This is what it is all about…. =1&rel==0

This is what it is all about….

http://www.youtube.com/v/GbSp88PBe9E?autoplay=1&rel==0

Introductions Split into groups One person introduces each member of the

group, their role at OCS, and all the different ways that members are involved with the prevention of child abuse and neglect.

Strengthening Families Alaska

A New Evidence-Based Child Maltreatment Prevention

Strategy

The Child Welfare Academy

The Strengthening Families Initiative

Developed by the Center for the Study of Social Policywww.cssp.org

National Expansion with the assistance of the National Alliance of Children’s Trust and Prevention Funds

www.ctfalliance.org

Funded by the Doris Duke Charitable Foundation

Just the facts…

Research Questions• With families, what already

works?• What family characteristics

promote children’s healthy development and link directly to reducing the risk of child abuse and neglect?

The Protective Factors Framework• Parental Resilience

• Social Connections

• Knowledge of Parenting and Child Development

• Concrete Support in Times of Need

• Social and Emotional Development

So what?

Families &

ProtectiveFactors

Early Care &

Education Domestic Violence

Children’s

Mental Health

Home visiting

programsChild

Welfare

Family Resource Centers

Targeted special needs

programs

Physical Health

•Safety planning

•Education

•Screening•Shelter

•Mental Health Consultation

•Counseling

•Assessment

•Safety Plng

•Substance Abuse trtmt

•Home visits

•Group activities

•Primary healthcare

•Health promotion activities

•Parent/ child activities

•Support Grps

•Screening and assessment

•Early intervention services

•Parent Ed.

• Counseling

Real Results:Systems at state and national level are

incorporating child abuse prevention goals and strategies across multiple disciplines to allow better collaboration.

Local programs and parent leaders are using the same framework to strengthen local programs and local community approaches to supporting families with young children.

Permanence

Well-beingProtective Factors

are based on building resiliency rather than reducing risk

Safety

are concrete and identifiable behaviors,

emotions, social connections and resources

necessary for insuring child safety. Source: Child

Welfare Institute

Protective FactorsParental resilienceSocial connections

Knowledge of parenting and child development

Concrete support in times of need

Social and emotional competence of children

Protective Capacities Intellectual skillsEmotional skills

Physical care skills Motivations to protect

Social connectionsResources such as

income, employment or housing

Protective Capacities

Center for the

Study of

Social Policy

Initial Assessment Case Example1. Read Case Example to enhance discussion for

the following slides that outline the 5 protective factors.

2. As we go through the slides, we will use this Initial Assessment Case Example to think about how Protective Factors might help guide our work with the family.

3. We will also use the example to help us think about how we or other agencies might have assisted the family sooner.

Parental Resilience

Parental ResiliencePsychological health; parents feel supported and able to solve problems; can develop trusting relationships with others and reach out for help

Parents who did not have positive childhood experiences or who are in troubling circumstances need extra support and trusting relationships

Social Connections

Social ConnectionsRelationships with extended family, friends, co-workers, other parents with children similar ages

Community norms are developed through social connections

Mutual assistance networks: child care, emotional support, concrete help

Knowledge of Parenting and Child

Development

Knowledge of Parenting and Child Development

Basic information about how children develop

Basic techniques of developmentally appropriate disciplineAlternatives to parenting behaviors experienced as a child

Help with challenging behaviors

Concrete Supports in Times of Need

Concrete SupportsResponse to a crisis: food, clothing, shelter

Assistance with daily needs: health care, job opportunities, transportation, education

Services for parents in crisis: mental health, domestic violence, substance abuse

Specialized services for children

Strengthening Families: Creating a New Normal

Community and multi-system leaders act to build sustainable infrastructure through key levers for change:

• Parent Partnerships

• Policy/Systems

• Professional Development

Community programs and worker practice consistently:

• Facilitate friendships and mutual support

• Strengthen parenting

• Respond to family crises

• Link families to services and opportunities

• Value and support parents

• Further children’s social and emotional development

• Observe and respond to early warning signs of abuse and neglect

Families and communities build protective factors that also promote healthy outcomes:

• Parental resilience

• Social connections

• Knowledge of parenting and child development

• Concrete support in times of need

• Social and emotional competence of children

• Strengthened families

• Optimal child development

• Reduced child abuse & neglect

Levers Strategies Protective Factors Results

A New Normal

The Strengthening Families Approach:• Benefits ALL families• Builds on family strengths, buffers risk, and promotes better outcomes• Can be implemented through small but significant changes in everyday actions• Builds on and can become a part of existing programs, strategies, systems and community opportunities

Families and communities, service systems and organizations:• Focus on building protective and promotive factors to reduce risk and create optimal outcomes for children, youth and families• Recognize and support parents as decision makers and leaders• Value the culture and unique assets of each family• Are mutually responsible for better outcomes for children, youth and families

Social and Emotional Competence

Social and Emotional CompetenceNormal development (like using language to express needs and feelings) creates more positive parent-child interactions

Challenging behaviors, traumatic experiences or development that is not on track require extra adult attention

A Surprise: What children learn in school or other programs goes home to their families

Case Plan BrainstormUse Protective Factors to help you brainstorm about how to case plan with the Johnson Family. What kind of goals, objectives, and activities would link to building protective factors in the family?

For PCA:How do protective factors support enhancing protective capacities?

Small but significant changes in everyday practices can produce huge results in preventing child abuse and neglect for young children – and helping families stay strong even under stress

Strengthening Families Program andEarly Childhood InterventionsInfants, Toddlers, PreschoolersVulnerability/ InterventionsLaws and policy

ALASKA

In October of 2010, 49% of children with a substantiated

allegation of maltreatment were between birth and five

years of age

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EARLY YEARS MATTER! 90% of brain

development takes places before the age of 3

Early brain development determines continued development

Jack P. Shonkoff, M.S., Center on the Developing Child. Presentation 1/18/07

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Relationships with Caregiver

Brain development requires healthy caregiving

Stress associated with abuse and neglect impairs brain development

A majority of children entering foster care are under the age of 6

These children experience developmental delays at 4 -5 times the rate of other childrenAs many as 90%

experience serious or chronic health problems

These children may have fundamental and severe difficulties with friendships, school, independence, and self esteem.

Adverse childhood experiences (ACE) linked to emotional, behavioral, and health

problems in adults.

Best Practices for Children under 6If… The key to healthy and social and emotional

development is positive and consistent early experiences with loving caregivers

And early brain development is supported by caregiving by trusted adults who can play with, talk to, and comfort a child.

Then… How do we assure that the children we work

with have these supports, connections, and attachments.

What are best practices for the children we work with?

Best Practices for Children under 6If… Young children are more likely to have physical

health problems than other children and many enter foster care with complex physical health needs

Then… How do we assure the children we work with

have their medical needs met? What are best practices for the children we work

with?

Best Practices for Children under 6If… If a young child is not adequately supported at the

time separation, then a separation can be traumatic for a child. To reduce the impact of separation on a young child, the child needs to maintain healthy contact with caregivers.

Then… How do we assure the young children who have

been separated from caregivers maintain healthy family contact with those caregivers?

What are best practices for the children we work with?

Best Practices for Children under 6If… If a young child is not adequately supported at the

time separation, then a separation can be traumatic for a child. To reduce the impact of separation on a young child, the child needs to maintain healthy contact with caregivers.

Then… How do we assure the young children who have

been separated from caregivers maintain healthy family contact with caregivers?

What are best practices for the children we work with?

CAPTA/IDEA Part C

CAPTA (Child Abuse Prevention Treatment Act) requires infants and toddlers be evaluated for eligibility for early intervention services

Alaska Early Intervention/ Infant Learning Program (ILP)

What is the Alaska Early Intervention/ Infant Learning Program (ILP)?

They help you understand a child's development

They help you find services you need for a child

Referring to Infant Learning Programs/ Federal and State Guidelines We are obligated by law to refer to ILP whenever a

child under three has been abused or neglected Within 30 days of substantiated allegation of

maltreatment but should happen as soon as possible

Other?In the above referral situations, parental consent is

encouraged but not required.

Infant Learning Program Screening and Evaluation

Any infant or toddler with a diagnosed or suspected development delay needs a screening and or evaluation to determine eligibility to be enrolled in a program.

Screening - is a quick look at how a child s learning and growing.

Evaluation - included developmental tests and evaluation by qualified professionals to determine a child's initial and continuing eligibility.

Who is eligible for early intervention ILP services” Any child under the age of three years when: They show at least a 15% delay in one or more of these

developmental areas: Moving (gross motor) Using Hands (fine motor) Thinking/Learning (cognitive) Understanding/Talking (communication/language) Getting along with others (social/emotional) Doing things for him/her self (adaptive)

OR… Have a diagnosed condition that may lead to a significant delay

or Are at risk for a developmental delay.

Referring Children in Foster Care Children should be referred to ILP screening as

soon as possible after deemed necessary If the child is not in custody, the parents should

stay involved in the screening Both parents and foster parents should be

involved in an evaluation or recommended services.

Making a referral http://

www.hss.state.ak.us/ocs/InfantLearning/program/program_dir.htm

Handout Referral Form Handout Brochure

Services for children might include: Developmental screening and evaluation An Individualized Family Services Plan (IFSP) to outline

goals and services families want for their children Information for families to better understand their child's

developmental strengths and needs Home visits to help the family or caregivers guide their

children in learning new skills Physical, occupation or speech therapy to help families

support their child with daily activities Specialized equipment and resources to promote

development Assistance in getting other specialized services and care

families need

ILP/ Protective Factors

• Parental Resilience

• Social Connections

• Knowledge of Parenting and Child Development

• Concrete Support in Times of Need

• Social and Emotional Development

• Nurturing and Attachment

Case Study1. How was it determined that child under three

eligible for referral?2. When was referral accomplished?3. How were the parents included in the referral?4. How were the parents (foster parents) included

in the screening?5. If needed, how were the parents (foster parents)

included in the evaluation and services?6. How were the services included in the case plan?7. How were the protective factors in the family

supported?

What happens after age three in ILP?

ILP hosts a meeting where transition plan is developed

Services for children who continue to experience developmental delays beyond the age of three are identified and established.

Referring children after age three? Continue to refer children Engage parents Head Start and other agencies that can continue

to work with children in the home and outside the school setting.

Strengthening Families Strategies (child care).

Head StartWhat is Head Start?Services for 3-5 year oldsEarly Head StartBenefits for ChildrenBenefits for Parents

Head Start/ Protective Factors

• Parental Resilience

• Social Connections

• Knowledge of Parenting and Child Development

• Concrete Support in Times of Need

• Social and Emotional Development

• Nurturing and Attachment

STRENGTHENING FAMILIES AND CHILD WELFARE SYSTEM LINKAGES: POLICY AND PROGRAM STRATEGIES

Keeping Families Out of the CW System Intake and Investigations Case Planning

In-Home Child Protective Services

Out-of-Home Care/ Permanency

Older Youth Exiting Foster Care

Strengthening Families in Your Community!

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ResourcesStrengthening Families www.strengtheningfamilies.netCenter for the Study of Social

Policy www.cssp.orgStrengthening Families Alaska www.strengtheningfamilies.alaska.gov Facebook too! Alaska Child Welfare Academy http://www.uaa.alaska.edu/childwelfareacadem

y/

Facebook too!

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THANK YOU!

When families do better- kids do better.

“Families don’t care about how much you know until they know how much you care.”

Marian Wright Edelman