Facilitating Case Studies
Why am I here?
Ruth Kravitz, MSW
Training Administrator, NC GAL
Case Studies: Working It Out Together (2003)
Facilitated CS over 40 times, + TOT
Modified cases for Flex Curriculum
WELCOME
GOALS
• CASA/GAL Program:
Train competent, confident, independent
volunteers
• Conference Session:
Prepare flex-learning facilitators for
successful use of case studies format
The BIG Picture…
CASA utilizes Jane Vella’s Dialogue Education,
with her principles of adult learning.
Why?
1. Activities engage learners.
2. Engaged learners retain what
they learn.
3. Praxis (practice with reflection)
builds skills & confidence
Open Secret…
A Case Study is just a BIG
Dialogue Education ACTIVITY.
If you’ve facilitated National CASA’s
basic training curriculum, you already
know a lot about Learning Activities!
Today’s Agenda…
1. Experience the Greene case
I’ll be you – You’ll be new volunteers
2. Facilitation Tips
For in-person case studies sessions
Introducing the Case Studies Process*
“ We’ll be using a case studies format in this and
the next two in-person sessions
“ This will give you a chance to apply on-line
learning and practice being a CASA/GAL
volunteer by working on realistic cases
“ Table groups of 4-5 will work together; then we’ll
have a large group debrief
“ Table teams will gather information and write
recommendations to the court in the child’s best
interest
* Gleaned from Facilitator Notes for Activity 2.18
Activity 2.18 The Case Study Process
“ Let’s get into groups and look at activity 2.18
“ Please decide who will serve as the 4 roles listed
in the activity box (4 minutes)
–
–
–
–
Runner
Scribe
Controller
Questioner
“ Everyone gets the same introduction doc
Activity 2.19 The Greene Case
• Read & discuss case introduction
– Then decide who you want to interview or what
documents you want to see
• Remember the ?s you generated for the Bleux case?
• What do you want to know; where to get this info?
• Vols. always interview the child, caregiver, CPS. Who else?
• Runner requests interviews/docs from us
– Please have more than one in mind.
• Each document must be discussed
– Discuss whatever interests you or use the prompts at the bottom.
Activity 3.19 The Greene Case…
• You will have 35 minutes to work this case
• Additional 5 minutes to write recommendations
• Recommendations typically cover:
– Placement for the child
– Services for the child (What do they need?)
– Services the parent(s) should complete to resolve the
CPS case
– Permanent plan for the child
Before we begin
What are your questions?
Time Check
“ You have been working for 20 minutes
“ In 15 minutes I’ll call time and you’ll have
only 5 minutes for the Scribe to write up
your recommendations
“ Start thinking about what you want to
recommend in the Marky Greene case
Time Check
“ Your case processing time is up
“ Scribes, please write your group’s
recommendations for the Greene case
– Placement, Services for child / parents, etc…
You have 5 minutes!
Gallery Walk - Recommendations
“ Please post your recommendations
“ Take a few minutes to read others
“ Then we’ll gather for a group debrief
- Debrief ?s in handouts section, last page case docs
- Keep the conversation focused on the content topics
from this week’s on-line learning
Facilitation Tips
• Use what’s there for you
– Activity boxes for your learners
– Facilitator activity boxes for you
– “How to…” facilitation guide, pages 9-12
• Give yourself
TIME to prepare
Tips
Program for success…
• Provide CS Materials & Environment
– Prepare case documents ahead of time
– Set room for independence & privacy
• Table groups separate from each other
• Separate from facilitators
Tips
Program for success…
• Give clear directions for CS activity
– Overview the process
– Step-by-step directions
– Track the time and give time checks
• Stay Organized
– Have a system for managing case documents
• You will want to know which docs each table has
requested during the case process time
• “Facilitating Case Study Activities”, page 10
Facilitation Cautions…
• Don’t distribute the case document lists –
– Allow trainees to think for themselves
• Get out of the way of learning!
– Adults need privacy to make mistakes without
fearing embarrassment
– Supervise the process, not the product
Make sure they understand and follow directions but
allow them to work the case independently
Think About It….
Set expectation during basic training:
If you want needy, high-maintenance vols.,
coddle them every step of the way.
For competent, confident, independent
volunteers, give them time & opportunity
to practice skills.
How does our behavior elicit the behaviors
we get from our trainees & volunteers?
Best Practice Suggestions…
Group work logistics
– Change team members each session
– Have learners change roles each session
• Runner, Scribe, Questioner, Controller
– Have at least two teams of 4-5
• To Make the group be at least 8 learners, ask
experiences volunteers to join in… or combine with
a neighboring program for the in-person sessions
Trouble shooting…
• Untrained volunteers don’t know the job yet,
so how will they know where to start?
– Use Bleux case to prepare them for Greene
• Act 1.2 introduces Bleux case. Case history, police report &
pre-trial agreement frame CASA/GAL work. Be sure learners
focus on this case before the in-person session.
• In-person Session 1
– Act 1.11 Continuum of Abuse; apply to Bleux case
– Act 1.15 Asking the Right ?s; facilitator recaps Bleux case
– Frame the volunteer role before Greene only if your
learners need you to.
– Coach less; Boomerang questions if possible
?.… Q & A ….?
Ruth Kravitz
ruth.s.kravitz@nccourts.org
(919) 969-3039