CHILD AND FAMILY TEAMS FROM THE FAMILY’S PERSPECTIVE: A CROSS SYSTEM TRAINING
An Introduction to Child and Family Teams
Looking Through Family Eyes
This is a two day experiential training developed in partnership with families in North Carolina. The goal is to provide an overview of Child and Family Team meetings from the family’s perspective.
Families, through focus groups and through direct involvement in curriculum writing, provided essential guidance in the development of this training. The training is grounded in their knowledge and experience, especially regarding how to make Child and Family Teams a successful way to support the active involvement of families, children and youth in planning for the family.
This training seeks to reinforce the idea of “one family, one plan” by addressing Child and Family Teams through the lens of multiple systems as they affect families in their everyday lives. A variety of systems who work with children, youth and families are encouraged and invited to attend. This includes, but is not limited to those working in: mental health, social services, juvenile justice and the school system.
Participants should come ready to be actively engaged in the process for two full days. The majority of the training will be presented through the experience of a mock Child and Family Team meeting. At various times throughout the training, participants will serve as members of the meeting process and as observers of the meeting process. Trainers will provide opportunities for connection, introspection, conversation and exploration about how to best bring families to the table so that all parties are able to leave the Child and Family Team feeling successful.
The curriculum development is guided by seven practice principles set forth by the System of Care Child and Family Team Curriculum and Training Group. These practice principles are listed below along with examples of associated competencies for putting them into practice.
| Practice Principles |
Examples of Associated Competencies |
| Family, children, and youths are full partners. |
Use positive language to build rapport. |
| Planning is led by the family. |
Create a setting in which family can state their preferences. |
| Meeting is a safe, supportive place for all members. |
Set together ground rules for the meeting. |
| Meeting includes people who can help the family succeed. |
Assemble participants with the authority to commit resources flexibly. |
| Plans are built around what families do well and fit with their beliefs. |
Identify the strengths of families within their homes and communities. |
| Members are committed to the plan and share responsibility for successful outcomes. |
Follow through on steps in the plan, and evaluate their effectiveness. |
| Plans are changed when they are not working for families. |
Modify the plans in response to the family’s changing conditions. |
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For further information, please contact the training coordinator Kara Allen-Eckard <krallene@chass.ncsu.edu>
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