Family Centered Coaching - Motivational Interviewing – Job Development

2019 RPIC VI Conference, San Antonio, TX

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Partner with another person and find 3 things you have in common.

Full Thriving

¾ Stable

½ Safe

¼ Vulnerable

Empty In-Crisis

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What is the state of the client or household?

How do you know?

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DO YOU SEE ME?

Family Centered Coaching Trauma-Informed Care

Executive Skills

Behavioral Economics

Environmental Modifications

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What is Trauma?

The effect on an individual due to a specific event or incident related to violence, abuse, neglect, war or disaster

That definition fails to take into account the trauma experienced due to institutional racism and poverty.

Effects of Trauma:

Impairment of memory, concentration, new learning, and focus;

Correlation to health issues, such as heart disease, obesity, addiction, and cancer;

Impacts on individual’s ability to trust, cope, and form healthy relationships;

Disruption of emotion identification, ability to self-soothe, or control expression of emotions, and shaping of a person’s beliefs about self and others, including one’s ability to hope and one’s outlook on life.

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What is Trauma-Informed Care?

Practices that promote a culture of safety, empowerment and collaboration

Organizational structure and framework that involves understanding, recognizing and responding to the effects of all types of trauma

Why is Trauma-Informed Care Important?

Creates safety by offering areas that are calm and comfortable

Fosters empowerment through noticing capabilities and strengths and providing resources and options

Encourages collaboration by joint decision-making

Establishes trustworthiness by providing clear and consistent information

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What are Executive Skills?

How we organize and plan things: • organization • time management • planning and prioritization

How we react to things • response inhibition • flexibility • emotional control • stress tolerance

How we get things done • task initiation • sustained attention • goal-directed persistence • Working memory

Why are Executive Skills Important?

Understanding a client’s executive skills enables you to: • Help clients use the strong skills they already have and • Help clients compensate for their weaker skills

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What are Behavioral Economics ?

Insights into the human behavior to explain their economic decision-making.

Tools for understanding why people behave the way they do when it comes to income, wealth, ethics, and fairness.

Responds to the way people are instead of how we think they should be.

Why are Behavioral Economics Important?

Reduce the cognitive burden on families. • Make information clear, culturally relevant, and easy to read • Break critical steps into smaller, manageable pieces

Reduce hassle factors. • Travel to a location near the family • Use texting or video chat for follow-up appointments

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What are Environmental Modifications?

Anything that makes it easier for us to live our daily lives

Anything that allows us to reach our goals

Why are Environmental Modifications Important?

Modifications at home: • Create checklists for what each person needs to do each day to

get out the door. • Identify where each essential item can be placed each day.

Program Modifications: • Redesign programs to make them easier for families to access

and participate in. • Reduce the number of steps a participant needs to go through

to enroll • Locate services in one place so participants do not need to

travel

Technology Modifications • Identify ways technology can make participants lives easier • Set reminders on phones for important tasks • Phone apps for to-do lists and expenses

Six Steps of Family Centered Coaching

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Step 1: Prepare for the meeting

Step 2: Build the relationship

Step 3: Focus the work (Outcome Matrix)

Step 4: Goal Setting

Step 5: Plan, Do, Review

Step 6: Support and accountability

Tools for Motivational Interviewing

Resist telling them what to do:

• Avoid telling, directing, or convincing them about the right path to take

Understand their motivation:

• Seek to understand their values, needs, abilities, motivations and potential barriers to changing

Listen with empathy:

• Hear them

Empower them:

• Work with them to set achievable goals and to identify what will aid in overcoming barriers

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Client on Empty Story

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OUTCOME MATRIX

Benchmark Employment Outcomes

Education

Income Outcomes

Housing Outcomes

Health/ Behavioral Outcomes Job Skills/Certs Outcomes GED/College Outcomes

Thriving

FT employed at living wage or higher,

with benefits

Certification or license from a 2-3 year program

Post-secondary degree: Masters or Doctorate

Purchased a home Own Home Live independently; Health insurance with

low co-pay; in good health; foods of choice Certification or license

from a training program of 3 years

or longer

Post secondary degree: Bachelors

Has savings to purchase an asset

Housing of choice

Safe

FT employed above minimum wage

Certification or license from a training program of

1 years

Post-secondary degree: Associates

Increases savings/IDA Living in non-subsidized house

Maintain independence with some private or Affordable Care

Act health insurance; in good health; adequate food sources

Post High School credits, vocational or tech training

Opens a savings account or IDA

Living in non-subsidized rental

Stable

FT employed at minimum wage with benefits

Certification or license from a less than 1 year

program

High School Diploma Able to maintain capacity to meet basic needs for

90 days

Safe/secure housing: Section 8, subsidized

housing, public housing

Dependent on subsidized medical

care or health insurance; managed health;

federal food benefits (SNAP)

FT employed w/o benefits GED/ABE certification Safe/secure living with others

Prevention Line

Vulnerable

PT employed at minimum wage with benefits

Has limited marketable skills

Reading, writing, basic math skills present and no

HS diploma or GED

Unable to meet basic living expenses

Inefficient/unhealthy home

Limited access to healthcare; chronic medical issues; frequently needs food

assistance Safe/secure transitional

housing

PT employed at minimum wage w/o benefits

Poor credit Temporarily living with others

Shelter

In-Crisis

Unemployed with work history or skills

Has no marketable skills Reading, writing, basic math skills absent and no

HS diploma

Unable to meet basic living expenses,

poor credit

Notice of foreclosure No access to healthcare; untreated chronic medical issues; need food-primarily obtained thru food pantries

Substandard/unsafe home/rental

Unemployed with no work history or skills

No income and poor credit

Homeless

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Food Security Housing Security Financial Security Crisis Resolution

Is there more to the story?

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Job Development

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Identify skills and abilities Job history – Education

What can you do?

What skills do you have?

Certifications?

Identify the desired job/career objective

Interests that match skills or

Skills that can be learned

Research individuals, organizations, communities and jobs

Employers

What jobs are available in the community

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Strengths Weaknesses

Opportunities Threats

SWOT

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Vocational Skills or Education

Providers

Costs

Supplies

OR

Job Identify employers

Resume development

Interview skills

AND

Barriers Transportation

Childcare

Attire

Basic Needs

Background check, drug testing and credit check

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Vocational Skills or Education

Attend skills or education programs

Progress reports

Attendance reports

OR

Job Conduct job/career search

Apply for the job

Interview

AND

Barriers Transportation: gas cards, bus passes, ride shares

Childcare: Head Start, CCMS, low-cost programs

Attire: Dress for Success and thrift stores

Basic needs: rent, utility assistance, food, to fill gaps

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Resume Types:

Functional

•Splits experience into domains of knowledge and ability which paints the overall picture of the present-tense ability

Chronological

•Shows the most recent position at the top of the page

•Paint a clear picture of job movement over time

Combination

•Makes use of the functional grouping of skills

Uses the timeline of employment

Job Search Letters:

Cover letters

•Application letter

• Inquiry letters

Networking

•Referrals

•Meeting requests

•Requests for career advice

•Emails

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Vocational skills or Education

Certificate of completion

Certification

Diploma

OR

Job Completed job search log

Offer letter or job offer

Paystubs

AND

Barriers Childcare: obtained reliable childcare

Basic needs: able to meet basic needs for 90 days

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Vocational skills or Education

Is it sufficient?

Is additional needed for career advancement?

OR

Job Are hours sufficient?

Is pay sufficient?

Are there benefits?

AND

Barriers What barriers, if any, remain?

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Strengths Weaknesses

Opportunities Threats

SWOT

OUTCOME MATRIX

Benchmark Employment Outcomes

Education

Income Outcomes

Housing Outcomes

Health/ Behavioral Outcomes Job Skills/Certs Outcomes GED/College Outcomes

Thriving

FT employed at living wage or higher,

with benefits

Certification or license from a 2-3 year program

Post-secondary degree: Masters or Doctorate

Purchased a home Own Home Live independently; Health insurance with

low co-pay; in good health; foods of choice Certification or license

from a training program of 3 years

or longer

Post secondary degree: Bachelors

Has savings to purchase an asset

Housing of choice

Safe

FT employed above minimum wage

Certification or license from a training program of

1 years

Post-secondary degree: Associates

Increases savings/IDA Living in non-subsidized house

Maintain independence with some private or Affordable Care

Act health insurance; in good health; adequate food sources

Post High School credits, vocational or tech training

Opens a savings account or IDA

Living in non-subsidized rental

Stable

FT employed at minimum wage with benefits

Certification or license from a less than 1 year

program

High School Diploma Able to maintain capacity to meet basic needs for

90 days

Safe/secure housing: Section 8, subsidized

housing, public housing

Dependent on subsidized medical

care or health insurance; managed health;

federal food benefits (SNAP)

FT employed w/o benefits GED/ABE certification Safe/secure living with others

Prevention Line

Vulnerable

PT employed at minimum wage with benefits

Has limited marketable skills

Reading, writing, basic math skills present and no

HS diploma or GED

Unable to meet basic living expenses

Inefficient/unhealthy home

Limited access to healthcare; chronic medical issues; frequently needs food

assistance Safe/secure transitional

housing

PT employed at minimum wage w/o benefits

Poor credit Temporarily living with others

Shelter

In-Crisis

Unemployed with work history or skills

Has no marketable skills Reading, writing, basic math skills absent and no

HS diploma

Unable to meet basic living expenses,

poor credit

Notice of foreclosure No access to healthcare; untreated chronic medical issues; need food-primarily obtained thru food pantries

Substandard/unsafe home/rental

Unemployed with no work history or skills

No income and poor credit

Homeless

Contact Us: Texas Department of Housing

and Community Affairs

Laura Saintey Karen Keith

Laura.Saintey@tdhca.state.tx.us Karen.Keith@tdhca.state.tx.us

512-475-3854 512-475-0471

221 E. 11TH STREET, AUSTIN, TX 78701 P.O. BOX 13941, AUSTIN, TX 78711-3941

WEB: WWW.TDHCA.STATE.TX.US