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Permanency & Placement

Version 2.3, June 2014Day 1

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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

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Learning Objectives Review the Learning Objectives

Identify your priorities

Establish the learning priorities of the group

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Activity: What’s in it for Me?

What do I hope to learn in this training?

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Testing, testing…

Training Evaluation

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What is Permanency?Permanence

Legal Permanency Options

Emotional Permanency

Concurrent Planning

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Youth Permanency EssentialsLifelong connections

Skills for living interdependently

Youth involvement

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History of Child Welfare Placement

Complete the time line of events from 1854 to 2011

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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

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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

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Historical Timeline1990 – Katz Concurrent Planning

Study1994 – Multi-Ethnic Placement

Act1996 – Interethnic Adoption

Provisions1997 – Adoption and Safe

Families Act

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Historical Timeline2001 – Promoting Safe and

Stable Families Chafee Amendment

2004 – AB 4082005 – AB 14122012 – Fostering Connections/

After 18 (AB 12)

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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?

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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

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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

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Honorary Honorables

The roles

The family

The factors to consider

The decision

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Family Before the Court The Washington Jackson children:

LaTrecee Washington, 6 Joe Jackson, 6

The adults in the home:Rhonda Washington, 25Dale Jackson, 25

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Key Considerations Cause for removal based on WIC 300

Reasonable efforts (from the Adoption Assistance and Child Welfare Act)

Remember ASFA time limits

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Key Considerations Right to reunification services (ASFA,

WIC)

Visitation (WIC)

Foster care drift

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Key ConsiderationsBest interest of the child

Ensuring placement decisions consider the child’s developmental needs

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Key ConsiderationsNon-custodial parents (WIC 361)

Placement in another state (ICPC)

Same-race placements (MEPA)

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Key Considerations Tribal sovereignty and tribal connections

(ICWA)

Active efforts (ICWA)

Tribal Customary Adoption (AC 1325)

Sibling visits (WIC)

School placement (AB 490)

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Key Considerations Intersection of

ASFA ICWA MEPA

Working collaboratively with tribes Conflicting guidelines AB 408 Caregiver selection SAFETY

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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?

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Remember to consider

Concurrent planning for permanency - Plan A and Plan B should be established

at the same time

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Permanency in California - Quiz

Take your best guess!How do your experiences compare with the statewide data?

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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

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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%

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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 …

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What the numbers show …What percentage of foster care placements include some or all of a child’s siblings?

Answer:c. 73%

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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%

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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%

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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.

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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)

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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)

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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)

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What the numbers show …

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How did you do?What surprised you?

What bothered you?

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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

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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)

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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

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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%

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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

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Key Message:

Now that you know about this, what are you going to do

about it?

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Video

Multiple Transitions: A Child’s Point of View about Foster Care and Adoption

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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

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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

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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

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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

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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

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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

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Implications of Separation For adolescents

Stress overload, crisisGuilt and anxiety about the

separationDepressionDifficulty developing autonomy

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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

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Stages of Grief and Loss Denial Anger Blame Bargaining Depression Adaptation / Adjustment

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Faith’s Story

The impact of placement on the sibling relationship (the longest relationship most people will have in their lives)

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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?

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Activity

An Unplanned Move

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Don’t worry

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Key Message

Social worker actions can reduce placement trauma for

children and youth.

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Taking it home…..

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Permanency & Placement

Version 2.3, June 2014Day 2

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Activity

Crisis Management

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What is crisis? Loss of control

Feelings of fear

Sudden changes

Feelings of desperation

Inability to focus

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Components of CrisisStressor

Coping skills

Perception

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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

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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

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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

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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

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Activity

Placement Needs of Children at Different Developmental Levels

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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

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Activity

Cassel Family Placement Considerations:

Child’s Needs

Ideas to Ease the Transition

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Your Ideas

Roberto Ellen Christina Raul

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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.

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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

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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

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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

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Full Disclosure = EngagementApplicable skills: Partializing Open-ended questions Strengths finding Mutual respect Empathy

From the NRCFCPP Concurrent Planning Training

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Key Message:

Parents have a right to full disclosure and a right to

participate in the permanency planning process.

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Activity Concurrent Planning

Full Disclosure Role Play

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Overcoming Full Disclosure Barriers Stress the benefits of permanency

Acknowledge strengths

Establish a frequent and constructive visitation plan

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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?

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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

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Teaming Start with strengths

Use straight talk

Involve family and community

Build partnerships with foster parents and relative caregivers

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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

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Decisions for the Cassel Family Placement options

Pros and cons

Critical factors

Placement recommendation

Concurrent planning goal

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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

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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.

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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

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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

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Caregivers and Permanency Willingness is linked to:

Previous experiences

Expectations

Relationship

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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

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Caregivers and Permanency Ability is linked to:

Criminal historySubstance abuseMental healthChild welfare historyUse of physical punishment

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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

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Your Role in Placement Stability Increased social worker presence in

the foster home leads to better placement stability

Why?

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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?

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Key Message:

It is very important to address the emotional connection between youth and foster

parents / relative caregivers.

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Video

Voices of Youth: Supporting Adolescents in Foster Care

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Activity

Permanency Assessment Scenario

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Key Message:

Visitation is the most important factor related to reunification

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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.

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Visitation Observation

Assess visits to inform decisions about reunification

Develop a written visitation plan Observe visits Document visitation activities

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Key Message:

Talk to youth frequently about permanency, important people in the youth’s life and facilitating emotional

connections

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Activity

Talking to Youth about Permanency

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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.

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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

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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

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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

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Making Permanency Decisions

What factors should be considered in making permanency decisions for the Cassel family?

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Taking it home…..

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My Action Plan

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Testing, testing…

Training Evaluation