Change management 10 steps,where is the secret vault,the secret life cats - Step 2

29.08.2014
Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you have been following my blog series on managing technology and systems change you will have read about the importance of considering the change process both before and during a systems implementation or upgrade project.  Unfortunately, that was just the easy bit! This effect is entirely normal and is known as the ‘J curve of change’ as shown in the diagram below. The period following implementation is critical, but whilst there is very little we can do to prevent a decrease in performance there is a lot we can do to minimise it.  This is where the internal project team, or external change management support, should have the most impact.  However in a lot of organisations the team will be disbanded at this point because the project will have been deemed as ‘completed’ – when in actual fact this is where the real hard work starts! There is a lot you can do in advance of going live to ensure the transition is as smooth as possible. Making sure you have booked time from your technology vendor to ensure they are available onsite to provide support to your staff during the first days after implementation. Impact of change plan or operational readiness assessment – this will detail the changes from the old system to the new in terms of people and business impact (risk).  It can be used to highlight where the most impact will be and consequently where the most support effort will be required. Floor walkers – staff from your own organisation or the vendor should be visible and available to business users.  Don’t have them tucked away in the IT department waiting for calls or emails, be proactive and deal with issues face to face!
Hopefully this short article will help you to think about the support that is needed after you have implemented your new system which will help stabilise the business and maximise the benefits of your new system as soon as possible. Beyond a basic intake, the first response is to ensure that the youth has something to eat, clothes to wear and is able to get some rest. Attachment Theory is a means of understanding how early childhood development, especially in the first two years of life, determines how a child will interact with peers, adults and even future romantic partners, as they mature through adolescence and adulthood. John Bowlby, the ‘father of attachment theory’ described attachment as a “lasting psychological connectedness between human beings”.
Secure Attachment – a healthy attachment where the child knows a parent will respond appropriately, consistently and promptly to their needs. Ambivalent Attachment – wherein the child does not view their parent as a secure base because the caregiver gives little or no response to a distressed child and discourages crying while encouraging independence.
Avoidance attachment is developed through inconsistency between appropriate and neglectful responses.  The child does not seek comfort or contact from their parents and may in fact avoid them. Covenant House uses Attachment Theory as a basis for developing a working relationship with youth. At Covenant House Vancouver, a discussion of Attachment Theory forms part of the initial meetings between a youth and their Case Manager. By teaching youth about Attachment Theory it lets youth know that conflict is normal and helps them understand how to resolve it. Stages of Change, also known as the “transtheoretical model” is a means of examining the various stages that someone goes through while dealing with an addiction and working to change their addictive behaviour. Most people who are trying to end an addiction or change a specific behaviour go through the various steps in the Stages of Change model many times before they are able to successfully end their addictive behavior. While the youth themselves may not always be aware of the theoretical models being used, they are impacted by them.
Confidence - Kids need to recognize their strengths, so they can develop the confidence to find their place in the world, think creatively and recover from setbacks.
Competence - When we notice what young people are doing well and we give them opportunities to develop skills, they feel competent. Connection - Feeling connected is the single most important factor in overcoming challenges. Contribution - When youth contribute to the well-being of others, they receive gratitude instead of condemnation. Coping - Young people who have developed a range of healthy coping skills will not turn to higher risk “quick fixes” like drugs or self-harm. Control - When youth understand that privileges and freedom gradually increase as they demonstrate responsibility, they learn to make better choices.


Motivational Interviewing (MI) is a style of working with a client that focuses on allowing the client to direct the change rather than telling the client what they need to do.
In MI the goal is to work with the client in a partnership rather than the case worker seeing themself as the expert. At Covenant House, staff use motivational interviewing techniques when working with youth, particularly in the development of case plans.
As mentioned in the Covenant House Toronto and Vancouver Overview section many of the youth involved in the two agencies have experienced extensive trauma, which in many cases led to their homelessness. All of these experiences mean that staff and volunteers working with this population need to develop and implement trauma-informed services to provide the best support possible for their clients.
Like Motivational Interviewing, a key component of trauma-informed services is to “meet people where they are at.”  It also involves recognizing that often the very work aimed at helping people tends to re-traumatize them. Both CHT and CHV provide many opportunities for youth to have input into their individual case plan (including full development of the plan in later steps at CHV), as well as the workings of the house.
While some of these theories may sound very academic and confusing, the reality is that most youth-serving agencies and non-profits tend to use many of them in day-to-day operations, even if they did not know what they were called. If you have an existing program and do not know what theories are in place, consider partnering with a local university or researcher. The theories you need to develop will be informed by your clientele and their presenting needs. The most recent homelessness research, news, events, blogs, and multimedia features directly to your inbox.
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Implementing a new piece of technology is relatively easy, yes it can be complicated but it is not usually complex – i.e. Moving into the Rights of Passage programs moves them further up Maslow’s hierarchy by giving them more than just safety and security but also a sense of belonging. Secure Attachment is considered positive while the other types of attachment (ambivalent, avoidance, disorganized) are all forms of insecure attachment and usually cause a variety of behaviours.
The child is able to separate from their parent but prefers their caregiver to a stranger and shows distress when left alone.
Children in this kind of relationship often feel anxious because their parent’s behaviour and availability is inconsistent. The child does not respond well to affection, has low self-esteem and may act out negatively. They feel that understanding what type of attachment a youth has will allow them to improve their working relationship with that youth by better understanding the specific behaviours a youth exhibits. The policy on Change of Case Managers states “CHV follows the principles of Attachment Theory.
When a conflict arises between the Case Manager and the youth (or a conflict with any other staff) the young person will hopefully be better prepared to deal with it in a healthy way.
The originators of the theory James Prochaska and Carlo DiClemente also identify 10 processes of change, which are used throughout the stages.
Obviously, the young person may not know about or understand the model himself or herself, but the staff use it to help evaluate an individual’s readiness for change, so that appropriate interventions are used as effectively as possible. The Outcomes Star and The Youth Engagement Scale (discussed in the Evaluation chapter) tie in this theory to the way in which a youth’s progress is measured. Kenneth Ginsburg, Director of Health Services at Covenant House Pennsylvania and an adolescent medicine specialist.


When we don't allow them to recover from mistakes themselves, we undermine their sense of competence. Other people, schools and community groups give youth the validation and confidence to pursue their goals.
Kids discover that it feels good to contribute to others and they are more likely to ask for help without fear or shame.
It includes meeting the client “where they are at” (also a key component of harm reduction) and recognizing that a client brings many strengths to the table.
Creating a case management system that avoids someone having to continually tell their story is helpful.
Have them observe your case management practice and examine your program and evaluation methods. In case of trademark issues please contact the domain owner directly (contact information can be found in whois). The life skills training and support provided by staff help them move through other stages as well. Not, ‘this kid swore at me I need to discharge him’ but ‘what is this youth telling me through this behaviour’. Prochaska and DiClemente state, “we have determined that efficient self-change depends on doing the right things (processes) at the right time (stages)”. This means that program milestones, youth engagement markers and other indicators of success are not based only in the need for evaluation measures but in a concept that explains and elaborates upon a youth’s behaviour. We’re not here to judge you, we’re just here to help you’.” — “Kevin”, 26, former ROP participant, Covenant House Vancouver. His evidence-based model uses the principles of Covenant House to help staff manage relationships with youth. Helping the client recognize their own abilities and therefore the opportunity to make choices for themselves is a key component of motivational interviewing. Homeless youth also experience a high level of violence – physical and sexual – during their homelessness. Providing a space that is structured and secure yet flexible, allowing for input from the affected individual, providing opportunities for the development of safe and trusting relationships and recognizing that “one-size-does-not-fit-all” are keys to developing trauma-informed services. There may be role confusion where the child takes on roles that are typically associated with the caregiver (they take care of an alcoholic parent for example).
This conflict resolution better equips youth to handle stressful situations by empowering them, ultimately increasing their independent living skills. The youth here, when we work with them we can definitely see when there’s some struggles going on.
It allows staff to more fully understand why a youth does something, what that behaviour would look like at each stage and to guide the youth in a more positive direction.
It is usually considered to be “a person-centered, goal-oriented, guiding method to enhance motivation to change” (t3 website). Even when someone has not directly had a traumatic background, research is emerging that shows the experience of homelessness itself can be considered traumatic.
Focus on Trauma: Recognizing trauma, tools to use with clients, and self-care for front-line workersLinks1.



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