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ColoradoChild and Family Investigator

Trainer

40-hr training2012

Colorado State Court Administrator’s Office

TABLE OF CONTENTS

DAY 1: CFI RESPONSIBILITIES AND CFI APPOINTMENT...................................1-1

TRAINER PREPARATION FOR DAY ONE....................................................1-4

WELCOME, INTRODUCTIONS AND OVERVIEW OF DAY ONE..............1-9

BRIEF HISTORY OF CFI IN COLORADO.....................................................1-11

CDJ 04-08, STANDARDS BREAKOUTS........................................................1-12

CDJ 04-08 POWERPOINT AND DISCUSSION..............................................1-14

STATUTORY STANDARDS: CRS 14-10-124 and CRS 14-10-129..............1-15

STATUTES 14-10-124 AND 14-10-129 BREAKOUT EXERCISES..............1-16

CFI APPOINTMENT.........................................................................................1-17

COMMUNICATIONS, POLICIES AND PROCEDURES...............................1-18

CASE FILES AND FACT SCENARIOS, and WRAP UP................................1-19

DAY 2: INVESTIGATION: INTAKE..........................................................................2-1

WELCOME, RECAP OF DAY ONE, AND OVERVIEW OF DAY TWO.......2-5

INTAKE INTERVIEWS......................................................................................2-7

PREPARE FOR FACT SCENARIO ROLEPLAYS...........................................2-8

FISHBOWL INTAKE INTERVIEWS ...............................................................2-8

WRAP-UP FOR THE DAY...............................................................................2-10

DAY 3: INVESTIGATION: HOME VISITS AND INTERVIEWING THE CHILD. .3-1

WELCOME, RECAP OF DAY TWO, & OVERVIEW OF DAY THREE........3-4

HOME VISITS.....................................................................................................3-5

FAMILY STRENGTHS.......................................................................................3-6

INTERACTIONS AND INTERRELATIONSHIPS............................................3-7

CHILD ABUSE....................................................................................................3-8

ALIENATION AND THE ALIENATED CHILD..............................................3-9

INTERVIEWING THE CHILD.........................................................................3-10

INTERVIEWING THE CHILD, Cont’d............................................................3-11


DAY 4: COLLATERAL SOURCES AND WRITING THE REPORT.........................4-1

TRAINER PREPARATION FOR DAY FOUR..................................................4-4

WELCOME, RECAP OF DAY THREE, AND OVERVIEW OF DAY FOUR4-6

COLLATERAL SOURCES.................................................................................4-7

EXERCISE: FACT ANALYSIS, WEIGHING THE RELEVANCE.................4-8

VIDEO AND DISCUSSION: WRITING THE CFI REPORT...........................4-9

ANALYSIS AND RELEVANT FACTORS.....................................................4-10


DAY 5: PREPARING FOR COURT AND MENTORING...........................................5-1

WELCOME, RECAP OF DAY FOUR, AND OVERVIEW OF DAY FIVE....5-3

REVIEWING THE REPORTS............................................................................5-4

DISCUSSING THE REPORTS...........................................................................5-5

SETTLEMENT CONFERENCES.......................................................................5-5

TESTIFYING IN COURT...................................................................................5-6

EXERCISE: TESTIMONY ROLEPLAY...........................................................5-6

MENTORS...........................................................................................................5-7

CERTIFICATES and EVALUATIONS..............................................................5-8

CHILD AND FAMILY INVESTIGATOR (CFI) TRAINING:DAY 1: RESPONSIBILITIES AND APPOINTMENT

TABLE OF APPENDICESTrainer Resources

1a: Powerpoint – Day One Morning1b: Powerpoint – Day One Afternoon1c: Agenda1d: Evaluation1e: File Labels1f: CJD 04-08 Standards Cards1g: Statute Statements-cards1h: Statute Statements-factor1i: Statute Statements-alphabetical1j: JDF 1318 R 11/111k: Trainer Notes on each Fact Scenario2a: Powerpoint – Intake Interviews2b: Powerpoint – Domestic Violence2c: Powerpoint – Substance Abuse2d: Powerpoint – Mental Health Issues2e: Powerpoint – Relocation2f: PowerPoint – Day Two Wrap-up3a: Powerpoint – Day Three Morning3b: Powerpoint – Day Three Afternoon3c: Inter-and-Inter cards4a: Powerpoint – Day Four Morning4b: Powerpoint – Day Four Afternoon4c: Fact Analysis Exercise Cards4d: Fact Analysis Exercise Statements4e: Fact Analysis Exercise Trainer Sheet5a: Powerpoint – Day Five Morning5b: Powerpoint – Day Five Afternoon

Fact Scenario Materials

Initial Fact ScenariosMansoor Order Appointing CFIKauffman-Temkin Order Appointing CFIRoss Order Appointing CFIWells-Murphy Order Appointing CFI Wells-Murphy Parenting PlanAli Mansoor Intake ScriptMary Smith Mansoor Intake ScriptGrant Kauffman Intake Script

CFI Training, Trainer’s Manual 4


Ginny Temkin Intake ScriptTim Ross Intake ScriptGayle Ross Intake ScriptGregg Murphy Intake ScriptTina Wells Intake ScriptChild Script – Ben Mansoor Child Script – Laura KauffmanChild Script – Scott RossChild Script – Amy MurphyDatasheet – Ali MansoorDatasheet – Mary Smith MansoorDatasheet – Grant KauffmanDatasheet – Ginny TemkinDatasheet – Tim RossDatasheet – Gayle RossDatasheet – Gregg MurphyDatasheet – Tina WellsHome Visit Notes – MansoorHome Visit Notes – Kauffman-TemkinHome Visit Notes – RossHome Visit Notes – Murphy WellsCBI Report – Ali MansoorCBI Report – Mary Smith MansoorCBI Report – Grant KauffmanCBI Report – Ginny TemkinCBI Report – Tim RossCBI Report – Gayle RossCBI Report – Gregg MurphyCBI Report – Tina WellsCBI Report – Kaye ParkerCBI Report – Kevin WellsCollateral Notes – Mansoor BarryCollateral Notes – Mansoor MACollateral Notes – Mansoor MGMCollateral Notes – Mansoor PACollateral Notes – Mansoor PGACollateral Notes – Kauffman MGMCollateral Notes – Kauffman PGMCollateral Notes – Kauffman RoseCollateral Notes – Kauffman RossCollateral Notes – Kauffman TulipCollateral Notes – Temkin ClintonCollateral Notes – Temkin FordCollateral Notes – Temkin FranklinCollateral Notes – Temkin Gore



Collateral Notes – Temkin JeffersonCollateral Notes – Temkin TaftCollateral Notes – Ross BASECollateral Notes – Ross BlackCollateral Notes – Ross Dr. GrayCollateral Notes – Ross GreenCollateral Notes – Ross MGMCollateral Notes – Ross PGFCollateral Notes – Ross PGMCollateral Notes – Ross Therapist FirCollateral Notes – Ross WashingtonCollateral Notes – Wells SFCollateral Notes – Murphy PACollateral Notes – Murphy PGMCollateral Notes – Murphy SMDHS letter – Temkin Incident Report – MansoorMH Eval – Tim RossUA - Temkin

CFI Materials

1a: Chief Justice Directive 04-08, amended November 20111b: CRS 14-10-116.51c: CRS 14-10-1241d: CRS 14-10-1291e: Chief Justice Directive 04-05, amended June 20111f: Chief Justice Directive 04-06, amended July 20061g: Final Report on Court Appointed Professionals in Domestic Relations Cases,

11/12/10Case File: Standard files, including: CBI Reports / Correspondence / Notes / Pleadings /

Petitioner Intake / Respondent Intake1a-form-Checklist for Initial Intake Interviews1b-form-Overview of Materials1c-form-Overview of Materials for state pay1d-form-Information about Court Ordered CFI (Policies for Parties)1e-form-Fee Policies1f-form-Fee Agreement1g-form-Informed Consent1h-form-Disclosure1i-form-Release of Information1j-form-Data Sheet1k-form-Narrative Profile1l-form-Teacher Questionnaire



1m-form-Complaint Form for CFIs1n-form-Policies for Counsel2a: DV-Benchbook-Adapted2b: Danger Assessment2c: ABA-Custody Myths2d: OPVD Bulletin Summer 20092e: Judicial Guide to Child Safety2f: Healthy Moms Healthy Kids2g: AFCC Brief Focused Assessment Guidelines2h: Custody Disputes Involving Allegations of DV2i: Questions re DV Screening and Assessment2j: Predictors of Recidivism in DV Cases2k: DV Visitation Risk Assessment Instrument2l: Assessing Risk to Children-worksheet2m: Effects of DV on Children2n: High Conflict Custody Cases and DV2o: Relocation cases3a: What is Child Abuse?3b: Child Interview Prompts3c: Interviewing the Child Client video3d: Video Teaching Notes4a: form-CFI Report-1244b: form-CFI Report-C.Kling4c: Report Provision Samples5a: Evidence Rules5b: CFI Affidavit of Compliance5c: 1st JD CFI Application Instructions



DAY 1: CFI RESPONSIBILITIESAND CFI APPOINTMENT

Time 7 hours

Purpose To provide a conceptual framework for understanding the responsibilities of CFIs, and understanding the appointment process.

Competencies/ The trainee will demonstrate an understanding of the followingLearning objectives Objectives

CFI Responsibilities

Demonstrate an understanding of the limited role of the CFI.o CFI responsibilities, as per CJD 04-08 as amendedo Emphasizing least intrusiveness into the familyo Not performing psychological testing, substance abuse

testing, or substance abuse evaluations (Standard 13)o Recognize the situations that would require a request to

the Court for additional testing to obtain information necessary for the investigation (Standard 13)

Explore aspects of CFI objectivity and competence.o Recognize that termination of appointment may be

necessary when insurmountable bias or prejudice may exist. (standard 2)

o Demonstrate an understanding of how to inform the Court and parties if an issue falls outside of the CFI’s training or expertise (Standard 7)

Explore aspects of CFI confidentiality.o Obligation to explain the limitations of confidentiality to

the children.o Compare and contrast confidentiality to the parties and to

all others not a party to the case (Standard 14) Differentiate between distinct professional roles (CFI, PC,

DM, PRE, GAL) Evaluate dual role conflicts

o (mediator, psychotherapist, CLR, attorney, or other professional role within the family) (Standard 4)

o Compare and contrast sharing parenting information, procedural information, and providing legal advice (standard 4)

Explore highest standards of CFI’s profession. (Standards 1 and 6)

CFI Training, Trainer’s Manual 1-1


Define the statutory Best interests of Child standard.o CRS 14-10-124

Define the statutory Modification of parenting time standard.o CRS 14-10-129

Demonstrate an ability to apply applicable law and knowledge standards of the different types of cases a CFI may be appointed (Standard 6 & 8)

CFI Appointment Define the statutory Appointment in domestic relations cases

– child and family investigator.o CRS 14-10-116.5

Recognize critical components of the Order Appointing CFI.o Analyze clarity of scope in the order (standard 18)o Inability to accept re-appointment if the CFI has taken a

new role with the family between appointments (standards 5 & 18)

Demonstrate appropriate communications with the Court. Define ex parte communications. Develop Policies for the Parties. Develop Policies for Counsel. Develop a system to ensure periodic billing to the parties

including all services performed and detailed time spent and charges incurred (Standard 16)

Plan a Case Management strategy, including any agreements regarding procedures that allow communication with one side without immediate disclosure to the other side as long as the agreement is reduced to writing and an understanding that these conversations are not confidential and must be documented in the CFI file (Standard 17)

Illustrate terms and demonstrate understanding of CFI Appointment termination (Standards 4 and 15)o Only until permanent order is entered.o Cannot serve as arbitrator or special master unless

termination of appt. Demonstrate an understanding of CFI move to PC or DM

(Standard 5)o Made only after termination of CFI appointmento Only with informed consent of both parties

Trainer Resources 1a: Powerpoint – Day One Morning1b: Powerpoint – Day One Afternoon1c: Agenda1d: Evaluation



1e: File Labels1f: CJD 04-08 Standards Cards1g: Statute Statements-cards1h: Statute Statements-factor1i: Statute Statements-alphabetical1j: JDF 1318 R 11/111k: Trainer Notes on each Fact Scenario

Fact Scenario Initial Fact ScenariosMaterials Mansoor Order Appointing CFI

Kauffman-Temkin Order Appointing CFIRoss Order Appointing CFIWells-Murphy Order Appointing CFI Wells-Murphy Parenting Plan

CFI Resources 1a: Chief Justice Directive 04-08, amended November 20111b: CRS 14-10-116.51c: CRS 14-10-1241d: CRS 14-10-1291e: Chief Justice Directive 04-05, amended June 20111f: Chief Justice Directive 04-06, amended July 20061g: Final Report on Court Appointed Professionals in Domestic

Relations Cases, 11/12/10Case File: Standard files, including: CBI Reports /

Correspondence / Notes / Pleadings / Petitioner Intake / Respondent Intake JDF 1318 R 11/11 (Order Appointing CFI) according to

particular Fact ScenarioForms:

1a-form-Checklist for Initial Intake Interviews 1b-form-Overview of Materials 1c-form-Overview of Materials for state pay 1d-form-Information about Court Ordered CFI (Policies

for Parties) 1e-form-Fee Policies 1f-form-Fee Agreement 1g-form-Informed Consent 1h-form-Disclosure 1i-form-Release of Information 1j-form-Data Sheet 1k-form-Narrative Profile 1l-Teacher Questionnaire 1m-form-Complaint Form for CFIs 1n-form-Policies for Counsel

TRAINER PREPARATION FOR DAY ONE



Materials to be distributed to registrants prior to Day One:

Handout 1b: CJD 04-08, amended November 2011Handout 1c: CRS 14-10-116.5Handout 1d: CRS 14-10-124Handout 1e: CRS 14-10-129Handout 1f: Appointments in Domestic Cases

In the registration materials, in preparation for coming to Day One, trainees should be given copies (e-mail is preferred) of the above material, and be directed to read them and come to the first day prepared to discuss. This will not be considered part of the 40 hours of training.

Documentation: In the registration materials, in preparation for coming to Day One, trainees should be instructed to bring documentation materials, in a form that works for them (some prefer to use yellow legal pads for notes, others might prefer a bound composition notebook). They will begin to use documentation procedures on Day Two, so if they haven’t brought them to Day One, remind them at the end of the day to bring them on Day Two.

Fact Scenarios: The afternoon of Day One commences the four Fact Scenarios roleplays, through which trainees will progress through the week, developing a mock investigation. The four distinct Fact Scenarios cover family challenges of domestic violence, substance abuse, mental health issues, and a relocation case.

Ideally, the design of the room will allow for round tables, around which the participants of each Fact Scenario group can sit, allowing maximum ease for discussion.

The number of participants for each fact scenario is flexible, and can be organized differently, depending on the number of trainees available. The groups created on the first day will be working together throughout the rest of the week, developing the same fact scenario. Each day, participants will be “fed” more information, to populate their case file, and through the week will be roleplaying different aspects of the investigation. Day One begins with the Order Appointing the CFI.

Prior to Day One, the Trainer should divide the participants into groups for the Fact Scenarios. The training is designed to be flexible as to the number of participants in each group, but a minimum of five is best, ten is probably too many. You are free to create more than one group of the same Fact Scenario. There will be five roleplay opportunities for each Fact Scenario (Initial Intake Interviews for both parties, Child Interviews, and Direct and Cross Examination).

The facilitator will create the Case Files prior to Day One Using standard redwell (redrope) file holders and colored files (it is

recommended to use standard color files for each type of file, as indicated



in the photos below: red for CBI Reports, yellow for Correspondence, green for Notes, orange for Pleadings, and blue for each Intake file).

The labels for these files are included as Trainer Resource 1c: File Labels.

The only document to be included in each case file on Day One will be the Order Appointing the CFI in the Pleadings File. Each participant will receive a Case File with the Fact Scenario family to which they have been assigned.

o Mansoor Ordero Kauffman-Temkin Ordero Ross Ordero Wells-Murphy Order (the Wells-Murphy case file will also have

their prior Parenting Plan included in the Pleadings file) Facilitator will assign each participant to one of the four Fact Scenarios,

and choose which trainees will perform the roleplays on Days Two and Three.



Experienced CFIs in the training: The organizers of the training should have some mechanism to discover which of the trainees already have experience as a CFI or as a mental health professional. Make your best effort to have at least one experienced CFI or mental health professional in each Fact Scenario group. Ask these experienced trainees if they can be counted on to help throughout the week.

Prior to the training: Best practice is to have the facilitator contact the registrants (by phone is ideal, much better than e-mail) personally. Find out their background, what issues and/or concerns they have, and find out their particular goals for the training. The facilitator will be much better prepared to customize the training for this particular group.

Prior to the trainees arriving for the first day, Facilitator will place the CJD Standards cards around on tables (Trainer Resource 1f). This will be in anticipation of the 9:00 am breakout exercises. It would be best to laminate the CJD Standards cards as well as the two Statute cards. They will be easier to collect at the end of the exercises.

Group the Standards Cards 2-4 to a table. The Standards of Practice are grouped in the Chief Justice Directive by A. General Principles (2); B. Role of the Child and Family Investigator (3); C. Duties of the Child and Family Investigator (10); and D. Communications (4). Mix up the grouping of the Standards for each table (each grouping should include at least one of the Duties). For example, in a room setting with seven tables, a grouping might be as follows:

Table 1: o Standard 5 (Role)o Standard 13 (Duties)



Table 2:o Standard 19 (Communications)o Standard 15( Duties)

Table 3:o Standard 1 (General Principles)o Standard 8 (Duties)o Standard 12 (Duties)

Table 4:o Standard 2 (General Principles)o Standard 16 (Communications)o Standard 11 (Duties)

Table 5:o Standard 9 (Duties)o Standard 14 (Duties)o Standard 18 (Communications)

Table 6:o Standard 4 (Role)o Standard 17 (Communications)o Standard 10 (Duties)

Table 7:o Standard 3 (Role)o Standard 6 (Duties)o Standard 7 (Duties)

Preparation for Statutes breakout exercises: The two statutes (CRS 14-10-124 and CRS 14-10-129, CFI Materials 1c and 1d) will be used for this exercise, along with the Statute Statement cards. Enough copies of the two statutes should be made in order that each table will have a set.

The Statute Statement Cards (Trainer Resource 1g) could be printed, laminated, and cut, one statement to each card. (The cards are also designed for Avery label #5163; they could be printed on labels, pasted on cards, then cut.) The Statute Statement Cards can be divided up as the trainer sees fit, so each table has a number of them. Two additional resources are included for the trainer regarding the Statute Statement Cards:

Trainer Resource 1h: Statute Statements-factor. This lists the statements by the statutory factor.

Trainer Resource 1l: Statute Statements-alphabetical. The statements are listed alphabetically, along with the relevant factor, for quick reference.

Preparation for introductions: Trainer should have a flip chart at the front of the room, with the following written on it:

Name



Agency / EmployerPositionLength of timeExperience with domestic cases and families in transition

Preparation for Forms: An entire set of CFI forms are included for the trainees, in Word format, for their own use. They should be encouraged to modify these for their own use during the week of training; this will afford them the opportunity to ask questions of the trainers.

Adobe Connect Room: The State Court Administrator’s Office has set up an online “room” in which CFI Materials will be managed. Each day, some CFI Materials and Fact Scenario materials will be “pushed” to an area where the trainees will be able to download them directly to their own computers. This Trainer’s Manual will indicate when each of these materials will be made available to the trainees.



WELCOME, INTRODUCTIONS AND OVERVIEW OF DAY ONE

Time 15 minutes (8:30 to 8:45 am)

Purpose To welcome participants, provide for brief introductions, and preview the goals for the week, Day One goals and agenda.

Materials PowerPoint: Day One Morning, slides 2 through 4

Description of the Activity:

Welcome participants to the first day of an intense week of training and provide an overview of the week.

Housekeeping and Introductions:

First introduce yourself, and your relevant background.

Logistics: Breaks, lunch, restrooms, vending machines, parking, breakout rooms, etc.

Participant Introductions : Ask everyone to wear their nametags. Ask participants to briefly introduce themselves providing the following information (also have this written on a prepared flip chart):

NameAgency / EmployerPositionLength of timeExperience with domestic cases and families in transition

Slide 2: The CFI Process Roadmap. This same slide will be used many times over the coming week. It will orient the trainees to the simple process and steps for the CFI investigation, helping them to “contain” the appointment. The CFI investigation is a simple, step-by-step process, in line with the new CJD standards, and the goal of the judiciary for a “brief assessment that is non-intrusive, efficient, and cost effective.”

Slide 3:

Today is the driest material, covering the statutory and Chief Justice Directive Standards that provide the legal foundation for the CFI role.

Let them know that it might seem overwhelming today, but it will all come together because throughout the week, we will be referring back to that legal foundation.



This afternoon, looking at the Order for Appointment of CFI, they will be given Fact Scenario materials that will stay with them throughout the week.

Tomorrow, they will be participating in roleplays based on the Fact Scenarios they have been given.

Wednesday will cover home visits and talking with children.

Thursday will cover gathering information from collateral sources, and then be focused on writing the report, the most difficult part of the CFI job: assimilating all the information gathered, and writing a clear and concise report, giving the Court information you have learned, upon which you will base your recommendations.

Friday will pull everything together, go over potential testimony in Court, as well as suggestions for getting help from a mentor.



BRIEF HISTORY OF CFI IN COLORADO


Purpose To give the trainees a historical perspective on the role of CFI

Materials Powerpoint presentation: Day One, slide 5


The facilitator will use the Powerpoint and the narrative in the Participant’s Workbook, as well as his/her own experience with the history of the CFI role in Colorado to deliver this session.



CDJ 04-08, STANDARDS BREAKOUTS

Time 1 hour (9:00 to 10:00 am)

Purpose To learn the 19 Standards of CJD 04-08

Materials Handout 1j: CJD 04-08 Standards cardsTrainer Resource: Flip Chart sheets re: CJD 04-08PowerPoint: Day One, slides 6 and 7


Prior to the registrant’s arriving for the day, Faciliator should have placed the CJD Standards cards around on tables. These Standards cards should be laminated, so they will hold up under heavy use (they could also simply be printed on card stock). This will also cue participants that they should be left on the table, and not taken home. It will also give participants time to read them a bit, before the official start of the exercise.

Facilitator should use a timer to keep this activity moving within the timeframe allotted. Each of the two sessions will last for one half-hour, with the first 15 minutes spent in small group discussion, the 2nd 15 minutes spent listening to one person from each group reporting to the larger group the main points of their discussion. Facilitator needs to be aware of the length of the report-out comment: keep them brief, one to two minutes each, depending on the number of groups.

Two separate 15 minute breakouts, 2-3 participants in each group; each group analyzes and discusses 2-3 standards.

Use the cards: CDJ Standards

Questions for each breakout: show these questions on the projector:

o First breakout: what is most important for them, at that time in their professional

career, to understand about these particular standards? What is most important for those who have more experience/ Or are from a different professional background? Is there anything in the standard or commentary that is new to you,

or surprises you?

o Second breakout: Which of these standards do you currently feel most confident to

uphold? Which of these standards will be most difficult for you to perform? Is there anything in the standard or commentary that is new to you,

or surprises you?



For the second 15-minute breakout, participants move to different tables, to find different partners, to go over the next group of standards.

For 15 minutes, after each breakout, groups stay at their table, one person reporting out from each group (have them stand up so all can hear)



CDJ 04-08 POWERPOINT AND DISCUSSION


Purpose To learn specific issues within the 19 Standards of CJD 04-08

Materials PowerPoint: Day One, slides 8 through 12


Use the Powerpoint and the narrative in the Participant’s Workbook, as well as your own experience to deliver this session on specific CJD 04-08 Standards issues:

o Least Intrusiveness

o Objectivity and Competence

o Confidentiality

o Professional Appointments in Domestic Cases

o Dual Roles

15 MINUTE BREAK

(10:30 to 10:45 am)



STATUTORY STANDARDS: CRS 14-10-124 and CRS 14-10-129

Time 75 minutes (10:45 to Noon)

Purpose To review the statutes: Best Interests of Child, and Modification of Parenting Time

Materials Handout 1c: CRS 14-10-124 statuteHandout 1d: CRS 14-10-129 statutePowerpoint presentation: Day One, slides 13 through 19


Using the narrative from the Participant’s Workbook and the Powerpoint slides, trainer will give a comprehensive overview of the two statutes, 14-10-124 and 14-10-129.

Discussion will be helpful, as long as the material can be completely covered. These two statutes, along with the CJD Standards, are the foundational documents for the CFI’s work. The trainees will be coming back to the Standards and the Statutes throughout the week, again and again, in the different exercises and activities.

ONE HOUR LUNCH

(Noon 1:00 pm)

During the lunch break, facilitator (or helper) should replace the CJD Standards cards with the 14-10-124 and 14-10-129 Statute cards, one set to each table, and a certain number of the Statute Statement cards. The trainer can divide the cards up randomly, with an approximately equal number to each table.



STATUTES 14-10-124 AND 14-10-129 BREAKOUT EXERCISES

Time Two hours (1:00 pm to 3:00 pm)

Purpose To more fully understand the two statutes

Materials PowerPoint Presentation: Day One Afternoon, slides 2 and 3Statute cards on each tableStatute Statement cards on each table


This exercise will be broken up into four 30-minute sessions. The first three will be small group breakouts, and the final 30 minutes will be large group discussions on the material.

Each table will have a set of Statute cards, as well as a number of Statute Statement cards. The objective of the exercise is for the participants to review each statement, and determine which section of which statute would apply.

Participants will pick up each card, and read the statement (as if they had just heard the statement from one of the parties, from a child, or from a collateral source). They will then discuss with the other participants at the table, using the Statute cards, which section of which statute applies to this statement.

For instance, the statement “Mommy and Daddy always yell at each other” pertains to 14-10-124(1.5)(a)(III). Participants can write down the sections that apply, as well as discuss the situations implied in the statements.

After 30 minutes, ask everyone to “mix it up,” move to another table, and to another group, for the same exercise, but with the different statements at that different table. The participants will move to different tables, but the Statement Cards will remain at the table. In this way, participants will cover all the Statements, with different colleagues, in different discussions. Three separate 30-minute sessions will be held, with participants moving into different groups and working on different statement cards.

After the third breakout, bring everyone back for a discussion in the larger group. What questions arose? What wasn’t clear? Where did factors overlap? What was missing?

15-MINUTE BREAK

(3:00 to 3:15 pm)



CFI APPOINTMENT

Time 30 minutes (3:15 to 3:45 pm)

Purpose To understand CRS 14-10-116.5 and the Order Appointing the CFI.

Materials PowerPoint Presentation: Day One Afternoon, slides 4-6Handout 1c: C.R.S. 14-10-116.5: Appointment of CFITrainer Resource 1n: JDF 1318: Order of Appointment


Slide 4 of the Powerpoint shows the Roadmap for the CFI Process, once again. We are beginning the process now with the Appointment Order. Go over the steps of the CFI process again, indicating that this is the order for the work of the week.

Trainer will open up Handout 1c- CRS 14-10-116.5: Appointment in domestic relations cases – child and family investigator, and cover the important points.

Then, trainer will do the same with the form JDF 1318 (Trainer Resource 1n), pointing out the critical components of the Order.



COMMUNICATIONS, POLICIES AND PROCEDURES


Purpose To introduce policies and procedures necessary for a successful CFI career

Materials PowerPoint Presentation: Day One Afternoon, slides 7-8


Slide 7 highlights the Intake Interviews step of the CFI Process. Going over the forms and policies and procedures will prepare the trainee for the Initial Intake Interview roleplays tomorrow.

Slide 8 covers communications with court (no ex parte communications), parties, counsel and collaterals. Use the narrative in the Participant’s Workbook to cover communications, before moving into the forms.

The trainer should note to the trainees that this section of the training will be addressing the forms today, but the fishbowl roleplays tomorrow will be just for interviewing skills. Participants will not roleplay going over the necessary forms and materials with the parties.

During Powerpoint, make sure to have plenty of discussion, including the experienced CFIs, and how they have practiced their own policies and procedures.

Go over forms: These are available in electronic format for each trainee to revise and modify as suits them for their CFI business.

Note particularly: Checklist for Initial Intake Interviews. This will help the CFI to organize the paperwork during the interview, and make sure everything has been covered.



CASE FILES AND FACT SCENARIOS, and WRAP UP

Time 30 minutes (4:30 pm to 5:00 pm)

Purpose To begin the mock investigation each trainee will conduct during the week, and to summarize the content of the day, which will further retention of the learning

Materials PowerPoint Presentation: Day One Afternoon, slides 10-11Case File: with standard files, including: Reports / Correspondence /

Notes / Pleadings / Petitioner Intake / Respondent IntakeJDF 1318 (Order Appointing CFI ) according to particular Fact Scenario


Facilitator has previously designated method for discerning who will be in which group, and will now distribute the case files. Everyone pulls out the Order Appointing the CFI, and reads for the particular fact scenario they have been assigned to.

Let the trainees know that the particular organization of the files is simply one way to do it. They are free to change the organization to suit their own style. The color-coding of the files makes it easier to identify particular files, once one is used to the protocol (red is always CBI reports, yellow is always Correspondence, etc.).

Explain to trainees that they should take the electronic forms made available to them, and revise and amend them as necessary at home this week. By the end of the week, they should have completed the revision of the template forms, so they will be ready to conduct their own CFI business. If they do this during this week, they will have the opportunity to ask questions and get help.

All CFI Materials and Fact Scenario materials for Day One should be “pushed” to the Adobe Connect room at 4:30pm. Give the trainees the instructions for how to access those materials.

Go over what was learned today. (Tell them what you told them, which was a lot of material.)

History of CFI role in Colorado Statutory basis of litigation Best Interests of Child Modification of and Disputes concerning Parenting Time Chief Justice Directive 04-08, new standards Limited role of the CFI CFI Objectivity and competence CFI confidentiality



Different professionals roles in domestic cases Dual-role issues CFI Appointment Policies and procedures for a successful CFI career Appropriate communications Policies and procedures for parties and counsel

Remind participants to bring a method of documentation tomorrow, if they didn’t already today. This might be a yellow legal pad, or a bound composition notebook. This will contain all the notes for the investigation they will be conducting over the coming week.


CHILD AND FAMILY INVESTIGATOR (CFI) TRAINING:DAY 2: INVESTIGATION: INTAKE

DAY 2: INVESTIGATION: INTAKETime 7.5 hours

Purpose To provide hands-on training in the initial investigation of a CFI, including initial intake, and understanding special circumstances such as domestic violence and substance abuse.

Competencies/ The trainee will demonstrate an understanding of the followingLearning objectives:Objectives

Establish a constructive working relationship with family. (Standard 1)

Discern and document critical information from interviews. (Standard 1)

Demonstrate an ability to obtain information from parties, recognizing parties are presenting themselves in the most positive light while presenting the other party in the most negative light (Standard 6)

Demonstrate proper data collection and document procedures to assure that the “best interest” of the child is thoroughly explored, understood, and accurately conveyed to the Court.

Identify procedures to ensure honest information exchanges, maintaining objectivity and independence (Standard 1 & 2).

Develop procedures that allow equal and comparable opportunity to present each party’s perspectives (Standard 8)

Recognize the family is at a difficult and stressful time, assuring both parties fairness and appearance of fairness (Standard 1 & 8)

Maintain objectivity and independence during interviews.o Demonstrate an ability to prevent an appearance of

being aligned with one side (Standard 2) Demonstrate an ability to use neutral dialogue with difficult

parties. Sensitivity to perceptions as a person of influence over the

family. Recognize Special Circumstances and diversity of families.

(Standard 1)o Cultural, individual, and role differenceso Diversity of age, gender, gender identity, race,

ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socio-economic status



o Recognize the skills and limitations of the parents with developmental delays, including parenting education, support systems, and ability to create and follow routines (Standard 6)

Understand the need for danger assessments:o including abuser characteristics associated with

potentially lethal violence and risk factors for ongoing violence, abuse and control, in cases where domestic violence, sexual abuse, and/or child abuse are known or suspected and an understanding of the heightened risk of abuse, especially serious physical violence including homicide, to the victim parent and/or children after separation

Demonstrate an understanding of the impact of Domestic Violence on the family.o Demonstrate an understanding of the context of

power, control, and coercion in domestic violence cases.

o Demonstrate knowledge of the legal requirement to consider domestic violence as a factor, and the legal definition of domestic violence and the context of power and control that occurs within.

Recognize critical aspects of Substance Abuse in the family.o Articulate the impact of Substance Abuse in

relationship to parenting ability (Standard 6)o Differentiate between the available Substance

Abuse monitoring tools, including what substances are being tested, at what level, and for what duration of time)

Identify the factors in a high-conflict relationship (Standard 6)

Understand how different mental health challenges of the parent or child relate to the ability to parent (Standard 6)

Trainer Resources 2a: Powerpoint – Intake Interviews2b: Powerpoint – Domestic Violence2c: Powerpoint – Substance Abuse2d: Powerpoint – Mental Health Issues2e: Powerpoint – Relocation2f: PowerPoint – Day Two Wrap-up

Fact Scenario Ali Mansoor Intake ScriptMaterials Mary Smith Mansoor Intake Script



Grant Kauffman Intake ScriptGinny Temkin Intake ScriptTim Ross Intake ScriptGayle Ross Intake ScriptGregg Murphy Intake ScriptTina Wells Intake Script

CFI Materials 2a: DV-Benchbook-Adapted2b: Danger Assessment2c: ABA-Custody Myths2d: OPVD Bulletin Summer 20092e: Judicial Guide to Child Safety2f: Healthy Moms Healthy Kids2g: AFCC Brief Focused Assessment Guidelines2h: Custody Disputes Involving Allegations of DV2i: Questions re DV Screening and Assessment2j: Predictors of Recidivism in DV Cases2k: DV Visitation Risk Assessment Instrument2l: Assessing Risk to Children-worksheet2m: Effects of DV on Children2n: High Conflict Custody Cases and DV2o: Relocation cases



TRAINER PREPARATION FOR DAY TWO

The trainer should prepare to have content experts to participate in the different Fact Scenario fishbowl exercises. The experts don’t need to stay the entire day, just their particular portion. These experts will be experienced in: domestic violence, substance abuse, and mental health issues. For the relocation fishbowl, it will be helpful to have a CFI or judge who is experienced in relocation issues. The day’s timing is modular and flexible, in order to accommodate those experts. Also, note that trainers can develop their own Fact Scenarios in order to cover additional topics (e.g., active military family).

Fact Scenario materials should be organized early, in order to ease distribution. Within each group, the trainer will assign different people to roleplay the two parties and the CFI. This will make the fishbowl interviews much more realistic. For example, the person playing the CFI will be interviewing “blind.” He/she will not know what information will come out of the interview. The person roleplaying the CFI interviewing the parties will know only what is written on the Order Appointing CFI they received in their case files on Day One.

The content experts participating in today’s roleplays (domestic violence, substance abuse, mental health and relocation) might agree to roleplay one of the parents in their scenario. They would be well-versed in the particular nuances and characteristics of that type of parent. Other trainees with experience in the field (CFIs, mental health experts, etc.) could also be used to roleplay, to bring more realism into the exercise. Use inexperienced trainees to roleplay the CFI interviewing the parents.

Place the party roleplay / intake scripts into an envelope and give it to the person who will be playing that role when they arrive in the morning. Tell them not to show anyone else.

At the end of the day, each of the participants should be given the full Intake Scripts for the two parties in their particular Fact Scenario. The trainer can either make copies for everyone, or distribute the files by e-mail. This will enable each person in the fact scenario group to have access to the same information.



WELCOME, RECAP OF DAY ONE, AND OVERVIEW OF DAY TWO


Purpose To review Day One, and preview Day Two goals and agenda.


Welcome participants back to Day Two of the intense week of CFI training, and let them know we will review highlights of Day One, and then go over the goals for the Day Two training.

1. Go over the agenda for the day, noting the breaks and lunch times. If lunch is being catered or ordered, go over specifics. If trainees are on their own for lunch, note the importance of getting back on time.

a. Explain the Fact Scenarios that will be continued today. Today’s work is roleplaying the intake interviews in the different fact scenarios, working on interview skills, as well as discernment in eliciting critical information and recognizing critical dynamics.

Emphasize to the trainees that it will be important for them to listen to all Fact Scenario pieces of the training. They will delve most deeply into the one to which they have been assigned, but there will be critical pieces to the whole CFI training that will be developed through the other Fact Scenarios.

2. Spend some time on Highlights of Day One.

a. Ask for any comments or questions remaining from yesterday’s material.

b. Ask for someone to volunteer to answer the following questions:

i. What are some of the main points of CRS 14-10-124? (you can follow up with asking the same question, and having others round out the recap.)

ii. What are the main situations covered by CRS 14-10-129?

iii. Describe the differences between a CFI, a PRE, and a GAL?

iv. Give an example of a dual role conflict.

v. What are the CFI confidentiality issues? (1. Need to explain limitations of confidentiality to children. 2. Confidentiality regarding parties.)



vi. What are the critical components of the Order Appointing CFI?

vii. Define ex parte communications.

viii. Describe appropriate communications with the Court.

ix. What are the CFI termination issues?



INTAKE INTERVIEWS


Purpose To prepare the groundwork for CFIs to conduct initial intake interviews.

Materials Trainer Resource 2a: Powerpoint – Intake Interviews, slides 1-10


Prior to commencing on the actual roleplay, trainer will use the Powerpoint presentation to cover the learning outcomes regarding interviewing, setting up the Initial Intakes and the packet of materials to be reviewed and executed at the beginning of the intake.

The Participant’s Workbook contains the narrative for each point made on the slides. Trainer will make him/herself familiar with that narrative, and will cover the points in their own words.

In the interests of time, trainees will not roleplay going over the packet of materials, getting signatures on the releases, disclosure, etc.

In this model of the Child and Family Investigation, the CFI will be meeting twice with parents: first, in the Initial Intake Interview, and then at the home visits. Each will be substantive. During the Initial Intake Interview, the CFI will explain the investigation process to the parent, go over the forms and get the required signatures. Then, the CFI will let the parent simply tell their side of the story. During this Initial Intake Interview, the CFI won’t be so much “interviewing” the parent, as just letting them give their perspective.

The parent goes home from the Initial Intake Interview with the “homework” of completing the Data sheet and the Narrative. Ideally, they will be returned to the CFI before the next meeting with the parents, at the Home Visits.

It is at the Home Visits that the CFI will do more questioning of the parent, based on having interviewed the other parent, and having received the Datasheets and the Narrative.



PREPARE FOR FACT SCENARIO ROLEPLAYS


Purpose To prepare for intake interview roleplays.

Materials Trainer Resource 2a: Powerpoint – Intake Interviews, slides 11-Trainer Resource 2e: Ali Mansoor Intake ScriptTrainer Resource 2f: Mary Smith Mansoor Intake ScriptTrainer Resource 2g: Grant Kauffman Intake ScriptTrainer Resource 2h: Ginny Temkin Intake ScriptTrainer Resource 2i: Tim Ross Intake ScriptTrainer Resource 2j: Gayle Ross Intake ScriptTrainer Resource 2k: Gregg Murphy Intake ScriptTrainer Resource 2l: Tina Wells Intake Script


The Intake Scripts should have been distributed in the morning to those who will roleplay those parts (could be content experts, or experienced CFIs who might not need to practice their interviewing skills).

Tell the participants:

In the normal CFI investigation, you will be holding a substantive interview with each parent twice (in the Initial Intake Interview, and again during the Home Visit). In the Initial Intake Interview, you will greet the party, explain the CFI process, go over forms and obtain necessary signatures, and then simply have the parent tell their story. In this first meeting with them, you are not interviewing so much as letting them vent.

When you meet the parent at their home, you will have had a chance to listen to the other side, from the other parent. So, when you meet the parent at their home, you will have questions for them. The second visit is more like an interview.

This roleplay “conflates” the two meetings with the parents, and in the interests of time, we are not roleplaying the CFI explaining the investigation process, going over the forms, or obtaining the necessary signatures.

Although you might be nervous, and worried about your skillfulness in playing the CFI, don’t worry. We will be gentle with you! Everyone will learn by watching others, and we will all learn from each other.



FISHBOWL INTAKE INTERVIEWSTime 90 minutes each:

9:00 – 10:30 am 10:45 am – 12:15 pm 1:15 – 2:45 pm 3:00 – 4:30 pm

Purpose To practice critical skills in interviewing. To practice critical documentation skills, necessary for proper report-writing.

Material Roleplay Intake Scripts already distributed to individuals


These instructions for the Intake Interview fishbowl exercise are the same for all four roleplays today. Each one is scheduled for 90 minutes. The order is optional. The trainer has full ability to shift around the order of the fishbowl roleplay exercises, depending on the timing of the day, and when the content experts are able to attend.

Two interviews will take place, of the mother and the father. Each interview will have a different person roleplaying the CFI role, and a different person playing the parent. Each interview should take approximately 20 minutes, followed by 10 minutes on critique and discussion by trainer and content expert. The trainer and content expert should also feel free to stop the interview at any point, in order to offer immediate feedback when it will be helpful. Let the participants know this might happen, so they won’t be surprised if it does.

The last half hour is for the Powerpoint presentation. This presentation will cover the learning objectives specific to that content area (DV, Substance Abuse, Mental Health issues, and Relocation). The presentation can be given by the trainer or the content expert (who could also bring their own presentation if they like)

The format and timing is the same for each of the four Fishbowl roleplay exercises for the day. Each fishbowl should start out with the facilitator or content expert briefly stating the facts in the Order Appointing CFI, including parents and children, their ages, and the Responsiblities of the CFI from page 2 of the Order. The facilitator then asks the trainees, What are we looking for here? Very brief discussion to get the trainees to think about the details of this particular roleplay (app. 5 minutes). The facilitator reminds the participants to take notes, and write down any questions they might have.

The roleplay ensues, with the CFI getting the parent to open up to tell their side of the story, and then questioning to elicit more information (app. 15 minutes). Either the facilitator or the content expert can stop the roleplay at any time, to make a particular



point, and then moves into the debrief (app. 10 minutes), to make sure that each parent’s roleplay lasts just half an hour.

WRAP-UP FOR THE DAY


Purpose To summarize the content of the day, which will further retention of the learning.

Materials Trainer Resource 2m: PowerPoint – Day Two Wrap-up


Go over what was learned today. (Tell them what you told them, which was a lot of material.)

Meeting families at a difficult time Establishing a positive and professional working relationship with them Cultural competency: respect for all people Best practices for documentation Factors in high conflict relationships Best practices in communication in difficult circumstances Domestic Violence Substance Abuse Mental Health Relocation

All CFI Materials and Fact Scenario materials for Day Two should be “pushed” to the Adobe Connect room at 4:30pm. Give the trainees the instructions for how to access those materials.


CHILD AND FAMILY INVESTIGATOR (CFI) TRAINING:DAY 3: HOME VISITS AND

INTERVIEWING THE CHILD

DAY 3: INVESTIGATION:HOME VISITS AND

INTERVIEWING THE CHILDTime 7.5 hours

Purpose To provide hands-on training in the initial investigation of a CFI, including home visits, and interviews with children.


Recognize proper and respectful protocols for home visits.o Respecting the rights, the dignity and the welfare of

the parties and the children (Standard 1) Recognize positive benefits of sharing information with

parties.o Demonstrate an ability to provide information

about effective parenting, co-parenting, and better communication techniques (Standard 3)

Illustrate the effects of divorce, single parenting, and remarriage on children and their relationship with each parent (Standard 6)

Recognize CFI’s potential opportunity to de-escalate conflict.

o Recognize the benefit of sharing the wishes and needs of the children with the parents in an effort to de-escalate conflict and help parties refocus on the needs of their children (Standard 3)

Define the different types of child abuse, including sexual, physical and emotional abuse, and neglect, and demonstrate an understanding of how the abuse impacts the child (Standard 6)

Identify what constitutes abuse vs. family dysfunction.o How neglect differs from family dynamics and

family dysfunction. Explain the process for reporting child abuse and when

reporting is mandated (Standard 10)o Develop procedure to address child abuse concerns

that need Court intervention prior to the hearing date (Standard 10)




Understand aspects of alienation from and rejection of parent.

o Discernment between “parental alienation” and “alienated child”

Demonstrate understanding of age-appropriate interviewing.

o Recognize that interviewing children is a specialized skill different from interviewing parents, due to the allegiance children often have to one or both parents, including the possible presence of fear, intimidation, and manipulation (Standard 6 & 10)

o Recognize requirement to interview children outside presence of others to obtain their wishes (Standard 9).

Trainer Resources 3a: Powerpoint – Day Three Morning3b: Powerpoint – Day Three Afternoon3c: Inter-and-Inter cards

Fact Scenario Child Script – Ben Mansoor Materials Child Script – Laura Kauffman

Child Script – Scott RossChild Script – Amy MurphyDatasheet – Ali MansoorDatasheet – Mary Smith MansoorDatasheet – Grant KauffmanDatasheet – Ginny TemkinDatasheet – Tim RossDatasheet – Gayle RossDatasheet – Gregg MurphyDatasheet – Tina WellsHome Visit Notes – MansoorHome Visit Notes – Kauffman-TemkinHome Visit Notes – RossHome Visit Notes – Murphy Wells

CFI Materials 3a: What is Child Abuse3b: Child Interview Prompts3c: Interviewing the Child Client video3d: Video Teaching Notes




TRAINER PREPARATION FOR DAY THREE

The cards for the Interactions and Interrelationships exercise will need to be printed and cut into separate cards.

More of the Fact Scenario material will be distributed to the trainees tonight. It is important that this information is fed, day by day, to the trainees, instead of it all being given to them at the beginning of the week. We don’t want the trainees to write their CFI report at the beginning of the week, before all discussion and roleplays. They need to gather the information, piece-meal, just as they would in an investigation.

Child Scripts Data Sheets Home Visit Notes

We have provided as a CFI Materials resource the video “Interviewing the Child Client: Approaches and Techniques for a Successful Interview.” This is produced by the American Bar Association, Section of Litigation, Children’s Rights Litigation Committee. Interviewing the Child Client is an excellent resource to obtain information on how best to establish a relationship with a child in an attempt to get an authentic interview. Although this video is designed specifically for juvenile defense attorneys with child clients, many of the points made are helpful to the CFI as well. The biggest difference between the CFI and the juvenile defense attorney is that the CFI will only have two to three interactions with the minor child, whereas the juvenile defense attorney has an ongoing relationship for a longer time.

The ABA produced a supplementary document: Video Teaching Notes, which we have also included as a CFI Materials resource. On the first page, we have indicated the sections appropriate to CFIs. Excerpts of the manual are included in the Participant’s Workbook.




WELCOME, RECAP OF DAY TWO, & OVERVIEW OF DAY THREE


Purpose To review Day Two, and preview Day Three goals and agenda.


Welcome participants back to Day Three of the intense week of CFI training, and let them know we will review highlights of Day Two, and then go over the goals for the Day Three training.

3. Go over the daily agenda, noting the breaks and lunch times. If lunch is being catered or ordered, go over specifics. If trainees are on their own for lunch, note the importance of getting back on time.

4. Spend some time on Highlights of Day Two.

a. Ask for any comments or questions remaining from yesterday’s material.

b. Ask for someone to volunteer to address the following questions:

i. What is the purpose of the danger assessment tool?

ii. What are the most important points to remember about:

1. Interviewing the parents?

2. Domestic violence?

3. Substance abuse?

4. Mental health challenges?




HOME VISITS


Purpose To cover protocols for home visits

Materials PowerPoint Presentation: Day Three Morning, slides 3-4


Using the Participant’s Workbook and PowerPoint presentation, trainer will cover protocols for home visits, including timing the visit, safety concerns, and tips for inside the home.




FAMILY STRENGTHS

Time 50 minutes (8:40 to 9:30 am)Purpose To introduce Family Strengths lens through which to conduct

investigationMaterials PowerPoint Presentation: Day Three Morning, slides 5 – 6

Flip Chart to write strengths in large group


Have the trainees split up into groups of 4-5, then using slide 5 and the Participant’s Workbook, talk about viewing families through a Strengths-based lens. Now, ask everyone to take a few minutes, and write down a strength and a weakness of their own family. This is important to recognize that all strong families have weaknesses. (app. 15 minutes)

Introduce the Family Strengths exercise using slide 6, and let them know their task for the coming small group exercise will be to identify 12-15 strengths in the family depicted in the image. This can be very difficult! We are so trained to see faults and deficits. (app. 15 minutes for small group discussions)

The cheatsheet (which other ones can you see?):

1. Father (grandfather?) is loved by the child.2. Fresh food and fruit is available.3. Photos of loved ones are visible.4. Toys are available for the children.5. Books are at the floor level.6. Both (grand)parents are in the home.7. Children are not alone.8. Father has a job, and is producing income.9. The home is appropriately furnished.10. An ionizer is visible, to help clean the air.11. The children wearing clothes.12. A laundry basket is full of clean clothes.13. The cabinets, shelves and drawers hold the potential for order.14. “Communication station” on the fridge.15. The home is warm.16. The family eats together at the table.17. A chair is adapted for the child (books to raise him/her up to table

level.

Shift back to the larger group, and ask trainees to share their observations. Write the strengths on the flip chart. Can the group come up with 15? Discuss the difference between the resource lens and the deficit lens. (Approx. 15 minutes)




INTERACTIONS AND INTERRELATIONSHIPS

Time 1 hour (9:30 to 10:30 am)

Purpose This exercise will illustrate how the CFI will discover the effects of divorce, single parenting and remarriage on children and their relationship with each parent.

Materials PowerPoint Presentation: Day Three Morning, slide 7Trainer Resource: Interactions and Interrelationship CardsFlip chart, to write family members on


Have the trainees “mix it up” and separate into different groups of 4-5 for this exercise. The purpose of this exercise is to get the trainees to think about the relevant people in the child’s life, which change based on the marital status of the parents.

The trainer will begin with the following short scenario, and ask for volunteers from the full group to offer other people who could factor into this child’s life.

Scenario “snippit”: Two divorced parents, the mother has remarried, and the father is about to be married.

The trainer askes the group: who are the people in this family that would impact your recommendations in the best interests of their child?

Volunteers should offer: step father, potential step mother. Who else will the group come up with? What about step children? What about the older child the mother has from a former relationship? The trainer is writing down the significant people on the flip chart, for all to see. (Participants will probably be getting silly at this point.)

Once the list is complete, the trainer stops the group, to start the group exercise. The trainer then distributes the Interactions and Interrelationships Card, with a “scenario snippit” to each table, with the instructions that they are just to come up with a list, a list of relevant people in the scenario which would impact the child’s life. This should take approximately 10 minutes.

Back in the larger group, the trainer will use the Powerpoint Slide 9, and the narrative from the Participant’s Workbook to talk about the effect of these family relationships on the child.

Then, the trainer will ask for feedback from volunteers. Someone from each group should stand and share one or two people and the relationship with the child that they generated from their scenario snippit, and indicate why they chose that person. Ask




them to answer the question: Why and how is this person going to be important in that child’s life.

15 MINUTE BREAK

(10:30 to 10:45 am)

CHILD ABUSE


Purpose To understand four types of abuse, how to report to social services, and to the court.

Materials PowerPoint Presentation: Day Three Morning, slide 10


Using the PowerPoint slides and the narrative from the Participant’s Workbook, lecture on the four types of child abuse, and how to report it.




ALIENATION AND THE ALIENATED CHILD

Time 45 minutes (11:30 am to 12:15 pm)

Purpose To understand the dynamics of alienation, and the difference between parental alienation and the alienated child.

Materials PowerPoint Presentation: Day Three Morning, slide 11


Using the PowerPoint slides and the narrative from the Participant’s Workbook, lecture and discussion on alienation and the alienated child.

ONE HOUR LUNCH

(12:15 to 1:15 pm)





Time 1 hour (1:15 to 2:45 pm)

Purpose To understand child development as it relates to age-appropriate interviewing of the child

Materials PowerPoint Presentation: Day Three Afternoon, slides 1-8


Trainer will use the Powerpoint slides, and the Participant Workbook narrative, to cover child development as it relates to age-appropriate interviewing of the child.

15 MINUTE BREAK

(2:45 to 3:00 pm)




INTERVIEWING THE CHILD, Cont’d

Time 1 hour (3:00 to 4:30 pm)

Purpose To integrate understanding of age-appropriate interviewing of children, through roleplay and/or videos

Materials Trainer Resource 3d: Ben Mansoor-Child ScriptTrainer Resource 3e: Laura Kauffman-Child ScriptTrainer Resource 3f: Scott Ross-Child ScriptTrainer Resource 3g: Amy Murphy-Child Script


Twenty minutes are available for each Fact Scenario child script roleplay.

Each child interview roleplay should be relatively short, allowing time for discussion afterwards. The CFI who is roleplaying interviewing the child can bring up the Child Prompts with them. The trainer can roleplay the child being interviewed (or more experienced CFIs).

Important points: Make sure the interviewer is using open-ended questions: who, what, when, where and how. Also, make sure the interviewer is listening to the answers. You will know this because the interviewer will ask clarifying and follow-up questions. For example, if Johnny answers a question saying he’s afraid of ghosts, the interviewer should be asking how often he feels this way, where is he when this happens, who does he tell, etc. If this isn’t happening, stop the roleplay and encourage that effort.




WRAP-UP FOR THE DAY


Purpose To summarize the content of the day, which will further retention of the learning.


Go over what was learned today. (Tell them what you told them.)

Protocols for Home Visits Strengths-based investigating (vs. deficit-based) Importance of Interactions and Interrelationships Four types of child abuse Parental alienation and the Alienated Child Child development as it relates to the Child and Family Investigation Age-appropriate Interviewing of children

All CFI Materials and Fact Scenario materials for Day Three AND Day Four should be “pushed” to the Adobe Connect room at 4:30pm. Give the trainees the instructions for how to access those materials.

A lot of materials are being made available tonight. The materials for Day Four are important for all trainees to have tonight. They may choose to print them out to bring in the morning, or they may want to have their computer available. The exercises on Day Four will use all the Fact Scenario materials from the week, as trainees assimilate the information, organize it, and get ready to write their report on Thursday evening.

Note, although the narratives written by parents contain valuable information that will be used in any CFI investigation, they are often not created and/or returned. They are not included in this training, simply due to the amount of information the trainees need to take in during this week, in the compressed timeline for the investigation.

Let the trainees know that they will be writing the report tomorrow night, Thursday. They should have planned to keep this evening free for three hours to write their report. They should prepare for a quiet place and time, where they can fully concentrate on the totality of information they have received, where they can think well, in order to do a good job coming to their recommendations and writing the report.


CHILD AND FAMILY INVESTIGATOR (CFI) TRAINING:DAY 4: COLLATERALS AND

WRITING THE REPORT

DAY 4: COLLATERAL SOURCES ANDWRITING THE REPORT

Time 10.5 hours (3 hours of homework included)

Purpose To provide hands-on training in CFI reporting to the Court.


Collateral Sources Demonstrate appropriate data collection from collateral

sources.o professionals, lay collaterals, criminal histories,

school records, social services records, or other information necessary to address the legal standard being applied in the pending action (Standard 1 & 8)

Guard against undue influence by the conclusions of other professionals working with the family (Standard 2)

Demonstrate an ability to inform the Court and parties if the CFI is unable to obtain information that may impact ultimate opinions (Standard 8)

Demonstrate an ability to read and understand professional reports from mental health professionals, substance abuse professionals, child protection professionals, and other standard reports provided by professionals working with families

Demonstrate the training obtained allows for a level of competency in understanding legal and psychological/social issues that are typically present in family situations (Standard 6)

Writing the Report Recognize the primary role of the CFI is to provide

information and make recommendations that will allow the parties, counsel, and the Court to craft orders that serve the best interest of the child (Standard 3)

Recognize the obligation to the Court to provide a clear and concise timely report (Standard 11)

Demonstrate an ability to write a report with conclusions based on the information gathered and recommendations in non-technical terms (Standard 11)



WRITING THE REPORT

Identify an effective way to report to the Court and parties the information gathered, considered, and used to prepare the conclusions and recommendations (Standard 11)

Recognize the need to prepare a report that encompasses the legal standard and all its elements, including the children’s wishes (Standard 11)

Recognize the limitations of the contents of the report to the scope of the Court’s appointment order unless additional authorization was provided by the Court (Standard 11)

Demonstrate an understanding of how to incorporate safety measures and contingency safety measures into parenting recommendations

Demonstrate an ability to recognize services that are helpful to families and awareness of the cost and availability of the services (Standard 6)

Trainer Resources 4a: Powerpoint – Day Four Morning4b: Powerpoint – Day Four Afternoon4c: Fact Analysis Exercise Cards4d: Fact Analysis Exercise Statements4e: Fact Analysis Exercise Trainer Sheet

Fact Scenario CBI Report – Ali MansoorMaterials CBI Report – Mary Smith Mansoor

CBI Report – Grant KauffmanCBI Report – Ginny TemkinCBI Report – Tim RossCBI Report – Gayle RossCBI Report – Gregg MurphyCBI Report – Tina WellsCBI Report – Kaye ParkerCBI Report – Kevin WellsCollateral Notes – Mansoor BarryCollateral Notes – Mansoor MACollateral Notes – Mansoor MGMCollateral Notes – Mansoor PACollateral Notes – Mansoor PGACollateral Notes – Kauffman MGMCollateral Notes – Kauffman PGMCollateral Notes – Kauffman RoseCollateral Notes – Kauffman RossCollateral Notes – Kauffman Tulip



WRITING THE REPORT

Collateral Notes – Temkin ClintonCollateral Notes – Temkin FordCollateral Notes – Temkin FranklinCollateral Notes – Temkin GoreCollateral Notes – Temkin JeffersonCollateral Notes – Temkin TaftCollateral Notes – Ross BASECollateral Notes – Ross BlackCollateral Notes – Ross Dr. GrayCollateral Notes – Ross GreenCollateral Notes – Ross MGMCollateral Notes – Ross PGFCollateral Notes – Ross PGMCollateral Notes – Ross Therapist FirCollateral Notes – Ross WashingtonCollateral Notes – Wells SFCollateral Notes – Murphy PACollateral Notes – Murphy PGMCollateral Notes – Murphy SMDHS letter – Temkin Incident Report – MansoorMH Eval – Tim RossUA - Temkin

CFI Materials 4a: form-CFI Report-1244b: form-CFI Report-C.Kling4c: Report Provision Samples



WRITING THE REPORT

TRAINER PREPARATION FOR DAY FOUR

To prepare for the morning exercise, prepare large flip chart paper to hang on the walls for an afternoon, near where each Fact Scenario group can be gathered around a table. On each large flip chart, create sections that correlate to the sections of the CFI written report:

Background Information

The Children

Concerns Presented / Concerns Investigated

Relevant Factors

Prepare the Fact Analysis Exercise Cards in one of several ways: laminate them, print on card stock, or print on labels and stick to card stock (Avery shipping label #5263). The participants will be posting the cards onto sections of the large chart paper. They can post them by either using push pins or by using a reusable adhesive such as Removable Mounting Putty (the latter option will keep the cards in better shape over time).

Divide the Cards and the Statement Sheets by Fact Scenario; you will be distributing the Mansoor Cards and the Mansoor Statement Sheets to the trainees in the Mansoor Fact Scenario. Likewise, for the other three Fact Scenarios.



WRITING THE REPORT


Here is a sample of how the Fact Analysis exercise will look, once participants have identified where in the CFI report each fact statement belongs. There are always some gray areas, and sometimes certain facts will belong in two sections (i.e., the Children as well as Relevant Factors). This exercise gives participants a chance to think about how to organize their report.


WRITING THE REPORT

WELCOME, RECAP OF DAY THREE, AND OVERVIEW OF DAY FOUR


Purpose To review Day Three, and preview Day Four goals and agenda.

Materials Trainer Resource 3a: Powerpoint – Day Four Morning, slides 1-3


Welcome participants back to Day Four of the intense week of CFI training, and let them know we will review highlights of Day Three, and then go over the goals for the Day Four training.

Go over daily agenda, noting the breaks and lunch times. If lunch is being catered or ordered, go over specifics. If trainees are on their own for lunch, note the importance of getting back on time.

Spend some time on Highlights of Day Three.

1. Ask for any comments or questions remaining from yesterday’s material.

2. Ask for someone to volunteer to address the following questions:

a. What are the four types of child abuse?

b. What are the benefits of investigating through a Strengths-based lens?

c. What is the difference between “parental alienation” and “the alienated child”?

d. Go over important interviewing points for different ages of children.



WRITING THE REPORT

COLLATERAL SOURCES


Purpose To cover collateral source information

Trainer Resources 4a: Powerpoint – Day Four Morning, slides 5 - ___

Fact Scenario Ben Mansoor Teacher QuestionnaireMaterials Tina Wells CBI Report

Ginny Temkin CBI Report Temkin TRAILS report


The trainer will use the Powerpoint slides, the narrative in the Participant’s Workbook, and the above-referenced Fact Scenario collateral source documents to deliver this session.

The trainer will also call up the particular Fact Scenario collateral reports listed above, to provide examples of what to look for in the particular documents.

15 MINUTE BREAK

(9:30 to 9:45am)



WRITING THE REPORT

EXERCISE: FACT ANALYSIS, WEIGHING THE RELEVANCE

Time 120 minutes (9:45 to 11:45am)

Purpose To stimulate thinking about the different weight to give to different collateral sources

Trainer Resources 4a: Powerpoint – Day Four Morning, slide 74c: Fact Analysis Statement Sheet4d: Fact Analysis Trainer Sheet


Participants should be grouped within their Fact Scenarios, at a table, and near walls where large flip chart pages have been hung. This exercise has two components, as follows:

1. Small group discussion, weighing the value of information gathered (app. 40 minutes); and

2. Larger group discussion, with each Fact Scenario group reporting out on their discussion (app. 20 minutes for each of the four groups).

Pass out to the trainees the appropriate Fact Scenario Fact Analysis Statement sheets (one to each trainee), with the following instructions:

This exercise is to help you think about how to weigh the value of each piece of information you are gathering in your investigation.

First, here are Fact Analysis Statement sheets, with statements pulled from the various interviews and collateral sources. Your job, as a group, is to weigh the value of the statement. How important is it? What is the credibility of the source of the statement? Will this end up in your final report?

You’ll be assigning a numerical weight to each statement, to be written on the Statement Sheet. There are no right or wrong answers here. You can also put a range, for the value, for instance, 6-8. You also want to indicate whether the statements are going to end up in the final report or not. If not, simply cross through the statement, after you’ve indicated the assigned value.

You have approximately 40 minutes to discuss each of the statements and agree as a group on the relevance.



WRITING THE REPORT

The remaining time will be spent on a larger group discussion, one Fact Scenario group at a time, allowing approx. 20 minutes for each group. Have someone from each group report back on the things that helped them determine weight, things they struggled with, and problem-solving methods they used to evaluate the Fact Scenarios.

Ask the trainees to save their Statement Sheets for an exercise this afternoon.

ONE HOUR LUNCH

(11:45 am to 12:45pm)

VIDEO AND DISCUSSION: WRITING THE CFI REPORT

Time Video: 1 hour (12:45 to 1:45 pm) Discussion 1 hour (1:45 to 2:45 pm)

Purpose To prepare the trainee to write a complete, well-documented, objective and clear CFI report for submission to the court.

Materials Trainer Resource 4b: Powerpoint – Day Four Afternoon, slides Trainer Resource 4c: Video: Celeste Kling: Writing the CFI Report

After the video, and using the narrative in the Participant’s Workbook and the Powerpoint presentation, use this time for discussion on writing the report, any questions trainees have about collateral sources of information, pulling everything together, etc.

The trainer should mention there are two sample CFI reports provided as CFI Materials, provided by Laurie Clark, co-author of this curriculum, and Celeste Kling, trainer in the video. Neither is the “correct” form of a CFI report.

15 MINUTE BREAK

(2:45 to 3:00 pm)

During the break, facilitator will post the large flip chart sheets, onto which the Fact Analysis Cards will be posted.



WRITING THE REPORT

ANALYSIS AND RELEVANT FACTORS

Time 1.5 hours (3:00 to 4:30 pm)

Purpose To facilitate small group discussion on the analysis needed to make appropriate recommendations.

Trainer Resources 4b: Powerpoint – Day Four afternoon4d: Fact Analysis Exercise Trainer Sheet4e: Fact Analysis Exercise CardsLarge sticky flip chart sheets for each Fact Scenario group

CFI Materials 1c: CRS 14-10-1241d: CRS 14-10-129


Once again, trainees will be in their small Fact Scenario groups. Faciliator will distribute the following to each Fact Scenario group:

Fact Analysis Exercise Cards (approx. 30 to each group); A set of the -124 and -129 Statute cards to each table; and A method of securing the cards to the flip charts (removable mountain

putty, or push pins).

Instruct the trainees, as follows:

The statements on these cards are the same as were on the Statement Sheets from this morning’s exercise. You’ll now be looking at where in the CFI report each one of these statements belongs. Take the cards with the statements that WILL end up in the final report, and post them onto the appropriate section on the flip chart near you. Does the information belong in the Background Information section? The Children? Concerns Presented or Concerns Investigated? Or in the Relevant Factors section? If they belong in the Relevant Factors section, use the Statutes, 124 and 129, to determine which factor they apply to.

Don’t write on the cards themselves, but note on your Fact Analysis Statement Sheets which is the relevant factor.



WRITING THE REPORT

You will have 30 minutes to discuss these statements and Relevant Factors.

Background Information

The Children

Concerns Presented / Concerns Investigated

Relevant Factors

Use the last hour of this time, with approx.. 15 minutes allotted to each Fact Scenario group, to hear someone from each group report out, and encourage discussion. Make sure that when reporting to the larger group, the trainees discuss which facts were difficult for them to place, what strategies they used to identify where the statements would go, and what they decided about information that belonged in more than one section of the report.

Note: Trainer Resource 4c.3: Collateral Sources Exercise Trainer Sheet indicates into which section of the CFI report each statement would belong.



WRITING THE REPORT

WRAP-UP FOR THE DAY


Purpose To summarize the content of the day, which will further retention of the learning, and prepare trainees to go home and write their report


Go over what was learned today. (Tell them what you told them.)

Critical pieces of collateral source information:o From phone interviewso From documentation

Guarding against undue influence from the conclusions of other professionals What to do if you haven’t gotten critical information:

o How best to get the information in a timely fashion. What to do if you can’t get critical information:

o How to tell the Court. Remember your audience: The parents AND the Court.

What else do the trainees need to go home and write their report? Answer any questions they have.

Suggest to the trainees that they go home, find a quiet place to work, and plan on spending three hours writing the report. They should bring their printed report to the training with them in the morning.

Mention the two “shell” CFI reports available to them (Clark and Kling). They are just samples of format; neither one is the “right” one.


CHILD AND FAMILY INVESTIGATOR (CFI) TRAINING:DAY 5: PREPARING FOR COURT

AND MENTORING

DAY 5: PREPARING FOR COURTAND MENTORING

Time 7.5 hours

Purpose To provide hands-on training in CFI reporting to the Court, and CFI mentoring possibilities.


Preparation for Court Proceedings Recognize the CFI is subject to direct and cross

examination regarding their investigation, the report, and their file (Standard 3)

Recognize the necessity of documenting every aspect of the investigation due to the CFI files being discoverable in its entirety to support the CFI’s report, opinions, and recommendations (Standard 8 & 12)

Understand the limitations of the discoverability of the file if the contents would endanger any person’s welfare, with Court approval or if requested after the hearing (Standard 12)

Demonstrate an understanding of the CFI’s participation in conferences with the parties and or the Court (Standard 3)

Describe the importance of avoiding the impression of alignment with one party when present at Court.

Define the perspective from which recommendations are devised

Mentoring Develop an understanding of the importance of having a

mentor. Develop an understanding of how to identify a potential

mentor (ie. MDIC, AFCC, etc.).

Trainer Resources 5a: Powerpoint – Day Five Morning5b: Powerpoint – Day Five Afternoon

Fact Scenario Materials Direct and Cross Exam scripts

CFI Materials 5a: Evidence Rules



AND MENTORING

5b: CFI Affidavit of Compliance5c: 1st JD CFI Application Instructions



AND MENTORING

WELCOME, RECAP OF DAY FOUR, AND OVERVIEW OF DAY FIVE


Purpose To review Day Four, and preview Day Five goals and agenda.

Materials Trainer Resource 5a: Powerpoint – Day Five Morning, slides 1-2


Welcome participants back to Day Five of the intense week of CFI training, and let them know we will review highlights of Day Four, and then go over the goals for the Day Five training.

Go over daily agenda, noting the breaks and lunch times. If lunch is being catered or ordered, go over specifics. If trainees are on their own for lunch, note the importance of getting back on time.

Spend some time on Highlights of Day Four.

1. Ask for any comments or questions remaining from yesterday’s material.

2. Ask for someone to volunteer to address the following questions:

a. Describe the perspective from which the CFI reports are to be written.

b. What is the process for contacting the court when critical information is not able to be obtained?

c. Go over important interviewing points for credibility of collaterative source information.



AND MENTORING

REVIEWING THE REPORTS


Purpose For each trainee to review the written reports done by other members of their Fact Scenario group

Materials Trainer Resource 5a: Powerpoint – Day Five Morning, slides 3-4different colored pens, for highlighting and commenting on reports


The early morning session will be spent within the Fact Scenario group each trainee has belonged to throughout the week. Each person passes their written report to the person on their left (or right, doesn’t matter, just stay consistent). Each person reads the reports of their colleagues, making written comments. Each person continues passing the reports to their left, until each person at the table has read and made written comments on each report. The remaining time should be used in discussion and questions amongst the group.

During this time, the trainer will be walking among the groups, answering questions. At times, the trainer might stop the discussion in the whole room to bring up a good point that would apply to all groups, regardless of which Fact Scenario group they are in.

The timing of this session is to allow 20 minutes to read each report in Fact Scenario groups of five.

15 MINUTE BREAK

(10:00 to 10:15 am)



AND MENTORING

DISCUSSING THE REPORTS

Time 2 hours (10:15 am to 12:15 pm)

Purpose Small and large group discussions on each Fact Scenario

Materials Trainer Resource 5a: Powerpoint – Day Five Morning, slide 5


The groups remain in their Fact Scenario groups, and spent approx. 40 minutes discussing each of their recommendations. The members should decide as a group what recommendations they will present to the larger group. They should be prepared to justify their recommendations, based on the facts and information available to them in the Fact Scenario materials.

Each group then spends approx. 20 minutes presenting to the larger group, and fielding questions as to why they came to those recommendations.

ONE HOUR LUNCH

(12:15 to 1:15 pm)

SETTLEMENT CONFERENCES


Purpose To discuss settlement conferences and testifying in court

Materials Trainer Resource 5b: Powerpoint – Day Five Afternoon, slides 1-3


The trainer will use the Powerpoint and the narrative in the Participant’s Workbook to deliver this session on settlement conferences.



AND MENTORING

TESTIFYING IN COURT

Time 30 minutes (1:30 – 2:00 pm)

Purpose To introduce the CFI to the skills necessary to give testimony in court.



The trainer will use the Powerpoint presentation and the narrative in the Participant’s Workbook to present this session.

EXERCISE: TESTIMONY ROLEPLAY


Purpose To roleplay one Fact Scenario, direct and cross examination

Materials Fact Scenario Materials: Direct and Cross Exam scripts


The trainer can roleplay the attorney who will be questioning the CFI on the stand. Not every trainee will have an opportunity to roleplay being on the stand. Ideally, the two roleplays in these exercises today will be done by trainees who have not had the chance to be in the “hotseat” in the previous roleplay exercises.

For each roleplay, 10 minutes can be given to direct exam, 10 minutes to cross exam, and then 10 minutes for brief discussion.

15 MINUTE BREAK

(2:45 pm to 3:00 pm)



AND MENTORING

EXERCISE: TESTIMONY ROLEPLAYS, cont’d


Purpose To roleplay the remaining three Fact Scenarios

Materials Fact Scenario Materials: Direct and Cross Exam scripts


Same instructions …

For each roleplay, 10 minutes can be given to direct exam, 10 minutes to cross exam, and then 10 minutes for brief discussion.

WRAP UP AND MENTORS


Purpose To encourage the trainees to obtain mentors



The trainer will use the Powerpoint slides and the narrative from the Participant’s Workbook to deliver this session.



AND MENTORING

CERTIFICATES and EVALUATIONS


Purpose To wrap it up!


CFI Materials for Day Five should be “pushed” to the Adobe Connect room at 4:30pm. Give the trainees the instructions for how to access those materials.

Ask trainees to complete the evaluation form, both for this day, and the final section for the overview of the week.

Have certificates prepared, hand them out and wish everyone good luck!


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