Facilitating Case Studies

1. Facilitating Case Studies Why am I here? Ruth Kravitz, MSW Training Administrator, NC GAL Case Studies: Working It Out Together (2003) Facilitated CS over 40 times, + TOT Modified cases for Flex Curriculum W E L C O M E

2. GOALS • CASA/GAL Program: Train competent, confident, independent volunteers • Conference Session: Prepare flex-learning facilitators for successful use of case studies format

3. The BIG Picture… CASA utilizes Jane Vella’s Dialogue Education, with her principles of adult learning. Why? 1. Activities engage learners. 2.Engaged learners retain what they learn. 3.Praxis (practice with reflection) builds skills & confidence

4. Open Secret… A Case Study is just a BIG Dialogue Education ACTIVITY. If you’ve facilitated National CASA’s basic training curriculum, you already know a lot about Learning Activities!

5. Today’s Agenda… 1. Experience the Greene case I’ll be you – You’ll be new volunteers 2. Facilitation Tips For in-person case studies sessions

6. Introducing the Case Studies Process* “ We’ll be using a case studies format in this and the next two in-person sessions “ This will give you a chance to apply on-line learning and practice being a CASA/GAL volunteer by working on realistic cases “ Table groups of 4-5 will work together; then we’ll have a large group debrief “ Table teams will gather information and write recommendations to the court in the child’s best interest * Gleaned from Facilitator Notes for Activity 2.18

7. Activity 2.18 The Case Study Process “ Let’s get into groups and look at activity 2.18 “ Please decide who will serve as the 4 roles listed in the activity box (4 minutes) • Runner • Scribe • Controller • Questioner “ Everyone gets the same introduction doc

8. Activity 2.19 The Greene Case • Read & discuss case introduction • Then decide who you want to interview or what documents you want to see • Remember the ?s you generated for the Bleux case? • What do you want to know; where to get this info? • Vols. always interview the child, caregiver, CPS. Who else? • Runner requests interviews/docs from us • Please have more than one in mind. • Each document must be discussed • Discuss whatever interests you or use the prompts at the bottom.

9. Activity 3.19 The Greene Case… • You will have 35 minutes to work this case • Additional 5 minutes to write recommendations • Recommendations typically cover: • Placement for the child • Services for the child (What do they need?) • Services the parent(s) should complete to resolve the CPS case • Permanent plan for the child Before we begin What are your questions?

10. Time Check “ You have been working for 20 minutes “ In 15 minutes I’ll call time and you’ll have only 5 minutes for the Scribe to write up your recommendations “ Start thinking about what you want to recommend in the Marky Greene case

11. Time Check “ Your case processing time is up “ Scribes, please write your group’s recommendations for the Greene case • Placement, Services for child / parents, etc… You have 5 minutes!

12. Gallery Walk - Recommendations “ Please post your recommendations “ Take a few minutes to read others “ Then we’ll gather for a group debrief - Debrief ?s in handouts section, last page case docs - Keep the conversation focused on the content topics from this week’s on-line learning

13. Facilitation Tips • Use what’s there for you • Activity boxes for your learners • Facilitator activity boxes for you • “How to…” facilitation guide, pages 9-12 • Give yourself TIME to prepare

14. Tips Program for success… • Provide CS Materials & Environment • Prepare case documents ahead of time • Set room for independence & privacy • Table groups separate from each other • Separate from facilitators

15. Tips Program for success… • Give clear directions for CS activity • Overview the process • Step-by-step directions • Track the time and give time checks • Stay Organized • Have a system for managing case documents • You will want to know which docs each table has requested during the case process time • “Facilitating Case Study Activities”, page 10

16. Facilitation Cautions… • Don’t distribute the case document lists – • Allow trainees to think for themselves • Get out of the way of learning! • Adults need privacy to make mistakes without fearing embarrassment • Supervise the process, not the product Make sure they understand and follow directions but allow them to work the case independently

17. Think About It…. Set expectation during basic training: If you want needy, high-maintenance vols., coddle them every step of the way. For competent, confident, independent volunteers, give them time & opportunity to practice skills. How does our behavior elicit the behaviors we get from our trainees & volunteers?

18. Best Practice Suggestions… Group work logistics • Change team members each session • Have learners change roles each session • Runner, Scribe, Questioner, Controller • Have at least two teams of 4-5 • To Make the group be at least 8 learners, ask experiences volunteers to join in… or combine with a neighboring program for the in-person sessions

19. Trouble shooting… • Untrained volunteers don’t know the job yet, so how will they know where to start? • Use Bleux case to prepare them for Greene • Act 1.2 introduces Bleux case. Case history, police report & pre-trial agreement frame CASA/GAL work. Be sure learners focus on this case before the in-person session. • In-person Session 1 • Act 1.11 Continuum of Abuse; apply to Bleux case • Act 1.15 Asking the Right ?s; facilitator recaps Bleux case • Frame the volunteer role before Greene only if your learners need you to. • Coach less; Boomerang questions if possible

20. ?.… Q & A ….? Ruth Kravitz ruth.s.kravitz@nccourts.org (919) 969-3039