Family Group Decision Making
Family Group Decision Making
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Using family group decision making...
Connects family, student, and school
Creates a unified response to behavior
Leverages all parties in creating a plan to best meet the needs of the student.
Implementation
Implementation
Overview
Family group decision making- FGDM or Family Group conferencing FGC is a type practice used in of event where decision and plans need to be made concerning a family member often a young person. These meetings are characterized by a high-level of family involvement and often include extended family and friends. The crucial component of this type of conference is the family alone time when the professionals leave the room and the family members and the young person work out a plan together.
Core Components
There are three parts of the conference.
First the professionals who might be social workers, probation officers, school counselors or police outline the problems the legal situation and the various resources available to serve the child and family.
Second part is called family alone time where the professionals leave the room and the family and others in the child’s community of care, such as neighbors or a pastor, discuss and develop a written plan.
Third, the professionals are called back into the room, and the family explains the plan to them.
The school based team may immediately accept the plan or recommend it.
Proactive Implementation
Proactively implementing Family Group Decision Making looks like building connections to the community and family early and often.
Responsive Implementation
Responsively implementing Family Group Decision Making may stem after harm or conflict have been dealt. Time must be taken to contact and set up the opportunity. The group must be on the same page. This means contacting and providing context for the meeting.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the conference as a whole must elevate all three parts and remind the student why they are all there.
Skills Training
If the need is skill building then highlighted the opportunity to take a break or giving each participant items to gather themselves can support them in this process (paper to write on, cold water to drink, etc)
Awareness
If the need is awareness then hearing how the action has impacted each member is important for the student.
Emotional Regulation
If the need is regulation then using the break or pause opportunities and informing the student of this option is
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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