Learning Guides

Guide developed by Bibba Dobyns
EDUC 763 Instructional Design for E-Learning, Spring 2011
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
Module Name: Module 1: Practice Principles and the Facilitative Process
Course Name: Enhancing Child and Family Team Meeting Facilitation Skills
Learning Goals/Outcomes

Upon completion of this module, the student will be able to:
 Review Child and Family Team planning an guiding principles
 Differentiate between “Family Driven’ and ‘System Driven’ approaches to planning
 Illustrate example of guiding principles in family driven practice

Learning Resources

Required Resources
 What is a System of Care?
 Quality and Individualized Wraparound in Team Planning
 Child and Family Team Definition and Practice Principles (PDF file)

Additional Resources
 Access, Voice and Ownership

Learning Activities

Activities for This Lesson
1. Compare your current planning approach to that of Wraparound and Child and Family
Team planning by responding to a selected question.
2. Take a quiz to identify the differences between ‘Family Driven’ and ‘System Driven’
planning.
3. In assigned teams, discuss and create a scenario that reflects an example of family
driven practice in action

Discussion Questions
1. To implement Systems of Care in communities, it takes a great deal of coordination
among people at multiple levels to ensure children and families needs are properly
met. What are two examples of how you see evidence of this in your community?
2. The term “Child and Family Team meetings” is referred to in different agencies. For
example, Child Welfare uses the term synonymously with Multiple Response Planning;
Mental Health uses it synonymously with Person Centered Planning. How has this
definition been introduced within your agency or community and what does it look like
in practical application to your working situation?
3. Where and how do you see evidence of family involvement in your agency or
community other than participating in their Child and Family Team meeting? This can
be on committees, collaborative, advocacy groups, policy development, etc.

Learning Guides
Guide developed by Bibba Dobyns
EDUC 763 Instructional Design for E-Learning, Spring 2011
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
4. Select one of the Seven Practice Principles and describe how it is applied in your Child
and Family Team planning process? How would I know you were applying the
principles; what would you be doing?

Self-Assessment

Check your understanding
 Can you explain what a System of Care is?
 Can you explain the Wraparound/Child and Family Team process?
 Can you differentiate between ‘family driven’ and ‘system driven’?
 Can you explain how practice principles look in practice?

Lesson Evaluation: Graded Assessments
 Discussions
 Quiz
 Team collaboration and contributions
 Examples specified in scenario
 Begin “My Intentional Action Plan”


Module Name: Module 2: Self Awareness and Being Intentional

Course Name: Enhancing Child and Family Team Meeting Facilitation Skills

Learning Goals/Outcomes

Upon completion of this module, the student will be able to:
 Evaluate the Purpose of Critical Reflection
 Assess Personal Values, Cultures and Experiences
 Specify how Critical Reflection Supports the Facilitator Role
 Create a Personal Self Management Plan

Learning Resources

Required Resources
 The Importance of Critical Reflection
 Video: Parent Interview

Additional Resources
 Critical Thinking: Distinguishing Between Inferences and Assumptions


Learning Guides
Guide developed by Bibba Dobyns
EDUC 763 Instructional Design for E-Learning, Spring 2011
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
Learning Activities

Activities for This Lesson
 Discussion
 Self Assessment/Reflection in Pairs
 Team Discussion
 Form Submission

Discussion Questions:
1. When describing critical reflection to someone else, what would you share as the most
important point and why?
2. We often get into habits in our work that leads to automated responses to families.
How might critical reflection give you insight to your own actions and behaviors? How
might you ensure your actions are not automated?

Team Discussion Questions:
1. List two specific examples of how your critical reflection can help you support family
driven planning when in the facilitator role.
2. What do you like best about the ORID model? What are other ways to capture
reflections?
3. How does critical reflection affect or support your ability to manage yourself?

Self-Assessment

Check your understanding
 Can you describe what critical reflection is to someone else?
 Do you have insight to how your values, culture and experiences may impact the
facilitator role?
 Can you describe and apply the ORID model to reflective practice?
 Do you have a self-management plan to help you remain objective in the facilitator
role?

Lesson Evaluation: Graded Assessments

 Discussions (large group and teams)
 Self assessment
 Reflective journal




Learning Guides
Guide developed by Bibba Dobyns
EDUC 763 Instructional Design for E-Learning, Spring 2011
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
Module Name: Module 3. The Continued Look at Facilitation Skills
Course Name: Enhancing Child and Family Team Meeting Facilitation Skills
Learning Goals/Outcomes

Upon completion of this module, the student will be able to:
 Differentiate Between Process and Content
 List Different Facilitation Skills
 Illustrate the Art of Questioning
 Create a survey to solicit feedback from family and team members participating in the
planning process.

Learning Resources

Required Resources
 Introduction to Facilitation (PDF file)
 The Critical Mind is A Questioning Mind
 Questioning Formats (PDF file)
Learning Activities

Activities for This Lesson
 Quiz
 Information Search and Wiki Post
 Scenario Discussion
 Design Survey and Discuss

Discussion Questions
 After reading the scenario, what is one issue that you will be faced with exploring in
the meeting? What are three questions you might ask that will gain clarity and
promote the planning process?
 Give an example of two questions you may need to ask yourself while facilitating a
meeting for this family in this scenario? How will your questioning technique support
the family in this scenario?
Self-Assessment

Check your understanding
 Can you define facilitation and the difference between content and process?
 Are you able to describe different questioning techniques and when they are most
effectively used?
 Are you able to develop a survey that will elicit feedback from families participating in
the planning process?

Learning Guides
Guide developed by Bibba Dobyns
EDUC 763 Instructional Design for E-Learning, Spring 2011
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
Lesson Evaluation: Graded Assessments

 Quiz
 Discussions and Wiki Postings
 Reflective Journal