GField 2 – Opening a Case

GField 2- Opening a Case

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document and pencil

When CHFS has been appointed limited guardian, guardian, limited conservator, or conservator for an adult, the Division of Guardianship shall meet specific guidelines and adhere to designated time frames.  Following these guidelines and time frames will help to ensure the protection of the individual’s basic human rights and resources. Time frames vary from 3 to 30 working days and include inserting documentation into KYGFIS, being assigned as the Guardianship State Social Worker (GSSW), meeting with the individual, and gathering information about the individual.

Let’s take a look at the following scenarios.

Illustration of a woman with blonde hair in a bun wearing a read jack and black glasses

Illustration of a woman with blonde hair in a bun wearing a read jack and black glasses

Download a copy of GField 2- Opening a Case to your desktop for future reference.

Brain Break

Illustration of a woman with blonde hair in a bun wearing a read jack and black glasses

Let’s take a quick brain break! Take your pick of activities to help you relax for a moment.

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SCCC 127: Aging

Learning Objectives:
There are many myths and stereotypes about the aging process and  what older individuals need and want. This course will dispel some of those stereotypes and provide a more accurate description of what it means to grow older today.
 
Course Significance:
Individuals that work with seniors frequently state that they have a passion for working with the elderly. A servant heart is critical to those in this profession. It is also important to  recognize  some of the  challenges facing older Americans today. This course will provide some  basic information to help senior center staff understand  some of those challenges and what they can do to help.

Raising Self Awareness

Watch this short video to help you reflect on explicit and implicit biases.  Video must be watched to the end in order to progress through the course. Feel free to pause the video as needed to allow more time for reflection. Space is provided in your handout to record your responses.

[ld_video]

References:

Derman-Sparks, L., LeeKeenan, D., & Nimmo, J. (n.d.). Appendixes A and B. In Leading Anti-Bias Early Childhood Programs: A Guide for Change, Self-Study Guide for Reflecting on Anti-Bias Curriculum Planning and Implementation (pp. 1-12). Teachers College Press. https://www.antibiasleadersece.com/wp-content/uploads/2015/01/ABE-Resources-and-Self-Study-Guide.pdf

Practice Mindfulness

Woman sitting with eye closed and hands on chin, thinking.

Mindfulness is a state of being that includes an increased awareness of our emotions, surroundings, and thoughts. When we practice mindfulness, we accompany those thoughts with a sense of acceptance and non-judgement.

Practicing mindfulness is simple and can easily be incorporated into daily activities.  It can be practiced in times when you are feeling heightened anxiety, anger, frustration, happiness, contentment, or any emotion.  

Mindfulness can help reduce bias by:

  • Decreasing our emotional reactions to negative events.  This could lead to less social friction in anxiety producing situations.
  • Allowing us to keep a strong sense of self, while increasing empathy with and for those who are different from us.

Components to mindfulness:

  • Slow down.
  • Notice sensations at that moment.
  • Pay attention to breathing patterns.
  • Understand that your thoughts and emotions at the time do not define you.
  • Be aware of your thinking.

Where to practice mindfulness:

  • While sitting in traffic.
  • In line at the store.
  • While on the phone with someone.
  • During naptime.
  • Sitting at the table eating supper.

References:

Sykes, T. (n.d.) Got Bias [PowerPoint slides]. Phoenix.gov. https://www.phoenix.gov/humanservicessite/Documents/Got%20Bias.pdf

How can I show respect?

Hands holding up letters to spell "respect".

Now that we know a bit about biases and how they can affect our interactions with children we will discuss respect.

To show awareness and respect, we must respect children, families, and ourselves.  In this section we will briefly review some ways that we can show and model respect.  Many of these strategies will be explored in more detail in upcoming training sessions. 

Before we begin, think about the word “respect”.  What does it look like to you?  What does it mean?  If it helps, close your eyes and think about the word.

The word respect may take many different forms, but at the root of the word it is a way of treating or thinking about someone in a positive way.  If someone feels unwelcome, treated badly, or insulted then they will feel they haven’t been treated with respect.

What are some ways we can show respect within early childhood?

Young girl looking at camera and laughing.

Respect for Children

How are children represented and treated in the environment?

Use perspective-taking to think about how children in your classroom view the classroom, the materials accessible, and how others interact with them.

Some questions to think about:

What types of materials do we have in each learning center? Do they tend to presume a bias to one gender over the other?

Who do I typically call on first?

When two children are having an argument do I take the time to listen to each child share their version of what happened?

What pictures are displayed in the room?  Are they pictures of the children?  Do they represent diversity?  Do they represent the children in my classroom?   

Showing respect to children will contribute to their positive identity development.  Thinking back to Maslow’s hierarchy of needs, a child who feels respected will feel loved and safe.  This will in turn  support their self-esteem which will free a child to explore, play, and learn.

Opposite sex couple smiling and hugging each other.

Respect for Families

How do we interact and communicate with families?

Use perspective-taking to think about how families feel welcomed and involved in the classroom and their children’s early childhood experiences.   

Some questions to think about:

What type of family activities do we offer?  Are they typically “muffins for mom” or “donuts for dad”?

Do I know families by their first name?  Do I greet them at pick up or drop off individually?

Do I listen when parents express concerns or worries?

What type of information is shared with families?

Do I know the family dynamics, or any struggles families might be experiencing?

Man looking at camera smiling.

Respect for Self

How do we see ourselves?

It can be hard to model respect to families and children if we don’t first respect ourselves. 

Some questions to think about:

Are you aware of your own identity?

Do you respect and value the thing that makes you, you?

Identity charts are a great graphic tool that can be used to think about the many factors that makes us the individuals we are. It is a simple and easy way to deepen your understanding about yourself, and those around you.

For more information about identity charts and how to use them, check out Facing History and Ourselves. You can also download an identity chart worksheet to create one of your own.

References:

Facing History & Ourselves. (2009, November 2). Identity Charts. Facing History & Ourselves. https://www.facinghistory.org/resource-library/teaching-strategies/identity-charts 

Sykes, T. (n.d.) Got Bias [PowerPoint slides]. Phoenix.gov. https://www.phoenix.gov/humanservicessite/Documents/Got%20Bias.pdf

Vocabulary. (n.d.). Respect. In Vocabulary.com dictionary. Retrieved January 12, 2023. https://www.vocabulary.com/dictionary/respect

Explicit Bias

Explicit bias is when conscious beliefs and stereotypes affect one’s understanding, actions, and decisions.  With explicit bias, individuals are aware of their attitudes and prejudices toward some groups. 

Oftentimes, individuals are more likely to express an explicit bias when they feel that someone or a group is a threat to their well-being.  When a person believes their biases are valid, then they are more likely to rationalize unfair treatment or even violent acts. (Perception Institute)

“But explicit bias doesn’t happen in early childhood!  That’s an adult thing!”

Incorrect!

Unfortunately, explicit bias exists in children as well as adults.  Look at some common examples of how explicit bias shows up:

  • When accepting an application for a potential teacher, you tell the applicant, “You can’t work here as a teacher; you are male. But you could be the janitor.”
  • We don’t accept those kids (CCAP); their parents never pay.
  • “They got lice because they are low-income and don’t take care of their children.”
  • “You should know how to do this, you are Asian; Asians are smart.”
  • Saying children in single parent homes or same gender homes are worse off than families with two opposite sex parents.
  • A child saying they won’t play with a Hispanic child because they are all illegal.

Generally speaking, explicit bias is a learned experience.  People are not born with an explicit bias.  It is formed based on societal and environmental experience. But since expressions of explicit bias are conscious, they result from deliberate thought, they can be consciously regulated.  Since biases begin forming at an early age, early childhood education plays a pivotal role in helping to reduce explicit bias.

Definitions

carla with her hand on her chin in a thinking pose

Before we begin it is important to highlight and define a few definitions that will be mentioned throughout this training.

Bias

A person’s attitudes or stereotypes that are often a prejudiced outlook to something or someone and tend to favor one group over another.  Bias can be either explicit or implicit. See more below.

Culture

The beliefs, social norms, practices, traditions, and traits of a religious, racial, or social group. 

Diversity

A variation among individuals or groups of individuals.  Variations are related to lived experiences, backgrounds, or social identities such as: race, ethnicity, language, gender identity, socio-economic status, ability status, and more.

Equitable Learning Opportunities

Dealing fairly and giving each child what they need to succeed in the experience of learning.  Learning activities will help all children thrive using the child’s individual and family strengths.

Explicit Bias

Conscious beliefs and stereotypes that affect one’s understanding, actions, and decisions.

Example – setting up the dramatic play area with only princess dresses, and glittery items, because you believe that boys shouldn’t play dress up.

Equity

A state where all individuals are treated and respected in the same way. Freedom from bias or favoritism based on age, gender, race, class, language, disability, or other social or cultural characteristics.

Example – “Equality is giving everyone the same pair of shoes. Equity is giving everyone a pair of shoes that fits.” — Author unknown.

Two pictures.  Picture on left is captioned and shows three people on equal sized platforms reaching for apples on a tree.  One can reach, one has to jump, the other cannot reach.
Picture on the right is captioned equity and shows three people on different sized platforms, all three can reach the apples on the tree.

Identity

Personal identity is how someone sees themselves and attributes that give them a sense of individuality. Fostered by things such as temperament, home, and extended family, and then by social and school experiences1. Aspects of identity include personal identity, gender identity, racial identity and social identity.

Implicit Bias

Unconscious beliefs and stereotypes that affect one’s understanding, actions, and decisions.

Example – setting up the dramatic play area with only princess dresses, and glittery items because you never really thought about it, that is just how you do it.

Perspective-Taking

Being able to consider a situation from a different point of view.  With perspective-taking you put yourself in the position of the other person and imagine what you would do, think, or feel if you were in that situation.

Example – when having a conversation with a parent who is upset, you think about how they view the situation and their thoughts about what happened.

References:

1 Based on Anti-Bias Education for Young Children and Ourselves, 2020, Louise Derman-Sparks, Julie Olsen Edwards with Catherine Goins

Equality and Equity Image Credit: https://images.app.goo.gl/XEpuXKbEkkvhMKhCA

Miriam-Webster Dictionary (n.d.) Miriam-Webster. Retrieved January 1, 2023, from https://www.merriam-webster.com/

NAEYC. (2019). Advancing Equity in Early Childhood Education. NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/advancingequitypositionstatement.pdf

Sykes, T. (n.d.) Got Bias [PowerPoint slides]. Phoenix.gov. https://www.phoenix.gov/humanservicessite/Documents/Got%20Bias.pdf

Putting FET to Work: Assignment 1

In this first assignment, you will begin to work on your training plan. This will include general information about your training, outcomes, skills, and developing a needs assessment.

This assignment will help prepare you for and serve as a basis of the training plan you will be creating.

Directions for Assignment 1: Decisions, Decisions

1) Click on the link provided to access the Training Plan Information Form that will guide you throughout the assignment: Beyond Fundamentals Putting FET to Work Assignment 1 Decisions, Decisions

2) Complete each item on the form by providing all the information requested.

3) Submit the assignment by using the upload button below.

Please remember it could up to 3 business days for your assignment to be reviewed and feed back provided. You will not be able to continue through the course until after the assignment has been reviewed and completed satisfactorily.

Rubric

A grading rubric will help you identify what will be reviewed upon submission of your assignment. Please note that all components must be completed satisfactorily prior to being able to move on through the course. You may be asked to provide additional information before being considered complete. Please respond to any communication from the course facilitator in a timely manner.
Reach out to the course facilitator if you have any questions or or problems completing the activity.

Component
All components must be completed satisfactorily in order to progress to the next section.
Training Topic
Core Content Subject Area Should best match training topic.
Core Content Competency
Listed and best matches training content. 
Core Content Competency Page Number
List the page number where the Core Content Competency is located.
Training Length
Training Level
Workplace Outcome
Indicates what participants will do when they return to their workplace and related to training content.
Skills
List skills needed to implement Workplace Outcome
Knowledge
List knowledge needed to implement Workplace Outcome
Skills and Knowledge Sequence List
List skills and knowledge you will present in the order or presentation. 
Training Outcome
Indicates what participants will do during the training and related to the training content.
Training Title
Clear, concise, related to training content.
Needs Assessment
Write at least 6 questions that will be included on your Needs Assessment.

Training Plan Part 1 – Opening Component

Training Plan Part 1 Directions:

  1. Make sure you have a blank copy of the Opening Component either printed or downloaded to your computer.
  2. For each OPENING task document what you will do, how you will do it, what you will need and the time needed in the appropriate row of boxes across the Table. Where you see N/A (not applicable), you need not enter any information in those designated boxes.
  3. Submit Training Plan Part 1 by using the upload button below.

Tips and Hints:

  1. Keep in mind the total minutes available within the OPENING segment (10-15%) of your 2-or 3-hour workshop.
  2. Thoroughly complete each Opening task (second vertical column); Welcome, Introductions, Housekeeping and the Overview which includes the “P”-Preview and the “A”-Activate Prior Knowledge.
  3. If anything in the OPENING segment addresses one of your Training Outcomes, Insert that Training Outcome in the first vertical column.
  4. To prevent a delay in proceeding through the course make sure, prior to submitting, the Opening Component is detailed and complete.

Rubric

A grading rubric will help you identify what will be reviewed upon submission of your assignment. Please note that all components must be completed satisfactorily prior to being able to move on through the course. You may be asked to provide additional information before being considered complete. Please respond to any communication from the course facilitator in a timely manner.
Reach out to the course facilitator if you have any questions or or problems completing the activity.

Component
All components must be completed satisfactorily in order to progress to the next section.
Variety of Training Aids/Methods
Uses a variety of ways to present content to provide variety.
Within Recommended Timing
Within 10-15% of the total training timing.
Supports P (preview) of PACES™
Supports A (activate prior knowledge) of PACES™