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1
Permanency & Placement
Version 2.3, June 2014Day 1
2
Goals for the TrainingIn this training we will cover: The rules and regulations governing
permanency and placement The importance of permanency Cultural differences in permanency &
placement The emotional and developmental
consequences of placement Placement decision making
3
Learning Objectives Review the Learning Objectives
Identify your priorities
Establish the learning priorities of the group
4
Activity: What’s in it for Me?
What do I hope to learn in this training?
5
Testing, testing…
Training Evaluation
6
What is Permanency?Permanence
Legal Permanency Options
Emotional Permanency
Concurrent Planning
7
Youth Permanency EssentialsLifelong connections
Skills for living interdependently
Youth involvement
8
History of Child Welfare Placement
Complete the time line of events from 1854 to 2011
9
Historical Timeline 1854 – Orphan Trains 1874 – Mary Ellen is protected in the first
court intervention on behalf of a child 1909 – The White House Conference on
Dependent Children identifies two key values: poverty alone is not grounds to remove
children, and children should be placed in homes, not
institutions
10
Historical Timeline 1935 – Social Security Act 1972 – Stanley vs. Illinois recognizes the
rights of unwed fathers 1974 – National Child Abuse Treatment
and Prevention Act 1978 – Indian Child Welfare Act 1980 – Adoption Assistance and Child
Welfare Act
11
Historical Timeline1990 – Katz Concurrent Planning
Study1994 – Multi-Ethnic Placement
Act1996 – Interethnic Adoption
Provisions1997 – Adoption and Safe
Families Act
12
Historical Timeline2001 – Promoting Safe and
Stable Families Chafee Amendment
2004 – AB 4082005 – AB 14122012 – Fostering Connections/
After 18 (AB 12)
13
How far have we come? What are the key positive developments?
Were you surprised by the timing of the events?
Where do we need to focus our change efforts?
14
Laws and Policies Matching Game
Wait for all tables to receive the cards and
instructions before turning the cards over
Match the card with the name of the law to
the card with a longer explanation of the
same law
15
Foster Children’s Bill of Rights
Enacted in 2001 and listed in WIC 16001.9
WIC requires the bill of rights be explained to every school-age child
Any facility licensed to care for six or more children in must post the bill of rights
16
Honorary Honorables
The roles
The family
The factors to consider
The decision
17
Family Before the Court The Washington Jackson children:
LaTrecee Washington, 6 Joe Jackson, 6
The adults in the home:Rhonda Washington, 25Dale Jackson, 25
18
Key Considerations Cause for removal based on WIC 300
Reasonable efforts (from the Adoption Assistance and Child Welfare Act)
Remember ASFA time limits
19
Key Considerations Right to reunification services (ASFA,
WIC)
Visitation (WIC)
Foster care drift
20
Key ConsiderationsBest interest of the child
Ensuring placement decisions consider the child’s developmental needs
21
Key ConsiderationsNon-custodial parents (WIC 361)
Placement in another state (ICPC)
Same-race placements (MEPA)
22
Key Considerations Tribal sovereignty and tribal connections
(ICWA)
Active efforts (ICWA)
Tribal Customary Adoption (AC 1325)
Sibling visits (WIC)
School placement (AB 490)
23
Key Considerations Intersection of
ASFA ICWA MEPA
Working collaboratively with tribes Conflicting guidelines AB 408 Caregiver selection SAFETY
24
Make a recommendation What factors need to be considered?
How are you going to engage the parents?
How would you engage extended kin?
What are the educational needs of the children?
What is your recommendation?
25
Remember to consider
Concurrent planning for permanency - Plan A and Plan B should be established
at the same time
26
Permanency in California - Quiz
Take your best guess!How do your experiences compare with the statewide data?
27
What the numbers show…
As of December 31, 2010, what percentage of children and youth in out-of-home placement in California are living with kin? Answer:a. 10% foster homeb. 34% relative homec. 29% foster family agencyd. 7% group homee. 21% other
28
What the numbers show …Overall in California, when children and youth are removed where are they most likely to be placed first? Answer:a. Kinship home 22%b. Foster home 19%c. Foster Family Agency 45%d. Group home/Shelter 11%e. Other 3%
29
Some children and youth who are placed stay in foster care for only a few days. For those who stay at least eight days in placement, what percentage is still in out of home care one year later? Answer:c. 55%
What the numbers show …
30
What the numbers show …What percentage of foster care placements include some or all of a child’s siblings?
Answer:c. 73%
31
What the numbers show …How many of the children in foster care on 1/1/11 had been in care for more than two years?
Answer:d. 41%
32
What the numbers show …What percentage of foster children and youth in care for longer than 24 months have had more than 2 placements?
Answer:b. 67%
33
What the numbers show …
59% of youth aging out of the system at age 18 were in care for 3 years or longer.
57% of youth who aged out of the system between 10/1/10 and 12/31/10 had completed high school or obtained a GED.
30% of youth who aged out of the system between 10/1/10 and 12/31/10 had a job.
34
Substantiated Allegations in California
Asian children: Underrepresented (3 per 1000) Black children: Overrepresented (22 per 1000) Hispanic children: Proportionate (9 per 1000)Native American children: Overrepresented (16 per 1000)White children: Underrepresented (7 per 1000)
35
Children Removed from Home in CA
Asian children: Underrepresented (1 per 1000) Black children: Overrepresented (10 per 1000) Hispanic children: Proportionate (3 per 1000)Native American children: Overrepresented (8 per 1000)White children: Proportionate (3 per 1000)
36
All Children in Placement in California
Asian children: Underrepresented (1 per 1000) Black children: Overrepresented (24 per 1000) Hispanic children: Proportionate (5 per 1000)Native American children: Overrepresented (17 per 1000)White children: Underrepresented (5 per 1000)
37
What the numbers show …
38
How did you do?What surprised you?
What bothered you?
39
Culture and Permanency
Families have values related to permanency
Social workers have values related to permanency
Cultural filters or cultural assumptions can impact permanency outcomes for children and youth
40
Culture and Placement Race is the single greatest predictor of
adoption as a permanency outcome with African American children and youth much less likely to be adopted (McRoy, 2000)
African American youth are less likely to have legal permanency (Potter and Klein-Rothschild 2002)
41
Median length of time in care
Black children: 32.3 months
White children: 28 months
Hispanic children: 31.3 months
Asian / Pacific Islander children: 28.9 months
Native American children: 33.8 months
42
Percent adopted within 24 months
Black children: 25.9%
White children: 35.2%
Hispanic children: 28.5%
Asian / Pacific Islander children: 35.4%
Native American children: 28.6%
43
Conflicting Data African Americans more open to foster
care and adoption of children with special needs
Relative caregivers interested in adoption
Relative caregiver not offered adoption as an option
44
Key Message:
Now that you know about this, what are you going to do
about it?
45
Video
Multiple Transitions: A Child’s Point of View about Foster Care and Adoption
46
Attachment Helps Children Attain full intellectual potential Develop a conscience Trust others Become self-reliant Better cope with stress, frustration and
jealousy Overcome common fears and worries Increase feelings of self worth
Fahlberg, 1991
47
Healthy Attachment For infants and preschoolers
Exploration of surroundings* Relaxed and happy demeanor Looking at others when communicating* Showing a response to separation* Demonstrating typical fears
*May vary by culture
48
Implications of Separation For infants and preschoolers
Distress at loss of trusted caregivers
Belief that the change is permanent
Belief that the separation is a punishment
Feeling powerless
49
Healthy Attachment For school age children
Healthy self-esteem Pride in accomplishments Willingness to try new things* Establishing eye contact* Reacting positively to parent Positive peer interactions
*May vary by culture
50
Implications of Separation For school age children
Anxiety Guilt Confusion about cultural differences in the
foster home Fear about siblings placed in other foster
homes Loneliness, isolation loss of friends
51
Healthy Attachment For adolescents
Awareness of personal strengths and weaknesses
Awareness of parents’ values Involved in interests outside home* Satisfactory school performance Future goals Positive peer interactions
*May vary by culture
52
Implications of Separation For adolescents
Stress overload, crisisGuilt and anxiety about the
separationDepressionDifficulty developing autonomy
53
Implications of Separation Feelings of anger and rage Behaviors such as opposition,
hypersensitivity, emotional outbursts, property destruction, aggression, lying, stealing, tantrums, or withdrawal
Physical symptoms such as abdominal pain, headaches, insomnia, extreme fatigue, binge eating or lack of appetite
54
Stages of Grief and Loss Denial Anger Blame Bargaining Depression Adaptation / Adjustment
55
Faith’s Story
The impact of placement on the sibling relationship (the longest relationship most people will have in their lives)
56
What could we do differently? What is your reaction to Faith’s Story? What impact did this have on Faith? What has she done to cope with the
impact? What does this say to you about what
CWS, the courts, and others should do when children need to be placed?
57
Activity
An Unplanned Move
58
Don’t worry
59
Key Message
Social worker actions can reduce placement trauma for
children and youth.
60
Taking it home…..
61
Permanency & Placement
Version 2.3, June 2014Day 2
62
Activity
Crisis Management
63
What is crisis? Loss of control
Feelings of fear
Sudden changes
Feelings of desperation
Inability to focus
64
Components of CrisisStressor
Coping skills
Perception
65
Decrease Placement Trauma Encourage the child to express feelings &
ask questions Arrange a visit before the child leaves
home Develop a list of people the child trusts Bring familiar comfort items with the child Build a relationship between the parent &
foster parent Arrange for services to treat the abuse or
neglect and the trauma of placement
66
Cross Cultural Placement Discuss the cultural differences (include
things like religion, clothes, food, hair) Empathize with feelings of being different Help the foster parent & child make a plan Facilitate a conversation between the
foster parent and birth parent Talk to the family about the child’s typical
expression of sadness
67
Encourage Attachment For infants and young children
Respond quickly to physical needs Interact frequently Express affection
For older children and adolescents Share excitement over accomplishments Participate in outside activities Express affection Plan activities to do together
68
Placement Protocol Facilitate a meeting between the foster
family and the biological family Provide details about the child to the
foster parent Provide culturally specific information Prepare the child for the transition to
placement
69
Activity
Placement Needs of Children at Different Developmental Levels
70
The Cassel Family The adults in the home:
Anita Cassel, 34 Dan Cassel, 40
The children: Raul Lopez, 14 Ellen Cassel, 8 Christina Cassel, 5 Roberto Cassel, 2
71
Activity
Cassel Family Placement Considerations:
Child’s Needs
Ideas to Ease the Transition
72
Your Ideas
Roberto Ellen Christina Raul
73
Concurrent planning means considering all reasonable options
for permanency at the earliest possible point following a child's entry into foster care, and
simultaneously pursuing those
that will best serve the child's needs.
74
Start the conversation
Prepare a brief introductory statement (your 2 minute pitch)
Acknowledge that the subject is difficult
Engage the family to work with you
75
Full disclosure includes The rights of the parents The safety concerns and the MSLC The planning process (safety plan, case plan,
concurrent permanency planning) Family strengths and resources Potential outcomes of the child welfare
intervention The timelines for reunification Relinquishment The importance of permanency and placement
stability for children
76
For Successful Full Disclosure
Start with a discussion of strengths
Focus the middle portion of the meeting on the more difficult information
Close the meeting with a return to a
more positive tone From the NRCFCPP Concurrent Planning Training
77
Full Disclosure = EngagementApplicable skills: Partializing Open-ended questions Strengths finding Mutual respect Empathy
From the NRCFCPP Concurrent Planning Training
78
Key Message:
Parents have a right to full disclosure and a right to
participate in the permanency planning process.
79
Activity Concurrent Planning
Full Disclosure Role Play
80
Overcoming Full Disclosure Barriers Stress the benefits of permanency
Acknowledge strengths
Establish a frequent and constructive visitation plan
81
Helping Parents to Help Kids Making the placement process easier for
parents allows them to focus on making the process easier for the kids
How can we make the process easier for parents?
82
Participatory Planning Increases family involvement and
ownership of processes and outcomes Ensures that all involved have the same
information Helps identify services and supports Builds on natural supports already
available within the family
83
Teaming Start with strengths
Use straight talk
Involve family and community
Build partnerships with foster parents and relative caregivers
84
Icebreakers Facilitate a better relationship between
birth parents and foster parents
Open communication for sharing information about the child
Decrease tension and feelings of divided loyalty for children
85
Decisions for the Cassel Family Placement options
Pros and cons
Critical factors
Placement recommendation
Concurrent planning goal
86
Placement Decisions Raul will be placed with Jesus’ family
Christina and Roberto will be placed with their mother’s sister, Maria
Ellen will be placed with her grandparents, Dan and Monica Cassel
87
Permanency Assessment The SDM reunification assessment
includes a reassessment of risk, an assessment of the visitation plan, and a safety assessment.
The CAT Continuing Services Assessment includes a reunification readiness section addressing safety, risk and protective capacity.
88
Substantial Probability of Reunification
Consistent and regular contact and visitation
Significant progress in resolving problems that led to the initial removal
The capacity and ability both to complete the objectives of the treatment plan within the time limit and to meet the child’s needs if the time is extended
89
Assessment of Substitute Caregivers Important considerations:
Childs strengths and needs Culture and language Child’s immediate and ongoing needs Level of care Siblings Permanency Visitation Caregiver’s ability to keep child safe and
support case plan efforts
90
Caregivers and Permanency Willingness is linked to:
Previous experiences
Expectations
Relationship
91
Explaining Permanency Options Reunification – the first permanency priority
Adoption – the legal transfer of all parenting rights and responsibilities to a new parent
Legal guardianship – court appointment of a person to provide for a child until adulthood
Long term foster care – a temporary placement which may end at any time
92
Caregivers and Permanency Ability is linked to:
Criminal historySubstance abuseMental healthChild welfare historyUse of physical punishment
93
Factors Linked to Placement Stability Foster parent / birth parent contact in the
foster home Foster parent intention to adopt Foster parent knowledge of child
development Foster parent access to support systems Foster parent use of non-physical discipline Foster parent use of positive reinforcement Close monitoring and supervision
94
Your Role in Placement Stability Increased social worker presence in
the foster home leads to better placement stability
Why?
95
Is There a Permanent Connection? Would the youth be asked to leave the
house for mistakes or behavior? Does the youth go on family vacations? Is the same amount of money devoted to
the youth as to other children in family? Is the youth included in inheritance? In all ways, is the youth treated as a
member of the family?
96
Key Message:
It is very important to address the emotional connection between youth and foster
parents / relative caregivers.
97
Video
Voices of Youth: Supporting Adolescents in Foster Care
98
Activity
Permanency Assessment Scenario
99
Key Message:
Visitation is the most important factor related to reunification
100
ActivityCassel Children Visitation Plan
Link to this case plan objective: Mr. Cassel will use rewards, praise
and timeouts to address his children’s positive and negative behavior.
101
Visitation Observation
Assess visits to inform decisions about reunification
Develop a written visitation plan Observe visits Document visitation activities
102
Key Message:
Talk to youth frequently about permanency, important people in the youth’s life and facilitating emotional
connections
103
Activity
Talking to Youth about Permanency
104
Concurrent planning means considering all reasonable options
for permanency at the earliest possible point following a child's entry into foster care, and
simultaneously pursuing those
that will best serve the child's needs.
105
Activity
Concurrent Planning Role Play Part 2 Be sure to include
Full disclosure Information about permanency options Engagement techniques Acknowledgement of the feelings Support for the foster parent’s role
106
Activity
Supporting Placement Stability Be sure to include
Ongoing contact with birth families Treatment to address grief and loss Assistance with accessing services Parenting training to assist caregivers A Life book for the child Purposeful and frequent social worker visits
107
Supporting Permanency Services to address trauma Services to meet developmental needs Social supports Support for developing emotional
connections Support for ongoing family contact Life books
108
Making Permanency Decisions
What factors should be considered in making permanency decisions for the Cassel family?
109
Taking it home…..
110
My Action Plan
111
Testing, testing…
Training Evaluation