in June The full implementation group included BHS, CWS, FYRT, Probation, and Training Academy.

Background Child and Family Team (CFT) implementation began September 2013 via BHS contracted providers. In 2014, CWS began offering ICC for youth not served by a contracted BHS agency. Based largely on youth and family feedback, the County of San Diego rebranded “Katie A” implementation activities as “Pathways to Well-Being” to offer a family and youth friendly model of service delivery.

History of Youth/Family Involvement Youth and Family voice has been integral to the development of Pathways to Well-Being and is reflected in both policy and practice levels of implementation. Youth and family have been represented at all levels of discussion, including: – Training development and delivery – Policy development – Subcommittee participation – Form/publication development (i.e. teaming standards, progress summary & action plan, BHS forms) – Practice development – Quality review – Youth/family engagement

Levels of Involvement in Decision Making The levels of youth/family involvement in meetings are: – Decide and Announce – Gather individual input and announce – Gather group input and decide – Consensus – Delegate with constraints

“Triad” Training Model “Triad” Training Model consists of: – Family or Youth Partner – Behavioral Health Representative – Child Welfare Services Representative Triad mirrors the Core Practice Model Guide (CPMG) and core members/voices of the Child and Family Team. Triad models joint governance between BHS and CWS and reaffirms the necessity of youth/family voice and perspective. Triad draws on the professional and lived experience of its members to provide information and insight to the trainees.

“Triad” Training Model Conduct a “Training for Trainers” which provides the trainers the information and context to become qualified to train the curriculum From those trained, identify a roster of CWS, BHS, and Family/Youth trainers appropriate to provide the number of trainers necessary to train the workforce Form the triad membership for each training delivery Triad meets to assign training curriculum based on individual strengths of the triad members Form agreements within each triad re: how to deliver content, time keeping, and other issues relating to training process

Triad in the Training Room CWS representative has expertise in CWS policy and practice, and can help translate Pathways concepts to CWS staff and educate other partners about CWS practice. BHS representative has expertise in BHS policy and practice, and can help translate Pathways concepts to BHS staff and contracted providers about BHS practice. Family/Youth representative give relevance to concepts of youth/family involvement, collaboration, teaming, and other CPMG concepts by sharing lived experience.

Benefits of the Triad Training Model Provides a diverse set of experiences, perspectives, and training Openly and actively demonstrates how joint governance works Explicitly demonstrates the parallel process of involving and valuing youth/family voice Galvanizes collaboration and relationships between CWS, BHS, and Youth/Family representatives Provides real-time feedback from the perspective of the family/youth about how practice and training room discussion applies to families

Benefits of the Triad Training Model Through collaboration in the triad, the members form a cohesive, unified message for informing practice within and outside the training. The training triad is able to deliver consistent content and maintain fidelity to the curriculum for less chance of practice drift. The experience of training with members from other systems allows each member to be educated about the practice and cultural difference in the other systems. This is consistent with core concepts of the CPMG. The family/youth partner is able to make curriculum salient to professional practice by speaking from their own experience and helping BHS and CWS better understand the impact teaming, collaboration, and Child and Family Teams will have on family engagement.

Challenges of Triad Training Model With the number of trainings and trainers needed, it is difficult to maintain consistent triad membership. There are a limited amount of individuals who have expertise in training and in Pathways to Well-Being practice. Professional cultural differences had to be navigated between family/youth, Academy for Professional Excellence, CWS, and BHS entities. Coordination of schedules and managing needs and responsibilities of triad members

Challenges of Triad Training Model Habituation of trainers, training fatigue, and practice drift Assimilation of newer trainers into triads with more experienced trainers Identifying a relevant visual demonstration which give trainees practical knowledge which is consistent with local practice Finding a balance between presenting foundational concepts versus providing practice and skill building

Continued youth & family involvement Youth and Family voice continues to be integrated at all levels of practice: – Training implementation and delivery – Membership and involvement in all joint governance activities – Membership and involvement in publication development and revision – Membership and involvement in all subcommittees (e.g. TAY, CFT, training, etc.)

Questions?

Contact information Laura Colligan (BHS) – – Phone: (619) Steven Wells (CWS) – – Phone: (619) Becky Lanier (CWS) – – Phone: (619) Becki DeBont (CWS) – – Phone: (858)

Contact information Amy Jaffe – – Phone: (702) Minola Clark Manson – – Phone: (619) Kathleen Welinsky – – Phone: (619) Debra Hullaby – Phone: (760) Ext. 302 –