oe Parental Capability and Community Assessment Report L PEC AR (TO BE SUBMITTED BY THE LGU SW) | poses inesithe capab iy Of the parents to take| custody of the child |» Determines the readiness of the family a | community \« Finds out if there are any threat or danger oe | the child will be reintegrated to the community | |» Facilitate appropriate intervention planning or} proper disposition of the case * Serves as basis for reintegration / discharge (can connect the TBCM - SFI and RI tools) [+ Fast track movement of cases and allows de-, gqittstitutionalization of children./ Seas 5 : | | Techniques in ing Pare: a | Fite s i leg + Conduct home visit } + Family conference / dialogue | + Collateral interview ie neighbours, relatives, employers, church leaders, NGOs, volunteers Coordination with BCPC | + Observation Use checklist forms or existing assessment tools | | « Review of existing relevant records | | rl | What's in the PCCAR? I. Identifying Data: > Name of Parents / Guardians / Custodian | > Age | |» Date of Birth | | > Place of Birth | | » Educational attainment » Occupation | \ > Address | } + Date of Home Visit Conducted«Family Environment (use MSSM tool) xCommunity (describe the purok/ brgy/ Il. Description of the: mun/ resources) ‘What's in the PCCAR? —-—--_O— a m. Relationship in the Family (how the family relate with each other; how they share information, etc..) + Couple + Parent-child » Among siblings‘What's in the PCCAR? Assessment oPositive and —_ negative —_ assessment (strength/weaknesses) © Professional judgment of the SW if the family and | the community are capable or not to accept the child / or are ready for his reintegration, etc..) Plans of the Family / Community / LGU upon Return of the Child v. Services Extended (by the LGU) vi. Recommendations L a | | | | | | | | | | |BUILDING SKILLS IN INTERVIEWING AND # DOCUMENTATION For case managers 4. GOAL = To enhance the participants’ knowledge and skills necessary for effective interviews. | OBJECTIVES: At the end of the session the participants are able to: + Define the meaning of an “interview"; «= Identify and describe the different stages of an interview; «+ Discuss the skills required for an effective interview; = Demonstrate skills, viewing CNSP. oo continuation... = Define documentation and recording; iscuss the purposes and principles of records keeping; = Identify the contents of a case record; and « Demonstrate skills in preparing case recording.Interviewing is ... « face to face meeting between two or more persons; 1» one person tries to direct the conversation; » with a purpose such as to obtain Structure of an Interview » introductory or beginning stage (rapport building) 1 middle stage or the information gathering phase (Wh questions) = end stage or closure phase information, to give instructions and (summary and planning) tohelp. Skills in relating with the interviewee or climate setting: saccepting people as they are sindividualizing people protecting the confidential nature of the interview: sallowing the interviewee to participate and become self-determining (non- possessive WALTEN enna Observation skills or sensitivity to non-verbal of beha ral ways. = body language «= contents of opening and closing sentence + shifts in conversation «= recurrent reference « Inconsistencies or gapsListening Skills istens before talking or start the interview by giving its purpose and then she lets the interviewee talk = picks up important points for elaboration «= brief, relevant comments or questions Skills in asking questions = asking questions in a friendly manner = knowing the various types of questions to ask and the usefulness of each type of question ‘a. open and closed ended question b, leading and responding question . questions that contain single rather than several ideas + Tone of voice in which a question is asked is extremely important. Focusing, Guiding and Interpreting Skills = paraphrasing and summarizing » confrontation ~ bringing out into the open feelings, issues and disagreements « reflection of feelings and ideas Verbal Barriers to . Communication +. Moraszing & sermonizing e.g. “You should »t have done that” Advising xd giving suggestions or ions prematurely e.g think you 2 Persuading or. eg., “That at anywhere’ 4 Judging, criticizing or taming e.g. « are wrong about thats YY ‘ing arguments, lecturing 19: wont get you_ 3 5, Analyzing, making dramatic interpretation e.g. “ You are behaving that way because. .” 6. Threatening, warning or counter- attacking e.g. “You better... or else!” Preparing for an Interview = The place of the interview «Tuning in = The content of the interview General Principles of Interviewing Children » diminish aspects of power and authority over the child « begin with open ended questions and later ask increasingly specific questions as necessary » be alert to the child's level of development — « talk less, listen more and follow the child's cue ‘= do not repeat yes no questions » do not bribe (with things or promises), threaten or cajole+ Facial Expression ., «= Direct eye contact Desirable Non-Verbal » Warmth and concern reflected in facial Communication gureeson « Eyes at same level as clients » Appropriately varied and animated facial expressions = Mouth relaxed, occasional smiles Posture ‘: Arms and hands are moderately ‘expressive, appropriate gestures «= Body leaning slightly forward, attentive but relaxed «= Face the client squarely = Open posture + Leaning forward «= Eye to eye contact » Relaxed position. . suse Voice «= Clearly audible but not loud « Warmth in tone of voice = Voice modulated to reflect nuxnces of feelings and emotion of clien’s messages = Moderate speech tempoSome Pointers in Interviewing » Children have good memory ability and can provide accurate and meaningful information but like adults, their memory is not infallible and it fades overtime. « Little children need to be prompted or coached on how to remember a certain event. At around 8 or 9 years, they are able to generate and utilize retrieval strategies 'SPONtANEOUSHY. sess nramms it « They remember events, incidents based on their level of knowledge and experience, fect ge of cognitive development and their ability to reason and conclude. The context, certain characteristics of the setting and atmosphere can facilitate or undermine children’s memory function. 1 The child's narrative ability Is very limited at first, but as he/ she grows older, he/ she as able to provide more information about ‘an event he/ she experienced. Apeuitiieineniens add stress to an already ‘vulnerable child. There are some instances, however where multiple or serial interviews by one competent interviewer are of extreme benefit. ild’s accuracy depends on the use of “Suggestive questions. Repeated interviews that are done in a non-suggestive manner would have little detrimental effect on the child's memory and may improve recall ‘through rehearsal and reminiscence. « The amount and type of information they disclose is dependent on their trust in the interviewer. ‘The effects of repeated questioning on a shenACTIVITY 2 Role-play and Workshop Role-play the following situations: + The socal worker is conducting an interview of a 15 year old girl who was referred by her ‘teacher for assistance as she is allegedly being abused by her father. 1 Intake interview of a social worker with @ 15 year old boy who is in the custody of the: police due to alleged snatching. 1 Prepare case recordings on the role play (2 (rOUpS), samosas z gpeeenersto ik Production of knowledge through a process, which involves data gathering, ‘compilation, and writing a report out of the available data, =Method by which certain assertions are supported by facts or records ‘Regular and continuous recording of ‘events and activities and the people involved in ive=esen neem ‘5 Record is a written account r a report of proceedings. Purposes of Records + Provide a “picture” of the nature and process of the social worker's involvement with clients, + Sources of statistical information about agency ‘operations and provide accountability for the social worker, + Serve as supervisory tools : Provide data for planning and justifying needed changes in policy, service delivery and development. « Serve an important educational Purpose « Provide information to meet legal and policy requirementsvp azy euLu ‘useful in evaluation = provide an account of what has been done , which is needed when ‘one social worker must replace another or when on an emergency, one worker must take over for another = Provide data for various research projects ome of Case Records Case records should document or contain what the social worker does (assessment and intervention) and the results of the intervention. Case Record should include the following: ‘ ‘Sheet information about the nature and extent of the referral or report; identifying data on the child, family and significant others; and the agency's response to the referral, = Reports containing information about the Initial assessment, including documentation of what have been done and assessment of the risk and safety of the child ‘= Information about assessment procedures undertaken, = Reports to substantiate alleged maltreatment risk assessment and safety evaluation as basis for out- of-home care, and reasons for continued agency involvement or for termination of service= Report on family assessment and a delineation of the intervention needs of the child, caregivers, and the family + Service delivery/ intervention plan w/ measurable objectives and a description of the process used to develop the plans a on information provided to the court and other agencies and offices «= Case notes containing dates, locations, urposes and results of contacts with family members, collateral sources and multidisciplinary team members « Legal documents = Medical and psychological evaluation neers nimnng reports, if aVAllQDIC, weno Suggested format for 1» School records = Documentation of referrals and other communication to other agencies 1 Progress Reports = Social Case Study Report Transfer Summary, if applicable = Closing Summary + How implemented + Problems encountored + Action/s taken 1 Plans 2422sveaseven ae ity Report bjectives = Activity » How Activity was carried out = Persons Responsible = Time Frame = Problems/ Issues Encountered « Resolution/ Action Taken Principles of Record Keeping . record should be com ina pretes sional manner, and confidentiality should ‘observe at all times. Principles of record keeping include the fotiowing -All information included in the case records ‘should be relevant and necessary to the ‘agency's purposes “We should include in the record as much information as possible based on direct communication with our, Records should be maintained and updated ensure accuracy, relevancy, timeliness "Case records should be kept in locked files and keys should be issued only to those ‘who require frequent access to files + Case records should leave the agency only during extraordinary circumstances with special authorization. + Case records should not be left on desks or ‘other open spaces where others might have access to them ee «Interviews are conducted to obtain information, to ‘ive information, orto help, 1 The 3 phases of an interview are the following: introductory or beginning phase; the middle of the ‘information gathering phase; and the end stage or closure phase. + For an interviewer to be effective, he/ she should have the folowing skils: climate Seting, listening, aservation, esking questions and skills in focusing, guiding and inteTBSBH8 mereDocumentation is the production of knowledge ‘fp ‘a process that involves data gathering ‘compilation and writing a report, «= It Is important to analyze the report's audience to determine the information they need. «= Case records should contain both what we do (our assessment and intervention) and the results of our Intervention, = Case records are professional documents and tools and should be completed in 2 professional manner and with confidentiality. Maraming Salamat Po it