FTM Training for Facilitators

1. FTM Training for Facilitators Classroom training, field practice, and approval process for the NEW FACILITATOR

2. Stages of Training • Before classroom preparation • 4 day classroom training • Field Practice • FTM Preparation Interview (Observation) • Trainee Conducted FTM Preparation Interview • FTM Trainee Co-Facilitation • FTM Facilitation Practice

3. Field Practice • Field practice guide has worksheets and detailed instructions on each activity. • May need to repeat activities with a mentor to achieve competency. • USE THE TOOLS! • trainee uses Guide to Effective Facilitation during the FTM. • Mentor uses FTM Facilitator Approval Evaluation for observation of FTM

4. Field PracticeFEEDBACK • Mentor meets with the trainee after the FTM, gives feedback • Develop a plan to address areas of deficiencies if needed. • At a minimum, must be able to meet basic requirements of all BOLDED items in the FTM Facilitator Approval Evaluation • Upon successful completion of Field Practice, initiate approval process

5. FTM Facilitator Approval Evaluation • Use the tool for evaluation of FTM Facilitation skills • REVIEW and DISCUSS your rating decisions with the new facilitator trainee • If BOLDED ITEMS are rated as 1 or 2, develop “SMART Skills Development Plan” with trainee and supervisor. • At completion of plan steps, reevaluate.

6. Documentation of Observations RATING KEY • 1. Did not demonstrate • 2. Able to demonstrate minimally, but does not meet policy standard • 3. Met basic requirements • 4. Exceeded expectations Summary Sections: In BEHAVIORAL TERMS, describe strengths & growth areas

7. Documentation in Summary Sectionfor example… “PREPARATION” Summary Strengths (ratings of 4): “Suzie Facilitator exceeded expectations in preparing the CM for the FTM as evidenced by her working in tandem with the SSCM to get paternal & maternal relatives to talk to each other prior to FTM so family came in with a plan to care for the kids and provide support, transportation for the mother to begin SA Tx, 7 family members participated in person and by phone, plan addressed all identified safety concerns.”      Growth Areas (ratings of 1 and 2): Ms. Facilitator scheduled midday FTM; a more family centered choice may have been possible to accommodate the family’s work schedule since several people had to take off work & lost wages.      Suggestions for Skill Development:      Consider scheduling decisions through a family lens, discuss options with other staff involved prior to scheduling for their convenience.

8. Initiate Approval Process • Send electronic copy of completed Field Practice Guide to State Office Education & Training • (Betsy Lerner cblerner@dhr.state.ga.us)

9. Approval Determination ProcessObserving the FTM Facilitator Trainee • Before FTM: Trainer meets briefly with trainee • Trainer observes trainee facilitated FTM, uses FTM Facilitator Approval Evaluation tool • After FTM: Trainer and trainee meet for feedback

10. Approval Determination • “It is my recommendation that this facilitator NOT be approved as a FTM facilitator by DFCS at this time.” • Infrequent but possible outcome. • What are “Fatal Flaws”?

11. Approval Determination • Bolded item = critical item • On any critical item: “Able to demonstrate minimally, but does not meet policy standard” • Trainee, Trainer (and other people as appropriate) work together to map out a SMART Skills Development Plan • Complete plan, request another observation for approval

12. Approval Determination • Demonstrates competency in FTM facilitation • Recommend APPROVAL : )