Most of us are where we are today because of support we received from someone at some point in our lives. Who was it for you? Was it a parent, a grandparent, a teacher, a friend, a faith-based leader, or a combination of people? Often, family and social networks are among the most powerful influences on us. Our parents, grandparents, siblings, and friends tend to have the most influence on who we are or become. The same is true for individuals on supervision. Families and social networks can be a strong force, motivator, and resource for supervisees, and it is important to learn more about how you can leverage these networks to benefit both the individual on supervision and you as an officer. This course is intended for front line staff and supervisors in community corrections agencies. This course will provide you with some background information on the foundation and core concepts of the Family Support Approach for Community Supervision. It also will introduce you to the primary tools and techniques of the approach and offer you an opportunity to apply what you learn through quiz questions, scenarios, and interactive exercises.
Section 1: Introduction A. Course Contributor B. About This Course C. Learning Objectives Section 2: What is the Family Support Approach? A. Meet Jonathan B. What is Family? C. Definition of Family D. Family as a Resource E. Family Support Approach for Community Supervision F. Section Summary Section 3: Core Concepts of the Family Support Approach A. Family Dynamics are Complex B. Three Core Concepts C. Consider People in Context D. Understanding Context E. Build on Family Interactions F. Focus on Strengths G. Shifting Toward a Family Focus H. Section Summary Section 4: Tools and Techniques of the Family Support Approach A. Primary Tools B. Supportive Inquiry C. General Supportive Inquiry Questions D. Building Rapport to Promote Supportive Inquiry E. Active Listening F. Relational Questions G. Solution-Focused Questions H. Scaling Questions I. How Scaling Questions Can be Used J. Meet Keith and Susan K. Following Up on Scaling Questions L. Survival Questions M. Exception Questions N. Mapping Tools O. Genograms P. Adapting Genograms to Support Strength-Based Practice Q. Sample Genogram R. Creating a Genogram S. What Can You Learn from Ruth’s Genogram T. Ecomaps U. Sample Connections V. Creating an Ecomap W. Paulina’s Ecomap X. Nature of Relationships Y. A Look at Paulina’s Relationships Z. Section Summary Section 5: Using the Tools and Techniques of the Family Support Approach A. Using the Tools and Techniques B. Jennifer C. Using Supportive Inquiry with Jennifer D. Lloyd E. Clarissa F. Practice on Ecomaps G. Ryder’s Ecomap H. Sample Ecomap for Ryder I. How Could You Use Ryder’s Ecomap? J. Next Steps for Ryder K. Additional Ways You Can Use the Ecomap L. Section Summary Section 6: Conclusion A. Course Summary B. References C. Supplemental Resource
Tracy G. Mullins is the Curriculum Designer for Public Safety at Relias. Tracy has a B.S. in the Administration of Criminal Justice and a Masters of Education in Instructional Technology. Prior to joining Relias Learning in 2017, Tracy worked in various capacities for the American Probation and Parole Association for 22 years. As a Research Associate and Sr. Research Associate, she worked on a variety of federally funded projects focusing on leadership, juvenile justice, victim services, tribal justice, and offender issues. Her responsibilities on these projects include researching justice issues, writing curricula and other publications, and delivering training and technical assistance. From 2010-2016, as Deputy Director of APPA, Tracy managed its grant division, as well oversaw its e-learning initiatives, which included writing and developing online training courses. Disclosure: Tracy Mullins, M.Ed. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
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