Module 5: Using Information Management to Support Casework Supervision

Rationale

The process a child welfare supervisor uses to make decisions is informed by multiple sources of information---the case record, related reports and the caseworker's and the supervisor's experience and expertise, as well as information obtained from voice mail, e-mail and face-to-face sessions. Supervisors need to understand how the use of information management supports his or her decision making process, improves practice and moves the agency toward the achievement of the goals of permanency, safety and well being.

Activities

• Exercise: Brainstorm the importance of case data to supervision, including exploring the information the child welfare supervisor needs to gather (20 minutes)
• Present the 'Where and How SACWIS Supports Casework Supervision' diagram (10 minutes)
• Exercise: Preparing for Supervision using SACWIS data and reports (30 minutes)

Time

1 hour

Objectives

After this module is complete, the participant will be able to:

• Use key data to prepare for and use during supervision
• Understand several methods of locating and eliciting the data and information he/she needs to supervise for results

Materials

Flipchart, easel, markers and tape

Sample handouts and overheads:

1. Where and How SACWIS Supports Casework Supervision diagram (5.1)

2. Miller Case Disposition Hearing Vignette (5.2)

3. Miller Case Adjudication Hearing Vignette (5.3)

Advance Preparations

Make sure the flipchart, markers, newsprint pad, overheads and overhead projector are in the room.

Revise the Miller cases (5.2 and 5.3) to include terminology used in the home state.

Glossary of Terms

Bibliography and Suggested Reading

Trainer's Instructions

1. Introduce the module by presenting the purpose and objectives.

This module allows you to explore the process of data and information gathering from case records, reports and supervisory discussions and other sources. After this module is complete, you will be able to:

1. Use key data to prepare for and use during supervision
2. Understand several methods of locating and eliciting the data and information you need to supervise for results

2. Launch the first activity using the following material as a guide.

We just spent some time identifying and locating the key data elements you use to get a quick overview of a case. How we are going to move into another phase of thinking about data, information and supervision by talking about how and where SACWIS supports supervision. Let's start by brainstorming for a few minutes what a case record is. What are its characteristics? Does it, for example focus on the past or the future?

3. Record the participant's responses on a flipchart and be sure that the following items are included.

Case Records:

1. Document the past
2. Tell what social work/casework has taken place
3. Tell a story of the case--what happened and where the case is currently
4. Give a snapshot in time
5. Contain both data and narrative
6. Narratives discuss decisions, events and progress to date

4. Move into a brainstorming session about what other types of information a supervisor needs to gather by asking a question, for example…if a case record contains the past, the history, what other pieces of information does the supervisor need to gather about the case during supervision?

5. Record the participant's answers on a flipchart. Ensure that the following items are included.

Supervision covers:

1. The dynamics of the case
2. The caseworker's feelings and observations
3. Judgements and assessments
4. Priorities
5. Next steps
6. Go forward decisions
7. What the caseworker needs to move forward

6. Tie the two brainstorming sessions together using the 'Where and How SACWIS Supports Casework Supervision' diagram ( 5.1) and making the following points:

The supervisor finds documentation of the past in the case record and reports. No matter how complete and accurate the case record is, it only provides a look at what has already taken place with the case. It is during supervision, when the supervisor meets face- to- face with the caseworker, that the discussion can turn to what next; and where do we go from here?

The results of the supervision---the discussions and decisions on services, priorities and next steps--get translated into facts by the caseworker and entered into the case record.

The facts of the case--the case record - can be reviewed on-line before or during supervision by the supervisor. The gathering of the facts can, but does not need to be, face- to- face. Questions about the facts can be raised on-line, through e-mail--or face- to- face.

The dynamics of the case, the where do we go from here supervisory discussions are probably best done face- to-face.

7. Ask the group to break into two smaller groups organized by program--Children's Services and Protective Services. Instruct the groups to review the appropriate case vignette. (For Protective Services supervisors, use the Disposition Hearing Vignette (5.2) and for the Children's Services supervisors, use the Adjudication Hearing Vignette (5.3).

8. Instruct the groups to take approximately 15 minutes to come up with a list of questions that they would ask the caseworker during supervision to get the additional information they need to know to assure that the worker is prepared for the Hearing. Ask the groups to include discussions of SACWIS reports, the key data elements and most helpful practices listed on the flipcharts discussed in Module 4. Ask each group to designate a recorder/reporter to write down the questions that the supervisor will ask Dorothy.

9. After 10-15 minutes (or checking in with the groups) ask each group to present their questions. Record the questions on a flipchart and ask the group to comment and offer differences of opinions on the questions. Probe for the sources they would use to find the answers to the questions; focus here on reports, screens and other sources. Ask if there is any information that shouldn't be in the case record. The end product will be a list of questions and information sources, including reports supervisors think about as they prepare a worker for either a hearing or review.

10. Mention that these questions will be used again the next day during the morning.

11. Ask for and respond to questions.

12. Preview the next day's start time and agenda. Thank folks for their good work that day.

Notes

An alternate exercise is for the trainer to develop case data that is based on a real case. The discussion could focus on the value, quality and accessibility of the information available in the state SACWIS that could help the supervisor advise the caseworker on the case.