 Welcome
Back!
 Housekeeping
 Agenda
Highlights from Day 1
 Share the transfer of learning activities:

› Strengths/Needs Assessment Checklist
› Strengths/Needs Matrix
 The safety factors
 Your initial Bio/Psycho/Social hunches
 Linking:
› Behaviors & Concerns
› Client Hunches
› CSW Hunches
› Needs & Needs Statement
› Desired Outcomes
 Identifying
Mobilized Strengths
 Crafting Solutions & Strategies
 Coaching
& Mentoring
› The Family
› The Caregivers
› The Team
Coaching to Enhance
Strengths/Needs Based Practice
Challenging
Behavioral Expression: Families and Workers
Child
Safety
Coaching to Enhance
Strengths/Needs Based Practice
Challenging
Behavioral Expression: Families & Workers
Establish beliefs & truths
about the person
Child
Safety
Based on past information
both good and bad
Often focused on deficit
model thinking
Often based on judgments
and bias
Confirmation Bias

occurs when we selectively notice or
focus upon evidence which tends to
support the things we already believe or
want to be true while ignoring that
evidence which would serve to
disconfirm those beliefs or ideas.
Confirmation bias plays a stronger role
than empirical evidence.
Recency Bias

is the tendency to extrapolate
information from recent events to make
concrete decisions about the future. The
recency effect is a cognitive bias that
results from disproportionate attention to
recent observations. This occurs when
CSWs only attend to that which has
been occurring in the recent history of a
family and NOT their long term patterns.
Coaching to Enhance
Strengths/Needs Based Practice
Challenging
Behavioral Expression: Families & Workers
Establish beliefs & truths
about the person
Child
Safety
Your language and actions
reflect your beliefs
Coaching to Enhance
Strengths/Needs Based Practice
Challenging
Behavioral Expression: Families & Workers
Establish beliefs & truths
about the person
Child
Safety
Your language and actions
reflect your beliefs
Your actions impact and
influence the actions of
others
Coaching to Enhance
Strengths/Needs Based Practice
Beliefs drive our thoughts
 Thoughts drive our language
 Language drives our actions
 Our actions influence the thoughts,
language and actions of those around
you

› We pick up on the emotional
tone/energy from those around us
and act/behave accordingly
Gathering Information & Making
Assessments from a Deficit Focus
1.
2.
3.
4.
5.
I do not value this person
This person is incompetent and
unmotivated, and can’t solve their own
problems
I know the answers and it is up to me to
solve this person’s problems
I questions this person’s abilities and
commitment
This person is time consuming and wears
me out!
Gathering Information & Making
Assessments from a Strength Focus
1.
2.
3.
4.
5.
This person has value and is worthwhile
This person is capable and has the
ability to make a difference
This person has his/her own answers and
can identify their underlying needs
This person is an inspiration to me
This person deserves to be treated with
dignity and respect
ONE Behavior & Concern
 Client Hunches
Link
 CSW Hunches
to
 Desired Outcome
Safety
 Needs Statement
Concerns
 Mobilized Strengths
 Services/Strategies

Know Yourself and the Families
With Whom You Work
A Principle of the Strength Based
Perspective
 Supports Cultural Awareness &
Humility
 Why is this important?

Adapted from office of Affirmative Action
Parallel Process
Administrators
Supervisors
Social Workers
& Collaborative
Partners
Parents &
Caregivers
Children







Recognize your communication style
Expect to learn something about
yourself and others
Speak clearly and use personal
examples when making a point
Participate honestly and openly
Engage in the process by listening, as
well as speaking
Confidentiality
Take responsibility for yourself and
what you say
Civil Rights Protected Areas
Race
 Color
 National Origin
 Religion
 Sex
 Political Affiliation
 Disability
 Age
 Marital Status
 Sexual Orientation

› (California Specific)
Diversity is defined as race,
gender, age, language, physical
characteristics, disability, sexual
orientation, economic status,
parental status, education,
geographic origin, profession, life
style, religion, personality,
position in the company
hierarchy, and any other
difference.
•Organizational
•External
•Internal
•Personality
What are some of
categories/groups
that the
Smith Family
belongs to?
Cultural Awareness Activity:
Who We Are
Questions will be asked about our
diversity and experiences
 Please raise your hand to identify
what group best describes you


Culture is life-styles, habits,
behavior patterns, customs,
rituals, language and other
unique characteristics of a
given people or group.

Culture is developed and
refined over time









Food, Music, Rituals
Communication and Language
Dress and Appearance
Time Consciousness
Rewards and Recognition
Relationships
Values and Norms
Sense of Self and Space
Beliefs and Attitudes

We all judge and place value on these
expressions of culture as:
Helpful
Healthy
Constructive
Good
Hurtful
Unhealthy
Destructive
Bad
Our judgments & values of
culture have a basis in:
Personal
•Bias
•Fear
•Awareness
•Understanding
Systemic
•Research
•Laws
•Policy
•Education
Personal Experiences of
Bias and Discrimination
From the first CPS activity, in which category
have you experienced this?
 How did it make you feel?
 How did you respond?
 Where do you think you learned this
response?

Identify three personal biases you have
about a group of people:

›
›
›
Resolved
Current
Emerging
For each personal bias, indicate:

›
›
What circumstances/experiences caused
you to have this bias?
How has this bias caused you to feel, think ,
and react toward this group of people?
Classroom Performance System Activity:
Identifying Our Biases
Questions will be asked regarding your
feelings/beliefs about different groups of
people
 Indicate your response using the remote
control


Why is it important to continuously
become aware of our biases?
› To enhance our strength based practice
with all families
› To ensure that we are treating all families
with dignity & respect
› To ensure that we are giving all families
equal access to services
› To ensure that we are not contributing to
disproportionality/disparity in CWS
Appreciation
Acceptance
Tolerance
Avoidance
Repulsion

Revisit Self-Reflection Worksheet:
› How did you change/ improve your bias
behavioral response?
› How does this support the paradigm
shift to strengths/needs based practice?
› How does this support enhancing
cultural competence?
People work best when
they feel
appreciated/accepted
 People cannot work at
their best when they feel
tolerated/avoided
 Each individual is on a
continuum of self
reflection and awareness
on their life journey


Complete Strengths/
Needs TOL Checklist for
Day 2

What information/
strategies/ practices will
you take back into the
field with you?
Engaging Families
 Teaming
 Coaching and Mentoring


Closing and Evaluations