CHILD AND FAMILY

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CHILD AND FAMILY DISASTER RESEARCH TRAINING AND
EDUCATION
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Federal Sponsors

• NIMH
• National Institute of Mental Health
• NINR
• National Institute of Nursing Research
• SAMHSA
• Substance Abuse and Mental Health Services
  Administration

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Principal Investigators

• Betty Pfefferbaum, MD, JD University of Oklahoma
  Health Sciences Center
• Alan M. Steinberg, PhD University of California,
  Los Angeles
• Robert S. Pynoos, MD, MPHUniversity of
  California, Los Angeles
• John Fairbank, PhDDuke University

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Team Building DRT National Faculty Harold
Ledford,PhD Adopted/adapted/modified by Randal
Beaton, PhD, EMT University of Washington Schools
of Nursing and Public Health and Community
Medicine
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Pacific Northwest Local Multidisciplinary
Research Team
 
  
School of Public Health and Community Medicine
Northwest Center for Public Health Practice
School of Nursing
Alaska State Dept. of Health Social Services
State of Oregon Public Health Division
WA State Department of Health

Region X US Public Health Service
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Pacific NW Members and Affiliations

• Alaska State Department of Health and Social
  Services
• Rick Calcote Disaster Plan and Response
  Coordinator
• Dr. Robert Hammaker, Supervisor
• State of Oregon Public Health Division
• Catherine Southern- Public Health
  EducatorPreparedness
• Public Health Seattle-King Country- Onora Lien-
  contact
• Michelle McDaniel, Disaster Mental Health
  Planner
• Lenore Rubin, Child Psychologist
• Susan Barkan, Epidemiologist
• Karen Snyder, Epi Planning and Evaluation

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Pacific Northwest LMRT Members (cont)

• American Red CrossSeattle-Skagit Chapter
• Tisha Taylor, Clinical Psychologist
• University of Washington- Randy Beatonlead
• Janine Jones- Asst. Professor, College of
  Education
• Suzette Bramwell- graduate student, School of
  Nursing
• Washington State Department of Health-
• Margaret Hansen- Preparedness section
• Washington State Department of Social and Health
  Services
• Karie Castleberry

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Pacific Northwest LMRT Members (cont)

• Maternal and Child Health Program- UW Department
  of Health Services
• Colleen Huebner, Assoc. Professor, Director
• Harborview Center for Sexual Assault and
  Traumatic Stress
• Lucy Berliner, Director
• Regional X US Public Health Service
• Patrick OCarroll, Regional Health Administrator
• Northwest Portland Area Indian Health Board
• Erin Moran, Training and Outreach Coordinator
• Ticey Casey, Program coordinator

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Learning Objectives

• After participating in the Team Building
  training, participants
• will be able to
• Identify benefits of team building
• Understand the value and drawbacks of working as
  a team
• Understand the vital role that teams play in
  building networks and/or communities to
  accomplish tasks that have broad based support
• Develop capacity to conduct post-disaster
  research
• Develop skills for effective team building

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Disaster Research Training Mission

• Enhance the nations capacity for conducting
• rapid post-event disaster mental health studies
• for children and families

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Overarching DRT Goals

• Form a Local Multidisciplinary Research Team
• Generate understanding of child and family
  focused research activities needed in the
  aftermath of a disastrous event
• Facilitate discussion of research project
  implementation among experts and administrators
  from various disciplines and agencies

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What is a team?
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Teams and Team Work

• Give examples of some teams you work with /or
  lead currently (or in the past).

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Teams and Team Work

• Give one or two examples of teams working well
  together when everything clicked
• What made these teams so effective?

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Teams and Team Work

• Give an example of when team work was ineffective
  in accomplishing some goal.
• Why?

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What is the single most important characteristic
of effective teams?

1. Problem solving capabilities
2. Member relations
3. Communication
4. Egalitarian mode

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What are inherent strengths of teams and teamwork?

• Can draw upon team member strengths, expertise
  and resources
• Member strengths may complement those of other
  team members
• Diverse teams bring diverse perspectives to the
  table
• Teams have strength in numbers when one or
  members are fatigued another team member can
  carry the torch
• Others?

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What are some drawbacks to teams?

• Group think team norms may narrow focus and
  result in uncritical analysis of options
• Team and team members may punish, shun or exclude
  outliers
• Team members need to relinquish some latitude and
  control over outcome and process
• Others?

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Team Member Development

• Most people are not born with skills that affect
  team functioning they are learned over time
  learning teams skills require
• Understanding component behaviors
• Perception of the value of the skills
• Practice
• Feedback
• Encouragement through success
• More practice

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Characteristics (Building blocks) of Effective
Team Members

• Supportive to Achieve Results
• Goal of a Mission in Mind
• Open to Ideas
• Processes to Get Ideas Solved
• Committed to a Goal
• Contributes to Others
• Seeks Success
• Recognize and Respect Differences in Others
• Listen and Share Information
• Solves Conflict
• Contributes to Ideas and Solutions
• Commits and Participate Fully
• Stays in Touch With Team Members
• WIN-WIN SITUATION

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How Team Members Communicate
WIN WIN
IM OK YOURE OK
OUR WAY
YOUR WAY
MY WAY
YOURE OK IM NOT
IM OK YOURE NOT
YOU WIN I LOSE
I WIN YOU LOSE
NO WAY
IM NOT OK YOURE NOT OK
LOSE LOSE
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Team Development Questions

• What is the purpose of a team?
• Who does what? Roles-
• How do we work together?
• What happens when the going gets tough?
• How do we know when the task is complete?

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Team Development

• Team cohesiveness and effectiveness take time
• to develop - The Railroad Model - provides a
  schematic view of teams and their development
• over time
• After Tuckman,
  1965
• Developmental Sequence in Small Groups, Psych.
• Bulletin, 63, 384-399

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How Teams Develop and Grow
BELIEF
COMMITMENT
SOCIAL-process
PRODUCT-task
TRUST
OPEN
CLOSED
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Railroad Model

• The Railroad Model is applicable to all teams
• All participants enter the potential team
  experience as separate entities with closed minds
  and behavior
• Effective teams proceed up the Railroad,
  maintaining a balance between the Product and
  Process rails as progress toward the goal is
  accomplished
• The Product/Task side of the Railroad includes
  concrete accomplishments
• The Process/Social side of the Railroad addresses
  the dynamics that were operating as the
  Product/Task was developed and implemented

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Four Stages of Team Progression

• 1. FORM
• During the first stage of team development,
  individuals are just coming together as members
  of a team or team little work is accomplished.
  This is a period is characterized by
• Behavior/dependence testing on formal or informal
  leadership
• Limited participation
• Anxiety
• Fear
• Complaints about organizational structure

Tuckman, 1965
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Team Progression

• 2. STORM
• Team members may become insistent upon expressing
  individuality and resist team formation not much
  work is accomplished. This stage is characterized
  by
• Competition
• Disunity
• concern over excessive work
• establishment of unattainable goals
• establishment of a hierarchy (pecking order)

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Team Progression

• 3. NORM
• Members accept the team and the team norms a
  moderate amount of work is accomplished.
  Characteristics of this stage include
• Attempts to achieve harmony
• High level of confiding in team members
• A sense of cohesiveness

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Team Progression

• 4. PERFORM
• The team has established its interpersonal norms
  and becomes an entity capable of solving problems
  and making decisions a great deal of work is
  accomplished

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Effective Teams

• An effective team does not just happen. Time and
  effort goes into the development and functioning
  of effective teams.
• Real teamwork in the communities is more than
  just a philosophy of cooperation. It is the
  result of careful planning and orchestration, and
  requires the commitment of all involved
• The principles of teamwork which encourage
  initiative, cooperation, communication, and
  coordination are being applied in many areas.
• After Johnson Johnson (2002)
  Joining Together Group Theory and Skills (8th
  edition)

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Effective Teams

• Interaction of two or more individuals who
• Perceive themselves as belonging to the team
• Are interdependent an event which affects one,
  affects all
• Pursue common goals
• Are motivated to be part of the team
• Participate with each other under a system of
  rules and norms
• Influence each other

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Effective Teams

• Effective teams have three core activities
• Accomplishment of goals
• Internal maintenance
• Develop and change to improve effectiveness

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Dimensions of Effective Teams

• Team goals are mutually developed and clearly
  understood by entire membership
• Members are committed to achieving the goals
• Two-Way team member communication
• Openly expressed ideas and feelings
• All members are involved in participation and
  leadership
• Resources of members are used to the fullest

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Dimensions of Effective Teams

• Individual situations determine the
  decision-making procedures
• Team discussions are encouraged and consensus is
  sought on major issues
• Power is shared by all members and is based on
  expertise, information, and ability
• Power is not based on an automatic relegation to
  a member because of a traditional position of
  authority

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Dimensions of Effective Teams

• Conflicts, ideas and opinions are encouraged
• Minority opinions are accepted and used
• Conflicts are negotiated and resolved in a manner
  that is satisfying to all members
• Cohesion of members is based on acceptance and
  trust

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Results of Effective Team Work

• Improves outcome of a task
• Maintains consistent communication
• Solves conflict
• Reduces error
• Builds strong relationships
• Promotes responsibility
• Facilitates accomplishment of a task

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Decision-Making Process in Teams

• Decision making ranges from a totally autocratic
  process to agreements from each individual
  members
• Variables which might affect the decision-making
  process include
• Time available
• Importance of the decision
• Follow-up which may be a result of the decision
• Degree of commitment to the decision needed from
  the team

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Decision-Making

• Decision By Authority
• Efficient when time is a crucial factor
• Often not effective for lack of upfront team
  involvement
• Decision By Expert
• Expert will know more about the problem
• Deciding which individual is the expert is often
  difficult
• Team members may have experience and knowledge

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Decision-Making

• Decision By Minority
• Two or more members who make up less than 50 of
  the team
• Often used in forming committees to make a
  decision for the entire team
• Problems may arise when their decision is final
• Often, the majority of team is uncommitted

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Decision-Making

• Decision By Majority Vote
• Commonly used
• Efficient
• Decisions require difficult commitment of all
  members
• Voting results in team division of winners causes
  and losers

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Decision-Making

• Decision By Consensus
• Most effective method
• Requires the most time.
• Everyone agrees with the decision
• Requires each member to present and discuss
  opinions
• Requires careful listening and effective
  communication
• Produces innovative and high quality decisions

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Decision by Consensus

• Guidelines for achieving consensus include
• Listen to and carefully consider reactions and
  differences of opinions
• Avoid arguing blindly to support your position.
• Avoid changing your mind merely to avoid
  conflict.
• Consider alternatives which are acceptable to all
  members
• Encourage participation of each member

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Setting Team Goals

• Team goals
• Combination of team members individual goals
• Goal structures can be cooperative
• Promotes high interaction among members
• Competition fosters low team interaction
• Individual goals promote little or no team
  interaction

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Effective Goals

• Variables of effective goals
• The extent to which goals are specific
• Operationally defined
• Countable
• Observable
• The extent to which team members see the goals as
• Meaningful
• Attainable
• Availability of necessary resources need for goal
  accomplishment

Joining Together Johnson Johnson,2002
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Conflicts Within Teams

• Conflict
• Will always occur
• Arise from varying opinions and feelings
• Seldom avoided
• Absence indicates apathy/noninvolvement- AKA
  dead group

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Conflicts Within Teams

• Conflict
• Value if managed constructively
• Promotes awareness of problems
• Encourages change
• Increases motivation
• Conflict Resolution
• Reduces underlying tension
• Promotes team unity

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• Have you learned lessons only of those
• Who admired you,
• Were tender with you, and
• Stood aside for you?
• Have you not learned great lessons from those
• Who braced themselves against you, and
• Disputed the passage with you?
• Walt Whitman, 1860