Meaningful Use of the CANS�

Learning Area 5

Using the CANS in Supervision

Development & Background

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The Center for Child Trauma

Assessment, Service and Interventions (CCTASI)

cctasi.northwestern.edu

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• Mission: Use a racially and socially just lens to address gaps in knowledge and practice related to the complex, developmental effects of trauma across child-serving systems
• This includes providing trauma training and developing resources to support the meaningful use of assessment practices
• Based at Northwestern University Feinberg School of Medicine, Department of Psychiatry and Behavioral Sciences, Mental Health Services and Policy Program
• A Treatment and Services Adaptation Center of the National Child Traumatic Stress Network (NCTSN)

Development & Background

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The National Child Traumatic Stress Network

www.nctsn.org

• Mission: To raise the standard of care and increase access to services for traumatized children and their families across the U.S.
• Collaboration of academic and community-based service centers
• Serves as a national resource for disseminating evidence-based interventions, trauma-informed services and education for public and professional audiences

Development & Background

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Learning Areas

Arrow indicates which learning area is covered in this presentation.

Linda, the caseworker depicted in these film clips, is somewhat new to using the CANS in a collaborative way with youth and families. In this series of clips, she and her supervisor are incorporating the CANS into their discussion of David’s case during supervision. ��You will hear the caseworker reference her successes and challenges in using the CANS with families. You will also hear the supervisor provide positive feedback, support and pointers. ��

Learning Area 5: Using the CANS in Supervision

Linda Barry

Placement Caseworker

The Characters

Mary Campbell

Casework Supervisor

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Clip 1: Supervisor Opening Supervision with CANS Check-In (0:58)

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Things to Notice:

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• How this caseworker is feeling about using the CANS in this collaborative way

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Clip #1: Supervisor Opening Supervision with CANS Check-In

Learning Area 5: Using the CANS in Supervision

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1. What are the benefits of discussing the use of a tool like the CANS in supervision?
2. What might this supervisor mean in this scene when she talks to the caseworker about using the CANS as part of o a “new practice?”
3. What might the caseworker be referring to when she says that the CANS has “its highs and its lows”?

Clip 1 Discussion Questions

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Clip 2: Caseworker Explaining the Benefit of Integrating the CANS in Placement Decisions (1:18)

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Things to Notice:

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• How this caseworker thinks the CANS made her job easier

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Clip #2: Caseworker Explaining the Benefit of Integrating the CANS in Placement Decisions

Learning Area 5: Using the CANS in Supervision

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1. In this clip, the caseworker says that the CANS helped her to “facilitate the conversation” with the biological mother. What do you think she is referring to?
2. How can a tool like the CANS help explain placement decisions and help the caseworker determine when David was ready to step down from residential?
3. How can having transparency about placement decisions benefit the family and the providers?

Clip 2 Discussion Questions

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Clip 3: Caseworker Discusses the Influence of the CANS on Her Relationship with the Family (2:26)

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Things to Notice:

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• The feedback the supervisor provides to the caseworker
• The caseworker’s reference to the CANS changing her relationship with the parent

Clip #3: Caseworker Discusses the Influence of the CANS on Her Relationship with the Family

Learning Area 5: CANS Consultation, Coaching, and Supervision

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1. Despite her success, the caseworker continues to describe the use of the CANS as “hard.” How does the supervisor address her concerns? Is this effective?
2. How has incorporating the CANS influenced the way this caseworker now makes service or placement recommendations?
3. What does the caseworker mean when she references the CANS changing her relationship with David’s mother?

Clip 3 Discussion Questions

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Clip 4: Supervisor Discusses the Amount of CANS Information to Share with Youth and Caregivers (2:03)

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Things to Notice:

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• How incorporating the CANS has changed the caseworker’s practice

Clip #4: Supervisor Discusses the Amount of CANS Information to Share with Youth and Caregivers

Learning Area 5: Using the CANS in Supervision

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1. The supervisor talks about how to translate the CANS into language that is useful for both David and his mother. What point is she trying to make?
2. Will there be differences in the amount of information different caregivers or youth want or need to have? How do you determine how much information to share?
3. What approach did the supervisor suggest the caseworker use when discussing CANS scores with David?
4. When appropriate, how could you review CANS scores with the family in a way that engages them and is easy to understand?

Clip 4 Discussion Questions

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Clip 5: Supervisor Presents the “Creative Application” Resource (1:11)

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Things to Notice:

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• The type of resource that the supervisor is describing to the caseworker

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Clip #5: Supervisor Presents the “Creative Application” Resource

Learning Area 5: Using the CANS in Supervision

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1. How might it be beneficial to have written resources that support the use of the CANS in practice?
2. Sharing written resources is one way a supervisor could support the use of the CANS in practice. What else might supervisors do to help their staff learn to use the CANS in a more collaborative, meaningful way?

Clip 5 Discussion Questions

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Clip 6: Caseworker and Supervisor Discuss Strategies for Understanding “Clinical” Terms on the CANS (2:08)

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Things to Notice:

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• How the supervisor suggests that the caseworker gain confidence and familiarity with specific clinical terms on the CANS

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Clip #6: Caseworker and Supervisor Discuss Strategies for Understanding “Clinical” Terms on the CANS

Learning Area 5: Using the CANS in Supervision

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The supervisor in this clip suggests that the caseworker use the manual, bring questions to supervision and work with other more clinically trained providers to deepen her understanding of the more clinical items.

1. Are there any other ways or techniques you would use to assist the caseworker with her difficulty describing clinical terms to a family?
2. Would it be an effective strategy for supervisors to encourage their staff to deepen their clinical knowledge of CANS items by consulting with therapists and other colleagues with more extensive clinical training? If so, how?
3. How would any of the strategies identified work in your setting? Are there other strategies or techniques you can identify that would support this process?

Clip 6 Discussion Questions

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Clip 7: Supportive Supervision with the CANS (0:51)

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Things to Notice:

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• How the supervisor tries to support the caseworker

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Clip #7: Supportive Supervision with the CANS

Learning Area 5: Using the CANS in Supervision

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1. What do you like about this supervisor’s approach with her caseworker?
2. This caseworker discusses feeling very supported by her supervisor in use of the CANS. What do you think are the most critical things a supervisor can do to support meaningful use of the CANS in casework practice?
3. How might a family benefit from working with a caseworker who has a supportive supervisor?

Clip7 Discussion Questions

Key Messages from Learning Area 5: Using the CANS in Supervision

1. Incorporating the CANS into the supervision process is essential to understanding the challenges and successes caseworkers are having with use of the tool in a collaborative way.
2. Supervisory support can be critical to a caseworker’s success in using the CANS meaningfully into practice.
3. There are written resources that can be used to support the use of the CANS in supervision and casework practice.
4. The direction and support a supervisor provides in use of the CANS can directly impact the quality of services provided to child welfare-involved youth and families.

Thank you!

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Questions or Comments? Please contact us at cctasi.northwestern@gmail.com