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How to Make the MTFC Team Work as a Team

How to Make the MTFC Team Work as a Team. Peter Sprengelmeyer JP Davis Rohanna Buchanan & Patricia Chamberlain Oregon Social Learning Center Eugene, Oregon. Overview. Strategies for establishing and getting the most out of role stratification

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How to Make the MTFC Team Work as a Team

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  1. How to Make the MTFC Team Work as a Team Peter Sprengelmeyer JP Davis Rohanna Buchanan & Patricia Chamberlain Oregon Social Learning Center Eugene, Oregon

  2. Overview • Strategies for establishing and getting the most out of role stratification • Mechanisms and opportunities for informal and formal communication among team members • Dealing with disagreements • Motivating team members • Critical analysis

  3. The Program Supervisor The Team

  4. Role Stratification • Establishing Role Stratification • Communication with all team members • Reminders and support as needed • Why do we use Role Stratification? • Allows team members to focus on their weekly task • Allows team members to use the program to set limits while remaining reinforcing to the client

  5. Communication • Formal • Paperwork • Clinical meeting • 1:1 supervision • Informal • Check-in with the program supervisor • Before, after , and during sessions • Office chit-chat Working in the same building makes communication easier!

  6. Disagreements • We will have disagreements! • Talk to the Program Supervisor! • Remember: Communication goes through the Program Supervisor • Respect your colleagues • It is important to listen to team members rationale • Avoid criticizing team members in front of each other

  7. Motivating Team Members • Encouragement • Asking for input • Valuing your team as professionals • Taking a hit • Talking about what we did well/could have done differently • HAVE FUN TOGETHER! How do YOU do this???

  8. Critical Analysis • The team helps you think through problems • Multiple perspectives • Can help identify missing information • Make it safe to suggest options and alternatives

  9. Clinical Example • History and PDR • Foster Parents and Point Cards • School cards • Family Therapist • Individual Therapist • Skills Trainers • The Program Supervisor

  10. Jade • Age 17. Ran away, lived with her older sister • History of sexual abuse, substance use, and assault • Parents did not want her to return home—no contact for 6 months • Violent verbal outbursts (screaming, stomping, slamming doors) • Athletic and liked to be involved in school activities • Sister encouraged Jade to prostitute for rent money

  11. Clinical Example • Foster Parent: • Support was given to foster parents to avoid engagement in arguments. • Point Card: • Behavior goal of “Going with the Flow” targeted that included calm and flexible responses to rules and changes in schedule.

  12. Clinical Example • Family Therapy: • Mom said did not want her back, then would demand contact • Mom was volatile and contact predicted outbursts • Engaged parent: • Small weekly updates • Asking for input on interventions • Coaching: • Positive interactions by phone and on visits • Visits started small

  13. Clinical Example • Individual Therapist: • Jade told therapist that she didn’t like to be controlled • Positive Adult Manipulation • Coaching: • Identification of continuum/degree of emotions • Recognition of onset of sadness and anger • Reinforced modulated expression of emotions and self reports of use of coping strategies • Planning for JobCorps

  14. Clinical Example • Skills Coach: • Reinforced instances when Jade regulated emotions in the community • Reinforced initiating positive conversation topics • Reported observations from community interactions to the team • Physically active in session: hiking, running, etc. • Got her involved in yearbook club • Went to watch some of her wrestling matches when she had daily practice

  15. Clinical Example • Program Supervisor: • Supported the Family Therapist to: • Make weekly calls with mom – 2-3 per week, 15 min each • Ending calls with mom when they were negative (youth and therapist) • Not personalizing mom’s behavior • Supported the Individual Therapist to: • Moving from interventions that support Jade in the FP home to interventions that addressed symptoms related to past trauma • Coping skills • Supported the Skills Trainer to: • Redirecting and reframing complaining • Physically active in session • Interventions focused on coping skill across the team

  16. What kind of success do you see in bringing the roles together? • What challenges do people have with team communication? • What is your favorite thing about being on a team?

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