Draft Practice Behaviors
Practice behaviors are the action oriented aspect of the practice model that defines expected social work practice. They bring the model’s theoretical
framework, values, and elements to life by clearly describing the interactions between social workers and families, children, youth, communities, and tribes.
Practice behaviors provide guidance to social workers about how they will practice social work using the practice model, ensuring staff and agency behavior are
consistent with the practice model’s theoretical framework, values and elements.1
Because each of the behaviors is linked to the Practice Elements identified for the model, they are linked here, as well. The practice elements are the core
aspects of practice that are essential to the model’s success. They are the broad actions essential to promoting safety, permanency and well-being for all
children and youth. The practice behaviors further defined and operationalized each element and guide social workers in their practice with families, children,
youth, young adults, caregivers, and communities.2
These draft practice behaviors were developed from a crosswalk of behaviors and activities linked to existing practices in California. They are informed by and
consistent with CAPP, Katie A., and SOP.
Teaming - We work in
partnership with families,
communities, tribes, and
other professionals and
service providers working
with the family.
1. Work with the family to build a supportive team.
a. Engage the child and family in identifying their support team members.
b. Explain the agency’s desire to tap into the family’s natural support system so their team can support the family.
2. Facilitate the team process and engage the team in planning and decision-making with and in support of the child, youth and
family.
a. Develop a shared understanding with the family and their team.
b. Make sure each team member has the information they need.
c. Facilitate critical thinking and discussion with the family and their team.
d. Facilitate consensus building, but help the team recognize that differences and conflicts will occur.
e. Encourage mutual exploration of issues, options and solutions with the team.
3. Work with the family and their team to address the evolving needs of the child, youth, and family
a. Facilitate dialogue with the family and their team about how supports and visitation plans are working.
b. Facilitate adjustments/follow-through based on family and support team decisions.
c. Explore with team members what roles they can play over time to strengthen child safety and support the family.
d. Help the team adapt to changing team member roles.
e. Emphasize the importance of the family’s support team even beyond the time of child welfare agency involvement.
4. Work with the family and their team on an assessment process that includes exploration of the child, youth, and family’s
expressed and underlying needs.
a. Support family members to explore how their history and experiences may be impacting their current life situation.
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This definition of practice behaviors was informed by the CAPP Practice Model http://co-invest.org/files/CAPP-Practice-Model-Packet-Q1.pdf
This definition of practice elements was informed by the CAPP Practice Model http://co-invest.org/files/CAPP-Practice-Model-Packet-Q1.pdf
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b. Use tools and approaches that amplify the voices of children and youth.
Engagement - We
continuously engage with
families, their
communities and tribes.
5. Engage in assessment and permanency planning with the child, youth, family and team:
a. Create shared agreement on safety, permanency, and well-being issues to be addressed.
b. Work with the family and their team to understand the family’s underlying needs.
c. Explore family relationships and identify safety issues and how they can be addressed.
d. Identify culturally sensitive services, supports, practices, traditions and a visitation plan.
e. Apply the information to casework and decision-making processes using the family’s cultural lens.
6. Be open, honest, clear, and respectful in your communication.
a. Use language and body language that demonstrates a non-judgmental approach to understanding the family’s situation.
b. Say, “I would like to be respectful, how should I address you?” and address individuals by the name or title they request.
c. Be open and honest about the situation
d. Explain the assessment process to the child or youth and family at the outset so they know what to expect.
e. Be open and honest about what information can be shared among team members.
f. Ensure that the child or youth and family understand what is and is not in their control.
g. Use language that everyone can understand.
7. Be accountable.
a. Model accountability and trust by following through with representations and agreements.
b. Admit and take responsibility for your own biases, missteps and mistakes.
Inquiry / Exploration
We explore well-being,
family relationships,
natural supports, and
safety concerns.
8. Listen to the family and demonstrate that you care about their thoughts and experiences.
a. Listen attentively and use language and concepts that the family has used.
b. Acknowledge and validate feelings of grief and loss.
c. Engage the child or youth and family in communicating their experiences and identifying their strengths and needs.
9. Demonstrate an interest in connecting with the family and helping them identify and meet their goals.
a. Express the belief that all families have the capacity to safely care for children and youth.
b. Be diligent in reaching out to children and families in ways that are welcoming, appropriate and comfortable for them.
c. Affirm the unique strengths, life experience and self-identified goals of each child and family.
d. Encourage and support the participation of children and families in determining their individual treatment and services.
e. Assure the family receives needed information, preparation, guidance and support.
10. Communicate a genuine desire to learn about the family and their culture, community and tribes.
a. Ask global questions followed by more descriptive questions that encourage exchange.
b. Honor the role of important cultural, community and tribal leaders the child and family have identified.
11. Work with the family and their team to identify strengths and use strengths to build service plans.
a. Help the family and their team identify strengths in functional terms that can support the family in completing their plan.
b. Incorporate the family’s strengths, resources, cultural perspective and solutions in all casework.
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12. Work with the family and their team to identify family members and others who are important to the child, youth, and family.
a. Find significant relationships through inquiry; early and ongoing Internet search; and review of records.
b. Ask questions about relationships and significant others early and keep asking them.
c. Explore important relationships with children and youth and ask about safety, good things in their life, and worries.
13. Reinforce and support connections with family and other important people:
a. Work quickly to establish paternity and facilitate the child or youth’s connection with paternal relationships.
b. Contact family, cultural, community and tribal connections as placement options, team members and sources of support.
c. Work with the family and their team to assesses, arrange and structure culturally appropriate visitation activities.
d. Facilitate early and frequent sharing of information and coordination between parents and caregivers.
e. Explore, nurture, and facilitate development of a mentoring relationship between the parents and the caregivers.
Advocacy
We advocate for services,
interventions, and
supports that meet the
needs of families,
children, youth, and
young adults.
14. Support and facilitate the family’s capacity to advocate for themselves:
a. Ask initially and throughout the family’s involvement if they would like a support person or peer advocate on their team.
b. Coordinate with the family’s formal and informal advocates to help the family find solutions and provide on-going support.
c. Promote self-advocacy by providing opportunities for children, youth and families to actively share perspectives and goals.
15. Work with the family and their team to identify and access a broad array of services, supports, and traditions that address
underlying needs and can assist the child, youth, and family with safety, trauma, healing, and permanency.
a. Share information about agency programs, providers, resources and supports.
b. Ask: Who and what is helping – and/or in the future could help?
c. Help the family and their team to identify services and supports that address the needs identified by the family and team.
16. Work to identify, advocate for, link the family to and support the use of the agreed-upon practices, services and supports.
a. Build linkages to identified services and supports by designating a team member to follow-up with that referral.
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