Module 4: Recruiting and Licensing Foster Parents

Time: 9 hours

Module Purpose:The purpose of this module is to provide an overview of the licensing process and how to respond to problems and issues related to withhold of licensing approval.

Demonstrated Skills:

1. Determine the best strategies for recruiting foster homes.

2. Given existing Unified Home Studies, determine if they meet the minimum requirements for approval and analyze the strengths and areas that require further assessment.

3. Given a specific problem with approvals, determine the correct strategy to resolve it.

There are 2 units in this module.

Materials Needed: Trainer’s Guide. Participant’s Guide (participants should bring their own). Markers. Flip chart.

Agenda:Unit 4.1: Recruitment, Inquiry and Pre-Licensing

A. Steps involved in the licensing process.

B. Qualities and requirements of a foster parent.

C. Strategies for identifying and recruiting foster homes.

D. Minimum standards for foster homes.

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Unit 4.2: Initial Licensing

A. Steps involved in the initial licensing process.

B. Gathering information about the strengths and needs of the family.

C. Resolving common approval problems.

D. Collecting and documenting proof of compliance.

E. Grounds for a denial.

F. Impact of various state laws that affect interstate approval.

Display Slide 4.0.1: Module 4 Recruiting and Licensing Foster Parents (PG: 1)

Display Slide 4.0.2: Module 4 Learning Objectives (PG: 1)

Display Slide 4.0.3: Agenda (PG: 1)

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Say: Before we move into content, I want to share the learning objectives for Module 4:

1. Determine the best strategies for recruiting foster homes.

2. Given existing Unified Home Studies, determine if they meet the minimum requirements for approval and analyze the strengths and areas that require further assessment.

3. Given a specific problem with approvals, determine the correct strategy to resolve it.

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Unit 4.1: Recruitment and InquiryTime: 3 hours

Unit Overview: The purpose of Unit 1 is to explore the recruitment and inquiry including how foster care settings are recruited, the steps foster parents must take, and the basic requirements foster parents must meet in order to be eligible for licensure.

Learning Objectives:

1. Identify and explain strategies for identifying and recruiting foster homes that will accept traditional, therapeutic, medical and enhanced placements.

2. Identify the steps involved in the inquiry process.

3. Describe in general the necessary qualities and requirements of a foster parent.

4. List and explain each of the minimum standards for foster homes.

Trainer Instructions and Script:

Display Slide 4.1.4: Unit 4.1: Recruitment and Inquiry (PG:2)

Say: The purpose of Unit 1 is to explore the recruitment and inquiry including how foster care settings are recruited, the steps foster parents must take, and the basic requirements foster parents must meet in order to be eligible for licensure.

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Display slide 4.1.5: Learning Objectives (PG: 2)

Display slide 4.1.6: Phases of Assessment: Recruitment, Inquiry and Pre-Licensing (PG: 3)

Say: It is the responsibility of the licensing specialist to gather and interpret the results of assessments and communicate findings to appropriate parties to ensure qualified and competent individuals serve as foster parents to children in care. During this phase a licensing specialist’s job tasks include:

Implementing agency foster parent recruitment plans/strategies.

Accurately responding to inquiries related to foster parenting in Florida within specified time frames.

Conduct individual or group orientation to foster parenting in Florida. It is important to note that orientations can be tailored to each licensing agency’s style and are more of a “practice” as they are not based on statute or administrative code.

Pre-screening potential foster parents to determine suitability to participate in parent preparation pre-service training.

Completing pre-screening instruments/mandatory forms.

Preparing potential foster parents to complete a Family Profile.

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Registering and follow-up to encourage eligible potential foster parents to participate in parent preparation pre-service training.

Display slide 4.1.7: Targeting and Recruitment for Foster Care (PG: 3)

Say: Before that first phone call or e-mail, we must conduct general, targeted, child-specific recruitment and retention efforts as well as recruitment/retention for different types of foster care types: traditional, therapeutic, medical and enhanced.

Ask: “What are some basic recruitment strategies?”

Pause and let participants respond. Participants should identify the following:

Advertisement.

Word of mouth encouraged with existing foster parent.

Speaking engagements.

Community events.

Religious institutions.

Schools.

Daycares.

Libraries.

Social media.

Partnering with other licensing agencies

Athletic organizations.

Partnering with civic-driven organizations such as Boy Scouts, Girl Scouts, Big Brothers/Big Sisters.

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Display slide 4.1.8: Recruitment Strategies (PG: 4)

Say: According to Casey Foundation research in the Breakthrough Series Collaborative, much of the money poured into mass media campaigns and broad-based campaigns, does not significantly increase the pool of foster families. Several strategies were identified as critical to achieving recruitment success. These strategies include:

Culturally Sensitive Recruitment. Because a significant number of children in care are children of color, it is critical to have a pool of foster parents who reflect the children’s race, ethnicity, and culture. Lack of trust between government systems and people of color exists in both urban and rural settings. A belief that governmental systems have lacked fairness and equity in the treatment of families of color is pervasive. In order to engage families of color, this perception must be overcome. One of the most effective means of overcoming this perception is by having families of color serve as the voice for the system. We need to find explicit ways to mitigate language and cultural barriers that keep families of color from becoming involved in the child welfare system.

Partnerships with Faith-Based Organizations. There is significant interest in building alliances with faith-based organizations to improve the recruitment of foster parents. One of the reasons for this interest is the work done by the North American Council on Adoptable Children (NACAC) showing that those whose primary motive is altruism possess the characteristics that allow them to be successful foster parents: the ability to partner with the birth family and the commitment to ensure that children maintain their connections following placement. Further, a national initiative is underway to engage the faith community in many aspects of child welfare services.

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Educating and Engaging the Community. Effective recruitment cannot occur without the broad support of the community, particularly those members who care about children (birth parents, young people, community providers, representatives from the judiciary, attorneys, guardians ad litem, foster parents, law enforcement, schools personnel, and local businesses). In order for the community to respond, however, its members must understand the need for foster parents; their role must be made explicitly clear.

Recruitment of Homes for Youth and Siblings. The number of older children lingering in foster care is significant. As such, we need to focus on finding placements and long-term, permanent connections for youth. Further, part of ensuring that youth in care have connections to people who care about them means that sibling groups must remain together. While ensuring that the youth’s voice is heard is one of the essential strategies in recruiting foster parents for young people and sibling groups, the youth voice is much more than simply a recruitment strategy.

Activity #1: Finding Foster Parents: A Recruitment Campaign

Purpose: To give participants the opportunity to team together and develop recruitment campaigns that include best practices for targeting and recruiting foster parents.

Participants may want to use their computers to conduct research. As they are just learning, be available to answer questions on the types of foster placement.

Materials:

Finding Foster Parents worksheet (PG: 5) Flipchart paper and markers.

Trainer Instructions:

Divide participants into four groups and assign each group one of the following:

o Culturally Sensitive Recruitment.

o Partnerships with Faith-Based Organizations.

o Educating and Engaging the Community.

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o Recruitment of Homes for Youth and Siblings.

Ask participants to answer the questions on their worksheet. These questions include:

Culturally Sensitive Recruitment

o How can you partner with existing foster parents of color to improve engagement of families of color?

o How can you develop and use culturally sensitive materials?

o How can you respond to inquiries in culturally sensitive ways?

Partnerships with Faith-Based Organizations

o How can you build relationships with faith community leaders?

o How can you learn about the specific faith community ahead of time?

o How can you communicate with the faith community using multiple methods?

o How can you focus recruitment efforts in the faith community on specific children?

Educating and Engaging the Community

o How can you target recruitment efforts to a local community or neighborhood using data as the foundation for decision-making?

o How can you learn about targeted communities’ needs and beliefs?

o How can you customize information for targeted communities?

o How can you engaging the business community and other community partners?

o How can you combine strategies in conducting a campaign in the targeted community?

Recruitment of Homes for Youth and Siblings

o How can the team (case manager) engage youth in identifying possible caregivers?

o How can you draw upon the pool of existing foster parents?

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o How can the team (case manager, foster parent) help youth build connections with caring adults?

Debrief activity with large group.

Refer participants to Breakthrough Series Collaborative: Recruitment and Retention of Foster families by the Casey Family Programs for more information. (http://www.casey.org/resources/publications/pdf/BreakthroughSeries_RecruitmentRetention.pdf)

Answers include, but are not limited to:

Culturally Sensitive Recruitment

o How can you partner with existing foster parents of color to improve engagement of families of color?

Certify foster parents of color as co-leaders of foster parent training.

Conduct joint recruitment by foster parents of color and child protection staff (through joint participation in fairs and other events, for example).

Have existing foster parents of color contact potential families who are going through the process but whose momentum is slowing. Help and encourage them to complete the process.

o How can you develop and use culturally sensitive materials?

Translate recruitment brochures to Spanish and other appropriate languages.

Translate foster parent application to Spanish and other appropriate languages.

Translate MAPP (foster parent training curriculum) for families based on language.

Distribute fliers to schools that are written in multiple languages (English and Spanish, for example).

Create a video for specific groups of color: Native

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American Indian families, for example.

Ask foster parents to review the Home Study (a requirement, in general) through a cultural lens; which may result in feedback from a cultural perspective.

o How can you respond to inquiries in culturally sensitive ways?

Conduct informational meetings where primary speakers speak the appropriate language (Spanish, for example). Follow up with communications in the same language.

Staff foster parent inquiry line with culturally sensitive staff who are bi- or multilingual and sensitive to cultural issues.

Implement a dedicated line for foster parent inquiries where the recording is in multiple languages, e.g., Spanish, Russian, and Laotian

Partnerships with Faith-Based Organizations.

o How can you build relationships with faith community leaders?

Conduct meetings face-to-face between faith community leaders and staff in the agency they already know. If no one in the agency has existing relationships, have face-to-face meetings between the leaders and existing foster parents.

Use language that describes the vulnerable children in the community. Explain how these children often have to leave the community because of the lack of homes. Remind the leaders that church-going families can make some of the best and most dedicated foster parents..

Leverage relationships that are already established, including those within the faith community.

o How can you learn about the specific faith community ahead of time?

Complete research prior to meeting with faith community leaders and members to understand

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existing community efforts of the faith community.

Develop marketing tools that reflect the messages that faith communities find compelling.

o How can you communicate with the faith community using multiple methods?

Use the existing church/temple bulletin.

Hold informational meetings at the church/temple.

Develop specific messages that can be delivered directly from the pulpit, preferably by the pastor or another member of the faith community

o How can you focus recruitment efforts in the faith community on specific children?

Have the pastor highlight the needs of one child from the community. This is a child specific approach.

Train church members to be mentors to youth in temporary placement to give them an opportunity to know them firsthand. This is a general approach.

Use church bulletins and members to highlight the need for a targeted group of youth (i.e., teenage mothers and babies, youth with juvenile delinquency history, etc.) This is a targeted approach.

Educating and Engaging the Community

o How can you target recruitment efforts to a local community or neighborhood using data as the foundation for decision-making?

Use data to determine where children in out-of-home care are from by zip code or neighborhood.

Use data to determine where foster parents live.

Use data to determine specific characteristics of the children in out-of-home care.

o How can you learn about targeted communities’ needs and beliefs?

Ask community members about perceptions of what it takes to become a foster parent.

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Ask community members about perceptions of foster children.

Ask community members about what they think the children and families in their community need.

How can you customize information for targeted communities?

Develop a database using the data and information collected.

Develop fact sheets about the targeted community using data and information. These fact sheets can describe the children in the community who need foster care and what their needs are.

Develop fact sheets that dispel myths and misperceptions around foster children and foster parenting. Based on what you learn by asking community members what they believe, you can tailor these fact sheets to respond directly to their misperceptions. You can also tailor them by language and culture.

o How can you engaging the business community and other community partners?

Play “Heart Galleries” that tell the story of specific children and youth in the lobbies of local businesses.

Insert recruitment materials or messages in paychecks of local businesses.

Initiate a grocery store recruitment effort. Teams learned that many grocery stores are willing to have a recruitment table located at the front of the store.

Create foster care business cards to distribute at community business breakfasts.

Engage Mad Dads—a faith-based urban ministry of men committed to keeping youth off the street—as new partners in neighborhood-based education and recruitment.

Meet with the editorial board of the local newspaper. Gain the board’s support for running a series of stories about children in foster care.

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o How can you combine strategies in conducting a campaign in the targeted community?

Invite businesses, local community groups, and existing foster parents to an informational meeting. The foster parents can dispel myths by giving firsthand accounts of their experience.

Tell the story of foster care and the needs of children and youth in the community. Share the data about the needs of children and families in the neighborhood/community.

Hold an open house in the home of an existing foster parent—so they can tell their story to their neighbors.

Partner with local newspaper and local publications to highlight multiple stories in the local newspaper of children in foster care who were successfully reunited with siblings or family members or who found a permanent family due to the support of the foster parents.

Recruitment of Homes for Youth and Siblings.

o How can the team (case manager) engage youth in identifying possible caregivers?

Ask youth who it is that matters most to them in their lives, including family members, godparents, neighbors, friends, teachers, employers, and others. Ask these questions early and ask them often.

Use ecomaps and genograms to identify connections for youth and ways to maintain sibling groups.

Engage residential facilities in the identification process by asking the facilities to keep track of who is visiting the youth, who the youth is contacting, and who the youth is talking about.

o How can you draw upon the pool of existing foster parents?

Ask foster parents who care for younger children if

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they are interested in caring for older youth and sibling groups.

Allow to them meet older youth in various situations before they commit to fostering them.

Invite foster parents that care for older youth to mentor new families that are caring for older youth. These buddy systems and mentor programs often result in the type of support that foster families need. They also help form connections among older youth placed in different homes.

Ensure that the foster parents who participate in parent preparation pre-service training and orientation events enjoy the company of teenagers and have cared for sibling groups.

o How can the team (case manager, foster parent) help youth build connections with caring adults?

Create mentorship programs between young people in care.

Utilize Big Brother/Big Sister or adult companion programs for youth and siblings in care.

Engage former foster parents that have previously cared for older youth and sibling groups. Invite them to become mentors to young people currently in care.

Activity STOP

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Display slide 4.1.9: Minimum Standards for Foster Homes (PG: 7)

Ask participants to review Florida Administrative Code 65C-14.030 for minimum standards and their requirements.

Emphasize that minimum standards should not suggest that quality is not factored in. Facilitator should discuss how a family may meet minimum standards, but how quality may be impaired or marginal to include ways the licensing specialist can address this early on.

Ask: How do these minimum standards affect the licensing process?

Pause and let participants respond. Participants should identify the following:

At this point in the process, these standards allow the licensing specialist to select out those families who cannot meet the standards or help guide families so they may come into compliance prior to taking the next step.

Display slide 4.1.10: Phase 1: Recruitment and Inquiry, Initial Contact (PG: 7)

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Say: This initial contact is very important and is sometimes overlooked. Studies have shown that the great majority of people who initiate contact do not go through with the process. First impressions do matter. The first interaction is a time to make a good impression by answering questions in a friendly, postive manner and to provide correct information about nonnegotiable requirements.

At the point of initial contact, families are be provided with the basic information regarding becoming a foster parent. Specifically, that children:

Range in age from infancy to 17 years old.

May have special medical, physical or emotional needs.

Belong to any ethnicity or race.

May be a part of a large, sibling group who need to be placed together.

The agency must also elicit basic information from the individuals/couples about their family and home setting in order todetermine if they meet minimum requirements. The goal is to provide enough information on nonnegotiables so that the potential foster parent will provide information that will save the agency valuable time and resources. If the potential foster parent meets these requirement, the licensing specialist should extend an invitation to the potential foster parent to attend an orientation. These basic requirements include:

At least 21 years old.

Good physical and mental health.

Adequate sleeping space.

Adequate income to support existing household expenses.

During this initial contact, we aslo explain that they will be required to do the following:

Satisfactory health inspections.

Proof of vaccinations for all pets in the home that require vaccination.

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Participate in 21 hours parent preparationpre-service training and attend a minimum of 8 hours or more of training each licensed year.

Undergo criminal background checks for those individuals 18 years and older who live in the home.

Pass all clearances including abuse registry and local records checks. Children age 12 – 17 will also undergo juvenile justice background screening clearances .

Navigate through Fostering Florida’s Future to explore the website. Click on “Getting Started Fostering” to discuss the four questions posed to potential foster parents:

Why should I become a foster parent?

How do I become a foster parent?

Who can become a foster parent?

Am I ready to be a foster parent?

Say: This initial contact is very important and is sometimes overlooked. Studies have shown that the great majority of people who initiate contact do not go through with the process. First impressions do matter. The first interaction is a time to make a good impression by answering questions in a friendly, postive manner and to provide correct information about nonnegotiable requirements. with experience and knowledge. It is also a time to elicit some key information from the potential foster parent.

Ask: What could stop a family from moving forward at this point?

Pause and let participants respond. Participants should identify the following:

Family does not meet minimum requirements.

Family decides not to move forward.

Display slide 4.1.11: Phase 1: Recruitment and Inquiry, Orientation (PG: 8)

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Say: After the initial contact, potential foster parents are invited to an orientation. As licensing specialist, you will be responsible for conducting these orientations.

This event should give potential foster parents a basic understanding of:

Who the children who need care are.

The roles and responsibilities of foster parents.

The process they will need to go through.

The next steps they will take on the journey.

It is important to establish the ground rules and fully explain that the assessment process requires that potential foster parents answer questions about their personal life, beliefs, finances, and their history. It must be further explained that their answers to these questions will be evaluated to determine if they are suitable for fostering. They should understand that fostering is a priviledge and that it is possible a license will be denied to them.

During the orientation, potential foster parents may begin to understand challenges of fostering. They will learn more about the background of some of the children and the length and rigors of the process.

At this point in the journey, potential foster parents may become conflicted and their emotions may come to the surface. You should encourage them to ask any questions. Also explain that they do have to make any major decisions right away. The only decision they need to make is whether or not they want to continue to the next step.

Ask: What are some of the conflict and emotions people might face at this point of the process?

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Pause and let participants respond. Participants should identify the following:

Fear of the unknown. Concern that they may not have the skills to help the children. Fear of the children themselves. Fear of working with birth families. Feeling overwhelmed by the initial licensing process.

Ask: How can the licensing specialist help address these conflicts and emotions?

Pause and let participants respond. Participants should identify the following:

Be encouraging, but honest.

Be informative and provide specifics.

Treat the participants with respect and remember that all questions/concerns are legitimate and require feedback. If you do not have the answer immediately, make certain to let them know you will get back to them with an answer as soon as possible.

Provide examples and enlist the help of an existing foster parent to provide real life experience.

Display slide 4.1.12: Phase 1: Recruitment and Inquiry, Information, Forms and Pre-Screening (PG: 8)

Say: During orientation (or prior to) the licensing specialist can provide information to the potential foster parents which MAY include, but are not limited to:

Specific licensing agency information form.

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DCF release of information form.

Agency pre-registration form.

Agency specific terms of licensing acknowledgement.

Agency specific family monthly financial worksheet.

Family profile information.

Upon submission of the release of information form, the licensing specialistassessthe results of the child abuse and criminal history checks as a part of the initial inquiry and licensing process. We covered these important background screening checks during our previous module.

Ask participants to review some of the state-wide forms in the resource section of the participant’s guide including the application, release of information and release of medical information forms.

Display slide 4.1.13: Background Screening (PG: 9)

Say: The Department must conduct background screenings on anyone who is applying for initial licensure or re-licensure. These screenings must include all adult household members and any individual who will have unsupervised contact with the child or whose presence in the home has the potential to affect the health, safety and welfare of the children in the home.

These screenings shall, at a minimum, include:

Fingerprinting.

Statewide criminal and juvenile records checks through the Florida Department of Law Enforcement (FDLE).

Federal criminal records checks through the Federal Bureau of Investigation (FBI).

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Local criminal record checks through local law enforcement agencies, and may include records of any responses to the home by law enforcement that did not result in criminal charges.

Records checks through the department’s Statewide Automated Child Welfare Information System (SACWIS) regarding child abuse and neglect investigations and civil court records checks regarding domestic violence complaints and orders of protection must also be included.

o If the applicant or any other adult household member has resided in any other state during the past five years, requests for abuse and neglect histories must be made of those states, and the results of such requests included with the application documentation.

o Only abuse and neglect reports in which the person being considered for licensure was named as the “caregiver responsible” for the abuse or neglect may be used for initial licensing decisions.

o If the person applying is or was a licensee of the department and was named in any capacity in three or more reports during a five year period, regardless of classification, those reports may be reviewed by the department for their relevancy as it relates to the licensing decision.

o All reports in which the person seeking licensure or re-licensure was named as the “caregiver responsible” must be considered for licensing purposes. For homes being considered for licensure for longer than one year, all abuse reports with any findings shall be considered.

Local areas may obtain abuse checks differently. Example, in one area, Community-Based Care (CBC) might run the FSFN check. Statewide FDLE, local and DJJ checks are now requested via FSFN through the background screening link which is available for 72 hours once results are ready for viewing.

FBI checks are only received via live scan process.

Statewide and local checks via FSFN will only generate Florida information and local checks based on address built into FSFN.

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Local checks from another county may need to be requested directly by the licensing specialist by contacting the other county.

Navigate through UHS to demonstrate how to request background checks.

Demonstrate how to conduct an abuse check from FSFN.

Ask: What could stop a potential foster parent from moving forward at this point?

Pause and let participants respond. Participants should identify the following:

Disqualifying to abuse history.

Disqualifying on criminal history, although exemptions can be filed.

Financially insolvent or inadequate income or financial resources.

Family decides not to move forward or “self-select” themselves out.

Activity #2: Conducting a Foster Parent Orientation

Purpose: To facilitate participants’ ability to conduct a foster parent orientation and answer questions and concerns potential foster parents may have.

The process and next steps will be covered throughout this module’s training. A basic overview of the process is provided for participants to reference during this activity.

Materials:

Conducting a Foster Parent Orientation worksheet (PG: 10)

Trainer Instructions:

Divide participants into four groups. Assign each groups one aspect of the orientation to cover:

o Who the children who need care are.

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o The roles and responsibilities of foster parents.

o The process they will need to go through.

o The next steps they will take on the journey.

Ask participants to use their worksheet to take notes and prepare their role play. The role play should consist of content to cover and questions that potential foster parents may ask.

Ask each group to conduct their role play for the large group.

Debrief activity with large group.

Activity STOP

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Unit 4.2: Initial LicensingTime: 6 hours

Unit Overview: The purpose of Unit 2 is to provide a detailed overview of the initial licensing approval process when a potential parent applies for foster care licensure.

Learning Objectives:

1. Identify the steps involved in the initial licensing process.

2. Demonstrate the strategies to gather information about the strengths and needs of the family.

3. Identify strategies for resolving common approval problems.

4. Explain the importance and process of collecting and documenting proof of compliance.

5. Explain grounds for denial and demonstrate the strategies to work with potential foster parents to resolve these issues.

6. Identify and discuss the impact of various state laws that affect interstate approval.

7. Given a specific problem with approvals, determine and implement the correct strategy to resolve it.

Trainer Instructions and Script:

Display Slide 4.2.14: Unit 4.2: Initial Licensing (PG: 11)

Say: The purpose of Unit 1 is to provide a detailed overview of the licensing approval process when a potential parent applies for foster care licensure.

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Display Slide 4.2.15: Learning Objectives (PG: 11)

Display slide 4.2.16: Phases of Assessment: Initial Licensing (PG: 12)

Say: If the potential foster parent appears to meet the minimum standards during the initial inquiry and and pre-screening phase, the licensing specialist will conduct a licensing study based on Florida Administrative Code which captures licensing standards to determine if an initial licensing can be issued. During this phase, a licensing specialist’s job tasks include:

Reviewing and evaluating the potential foster parent’s Family Profile.

Capture background screening results and address any concerns, even if they are not disqualifying results.

Conducting required home visits with potential foster parents.

Conducting and documenting thorough home inspections.

Collecting and evaluating legal documents to assess suitability to serve as an effective foster parent.

Collecting and evaluating references to assess suitability to serve as an effective foster parent.

Securing potential foster parent signatures on mandatory licensing forms.

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Developing a formal, written home study recommending or denying licensure.

Submitting licensing file for approval or denial.

Issuing a license.

Notifying potential foster parent of denial.

Display slide 4.2.17: Phase 2: Initial Licensing Information (PG: 13)

Say: During initial licensing, the licensing specialist will compile information for licensing purposes and use various tools or activities to identify strengths and needs for potential foster parents. These tools include:

o Parent preparation pre-service training.

o Potential foster parent observations during parent preparation pre-service training.

o Completion of a Unified Home Study.

o Face-to-face interviews.

o Family profiles.

o References from others such as personal, employer and adult child of the potential foster parent.

o Partnership Plan (tied into the 14 skills within the Unified Home Study).

o Home Observations via home visits.

o Licensing Standards Checklist for 24-Hour Family Care 65C-

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14.

Display slide 4.2.18: Phase 2: Initial Licensing, Pre-Service Training (PG: 13)

Say: Each potential foster parent is required to participate in the parent preparation pre-service training. The purpose of the training is to assist potential foster parents with reviewing and learning parenting skills necessary for providing care for foster children, as well as anticipating challenges. The requirements for foster parenting are reviewed for licensure, in addition to the numerous rewards in making the difference in the lives of children.

Initial Licensure requires 21 hours pre-service training per FAC65C-14. Licensing specialists must be trained to utilize parent preparation pre-service trainings such as PRIDE, MAPP, or other department-approved curriculum.

The primary topics in pre-service training include:

o Orientation regarding agency purpose, objectives, resources, policies, and services.

o The role of the foster parent as a treatment team member.

o Transition of a child into and out of foster care, including issues of separation, loss, and attachment.

o Management of difficult child behavior that can be intensified by placement, by prior abuse or neglect, and as a result of prior placement disruptions.

o Prevention of placement disruptions.

o Care of children at various developmental levels, including appropriate discipline.

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o Effects of foster parenting on the family of the foster parent.

Display slide 4.2.19: Potential Parent Observations (PG: 14)

Say: Communication between the licensing specialist who completes the licensing process and home study and the trainer who is conducting the parent trainings is critical. Assessment occurs in training as well as through the other methods such as home visits. Throughout the training, the trainer will be observing the potential foster parent and collecting data. The licensing specialist and the trainer need to discuss the parents in order for them to triangulate data about potential foster parents.

Display slide 4.2.20: Phase 2: Initial Licensing, Home Study (PG: 15)

Say: The home study is an in-depth interview process that typically takes two months to complete. Once the potential foster parent signs an application to become licensed, DCF must approve or deny within 90 days of the application being signed, so the home study must be completed within this timeframe.

The home study is the cornerstone of the assessment process. It provides comprehensive picture of the foster parents and establishes safety and well-being for children in the licensed home.

As licensing specialist, you will visit a potential foster home to interview the potential foster parent(s), members of the family as

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well as others that may visit the the home regularly. The primary purpose of the home study is to determine that an potential foster parent meets the requirements and is suitable to provide care of foster children.

This is your opportunity to learn about the parenting strengths of the family and educate families about fostering. You will also begin the discussion with the family about what type of child would best fit in their home, but remember part of your job is educate families about the children in our system and to help a foster family expand their idea of who they are willing to foster.

You will conduct a minimum of two home visits face-to-face in order to capture a full picture of the family and home. One of the visits must include the entire family, including children.

o During the first visit, you will also conduct an initial walk-through to inform potential foster parents of the licensing safety standards , and to provide guidance on how to prepare their home for compliance purposes.

o The second visit, will take place shortly before the family is licensed and the potential foster parents should be fully prepared to accept children at this time.

o Once the home visits have been completed, you should consult with your supervisor to determine if a family needs further consultation.

o An environmental scan outside of the home in the neighborhood should also occur to assess for any safety concerns such as a body of water.

You must review/complete the following documents with the potential foster parents during the home study process:

o Application for Licence to Provide Out-of-Home Care for Dependent Children (CF-FSP 5007).

o Release of Information (CF-FSP 5090).

o Authorization for Release of Health and Medical Information for Potential Foster and Adoptive Parents (CF-FSP 5230).

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o Partnership Plan for Children in Out-of-Home Care (CF-FSP 5229).

o Confidentiality Agreement (CF-FSP 5087).

o Acknowledgement of Firearms Safety Requirements (CF-FSP 5343).

o Affidavit of Good Moral Character (CF-1649).

It is important to note that the intent of the home study is to assess a potential foster or family’s strengths and needs. Provided a family meets all other requirements, the purpose of the home study is not to identify issues that would prohibit them from becoming licensed or having a child placed with them. Instead, it should identify how we can support the family to help them successfully parent any child placed in their care.

It is also important to note that integrity and the ability to be forthcoming are important to stress during the home study process and all aspects the assessment review process. Foster parents must sign their home studies which indicate that the captured information is accurate for recommendations purposes. Failure to do so could result in license denial.

Ask: What are critical things to look for during a home study?

Pause and let participants respond. Participants should identify the following:

The family's motivation for applying to become foster parents. The strengths, needs and personal adjustment of each member of

the household. All members who reside in the household. Adjustment of any biological or adoptive children in the home and

their willingness to become a foster sibling. The potential foster parent's ability to provide for the social,

medical, educational and emotional needs of a child. The family's religious orientation. The marital stability and the family's formal and informal support

system. The potential foster parent's attitude and willingness to work in

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partnership with the child's biological family. The types of children that would be appropriate for the family to

foster. Advise foster parents if they have areas they need to address

regarding safety issues.

Display slide 4.2.21: Who Uses a Unified Home Study? (PG: 15)

Say: The Unified Home Study is used for all types of home studies including:

Emergency placement (completed by CPIs).

Initial license for foster home (including for ICPC if required by sending state or OTI if out of county).

Re-licensing a foster home.

Relative placement (planned placement completed by services worker).

Non-relative placement (planned placement completed by services worker).

Adoptive placement.

Display slide 4.2.22: Unified Home Study Collaboration (PG: 16)

Say: The Unified Home Study (UHS) is progressive, in that it can expand and change based on the home and the child’s situation. For example, a case manager completes necessary parts of the

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UHS when conducting a study of a relative’s home for placement of a child. The same home study is built upon for licensing if the relative later requests to be licensed as a foster parent. The study can then become an adoptive home study if the foster parents apply to adopt. The Unified Home Study is also for conducting ICPC studies for out of state requests.

A licensing specialist can use the Unified Home Study to collaborate with case managers and vice versa.

Licensing specialists should be able to update existing home studies or take information from existing home studies to create a new one for foster care Licensing purposes.

In FSFN, there are different home studies. Child’s legal status drives the home study. Ideally, we want only one home study and system asks you to save the original home study under updated name (“save as”) instead of creating a new one, but that does not always happen.

o Example: Case managers might start a non-relative home study. If the child is in foster care, licensing specialist would complete an initial licensing home study or re-license if this is an existing home.

o Example: If a family is moving from being a relative or non-relative home to be licensed, it will most likely be because there is a child already in the home. In this case, a child specific home study is created and customized with a certain child in mind.

Licensing specialists can collect and assess feedback on foster parent performance (for re-licensing), as well as team member performance. These tools can be used for this assessment:

o Case Manager Review of Foster Parent.

o Foster Parent's Review of Investigator.

o Investigator Review of Foster Parent.

o Child Exit Interview about Foster Parent.

Discuss types of instruments from which licensing specialist gather information and can expect to assess: (They also need to be able to talk to the parents or caregivers if necessary).

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Recommendation from other licensing agencies if previously licensed or currently licensed but transferring to a different agency or county.

Refer participants to PG 17 and look at Additional Resource Material: Unified Home Study.

Demonstrate the Unified Home Study, its sections and the types of information the licensing specialist can gather when using it.

Household composition.

Assess needs of current children in the home.

Impact/stressors associated with additional children such as child care or impact on work schedule.

Financial impact.

Coping skills.

Mental health and substance abuse history.

Home environment (indoor/outdoor) which include sleeping arrangements, swimming pools, etc.

Supports available to family.

Discipline techniques (how did you discipline your children/how were you disciplined as a child).

Potential parent states the age, gender, race and any special needs of child they wish to foster/adopt (parents needs to feel comfortable/confident with placement.

Point out the sections the licensing specialist must complete and their purposes:

Section I: Demographics.

Section II: Background/Qualifications.

Section III: Financial Security, Resources and Child Care Arrangements.

Section IV: Narrative Family Assessment.

Demonstrate the sections (Initial Licensing) in terms of how the they support the six domains discussed in core:

Facilitator Note: When reviewing Section II, Background/Qualifications, explore the history of abuse

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and neglect and how it may or may not have been addressed.

When reviewing Section II of the UHS, point out how the questions and sub-sections:

o Assess parent’s temperament, the level of their social coping skill, parenting philosophy and how they approach discipline.

o Assess family’s everyday life – asks, “How were your children when you were parenting them, how did you discipline them, what are your belief systems toward parenting?” “What are your support systems and what do you do for fun?”

Navigate through FSFN to explore home studies and illustrate the points above.

While reviewing examples of home studies on FSFN, identify examples that are both eligible and ineligible for licensure approval, asking participants to determine if the data entered meets the basic requirements for licensure approval.

For this discussion, focus on:

Financial.

Household composition.

Home environment.

Discipline techniques.

Discuss strengths and areas that require further assessment.

Ask participants to think about the home studies in terms of the question, “If my child had to be cared for by a stranger, what would I want to know about that person?” and determine if the home studies provide enough information about an applicant.

Display slide 4.2.23: First Interview (PG: 51)

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Say: As a part of the home study process, you will need to conduct interviews with the family.

During your first interview, you want to begin screening for early warning signs of potential problems as well as begin the process of identifying strengths for placement purposes. You also want to continue educating the family on the agency’s needs. Let’s begin the discussion on home study interviewing by looking at a sample interview question and some answers it may evoke and follow-up questions we should consider. This question and the ones that follow in the activity are found in the book, “How to Screen Adoptive and Foster Parents: A Workbook for Professionals and Students” by James L. Dickerson, Mardi Allen, and Daniel Pollack (2011).

Question: How long have you been considering fostering?

o Answer 1: “I have no idea.” This answer is evasive and requires follow-up to determine if there is disagreement in the family about fostering. The licensing specialist should ask a follow-up question to determine which partner first thought it was a good idea.

o Answer 2: “For a few years maybe.” Could indicate ambivalence or hostility about the idea. A follow-up to determine the decision-making process could be, “Why do you think it has taken so long to make a decision.”

o Answer 3: “We have talked about it for a long time, but not until recently did we decide to pursue it.” This answer indicates that there were reasons for the delay such as financial, health or other issues.

Activity #1: Home Study Interviews: First Interview

Purpose: To evaluate answers to initial interview questions and determine follow-up questions to find out more information.

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Participants should be encouraged to obtain a copy of “How to Screen Adoptive and Foster Parents: A Workbook for Professionals and Students” by James L. Dickerson, Mardi Allen, and Daniel Pollack (2011).

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Materials:

“How to Screen Adoptive and Foster Parents: A Workbook for Professionals and Students” by James L. Dickerson, Mardi Allen, and Daniel Pollack (2011).

PG: Home Study Interviews: First Interview worksheet (PG: 52).

Trainer Instructions:

Ask participants to work in pairs. Divide the questions up between the pairs.

Instruct participants to review the questions and determine why they are important. Then ask them to assess the potential answers and provide follow-up questions.

These questions and answers include:

Question 1:

o Why do you think the time is right for foster parenting?

Possible Answers:

“Our life is at a place where we think we have something to offer children.”

“We just feel that children will make our marriage stronger.”

“We have given up on having children of our own.”

Question 2:

o Are you able to have birth children? If you can have birth children, why have you decided not to?

Possible Answers:

“Because the world has too many children in need of homes.”

“Because I (or my partner) have a history of genetic diseases of a troubling nature and we are afraid to have birth children.”

“Because I have a fear of childbirth.”

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Question 3:

o “How does it make you feel that you cannot have birth children?”

Possible Answers:

“It makes me angry.”

“It makes me sad.”

“It makes me happy.”

“It is just one of those things you have to accept.”

Question 4:

o “What age child would you like to foster?”

Possible Answers:

“An infant….a preschooler….a school age.”

“What age would you recommend?”

“We really don’t care.”

“I don’t know—I’ve never really thought about it.”

Question 5:

o “Describe the child who you think would fit best in your home.”

Possible Answers:

“Someone with no health or mental problems.”

“A child that looks like me or my partner.”

“A child that needs love and guidance.”

“A child that no longer has contact with his mother or father.”

Question 6:

o “How do you think fostering will change your life?”

Possible Answers:

“I don’t know”

“I think it will make us feel more like a family.”

“I don’t think it will change our life.”

“In ways we can only dream about.”

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Question 7:

o “What do you think is the most difficult thing about raising a foster child?”

Possible Answers:

“Replacing the love and affection they have lost.”

“Helping them overcome their past.”

“Planning for the extra expense.”

“Sharing them with their birth family.”

Question 8:

o “How does your extended family feel about you fostering a child?”

Possible Answers:

“They think we are crazy.”

“We have not told them since they are very much against foster care.”

“They love the idea.”

“They said they will support our decision.”

Question 9:

o “How do you feel about fostering a child with developmental disabilities?”

Possible Answers:

“I think it would depend on the severity of the disability.”

“We don’t think we could handle that at all.”

“We don’t know that much about it.”

“I don’t know why not. I have a cousin who is retarded.”

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Question 10:

o “How would you feel about fostering a physically challenged child?”

Possible Answers:

“I guess it would depend on the severity of the disability.”

“I don’t think I am strong enough, if you think it would involve lifting.”

“We don’t think that someone with a physical disability would be a good fit for our family.”

“We talked about that and it is a possibility, depending on the child’s age.”

Question 11:

o “How do you feel about fostering a child with emotional problems?”

Possible Answers:

“I guess it all depends. Could you explain the different levels of problems in more detail?”

“My sister was diagnosed with emotional problems and I was raised in that environment. I think we could handle it, but it would depend on the age of the child and how engrained the emotional problems are.”

“Absolutely not! Something like that would drive me crazy.”

“We are open to discussing it further on an individual child basis.”

Question 12:

o “How do you feel about fostering a child who has been sexually, emotionally or physically abused by his or her parents or caregivers?”

Possible Answers:

“I don’t think I could handle the stress.”

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“I was abused as a child, so I think I would have a good understanding of the problems involved.”

“That wouldn’t be our first choice, but I think we could be supportive of the child.”

“I don’t know why not—we’d treat her like we would any other child.”

Question 13:

o “How do you feel about fostering a child of a different race?”

Possible Answers:

“We would be open to fostering a child from a different race.”

“We could not be accepting of a child from a different race.”

“Depends on the race. Hispanics are almost white. We could accept them, probably.”

Question 14:

o “How do you feel about fostering a child of a different religion?”

Possible Answers:

“Depends on what the religion is. I am Baptist. I wouldn’t mind a Methodist, but I wouldn’t be interested in a Jew or a Muslim.”

“We are agnostic and we wouldn’t be comfortable carting a child off to church every Sunday.”

“We would be fine with a child of any religion and we would do our best to see that they maintain a relationship with the religion with which they have been raised.”

“We are spiritual but do not attend church every Sunday. Is that a requirement?”

Question 15:

o “How would you feel about fostering a child whose birth parents are under court order not to try to contact the child?”

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Possible Answers:

“Parenting a child is hard enough as it is. I don’t think we could cope with a crazy parent banging on our door all the time.”

“I suppose it would depend on the reasons why they are under court order.”

“I think we could handle that with your help.”

Question 16:

o “How would you feel about fostering a child whose parent is in prison?”

Possible Answers:

“Regardless of what their mom or dad has done, they still need love.”

“I would be afraid that the child will have criminal tendencies.”

“I would be concerned about whether the parent was convicted of a violent crime, and whether they would be getting out of prison any time soon.”

Question 17:

o “How do you feel about fostering a juvenile offender?”

Possible Answers:

“You mean someone who has been to jail? I don’t think so.”

“I guess that would depend on the nature of the offense.”

“Juvenile offenders need homes, too. We’ll give it a try.”

Question 18:

o “How do you feel about fostering siblings?”

Possible Answers:

“I don’t think we have room for more than one child.”

“We would be fine with taking in a small family.”

“That would depend on their ages.”

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Question 19:

o “How would you feel about caring for a child who has been diagnosed with in curable disease or immune suppressed challenges?”

Possible Answers:

“I think we could do that. We have a family member who was diagnosed with that disease. Of course, we would need a lot of support from you.”

“Oh no. I was afraid you would ask that. I’m sorry to say I don’t think we could cope with that.”

“That is simply too scary for us to handle.”

Question 20:

o “Once a child has been placed with you, it is our agency’s policy to make unannounced visits. How do you feel about that?”

Possible Answers:

“That’s fine. I understand that you have a duty to protect the children in your care.”

“Oh, I think that would make me too nervous.”

“Wouldn’t that be an invasion of my privacy?”

Ask groups to present their questions, importance of the questions, assessment and follow-up questions.

Debrief activity with large group.

Answers can be found in “How to Screen Adoptive and Foster Parents: A Workbook for Professionals and Students” by James L. Dickerson, Mardi Allen, and Daniel Pollack (2011) pages 25-37.

Activity STOP

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Display slide 4.2.24: Follow-up Interviews (PG: 62)

Say: After your initial interview, you will probably have follow-up questions and need clarification. In the cases of follow-up interviews, you need to be especially prepared. You must not only prepare the questions, but also anticipate the answers. Three keys to successful follow-up interviews include:

Understand the intent of the question. If your supervisor suggests the question, understand ask him/her the reasoning behind it.

Make sure you understand cultural differences between you and the interviewee and examine your questions in relationship to any bias on your part.

Know the range of possible answers to the question and have follow-ups for those.

Remember your responsibility in this process is to the children in our care. Your intent is to find out information to be able to assess if this family is right for fostering. Sometimes these questions, especially during follow-up can make people uneasy and lead to misunderstandings.

While, you are asking difficult questions while screening for this important job, it is always important to also to remember to be respectful and friendly.

Display slide 4.2.25 Individual Interviews (PG: 63)

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Say: After you have interviewed the family jointly, you may wish conduct individual interviews. For example, if one potential foster parent does not appear to be as forthcoming, a recommendation can be made to call them at a later time. It is important to note that if questions are duplicative, you shouldn’t ask them again during an individual interview, but rather use the opportunity to ask follow-up questions.

Individual interviews allow you to better understand each person, to compare responses, and to assess the relationship.

Activity #2: Home Study Interviews: Individual Interviews

Purpose: To evaluate answers to individual home study questions and determine follow-up questions to find out more information.

Participants should be encouraged to obtain a copy of “How to Screen Adoptive and Foster Parents: A Workbook for Professionals and Students” by James L. Dickerson, Mardi Allen, and Daniel Pollack (2011).

Materials:

“How to Screen Adoptive and foster parents: A Workbook for Professionals and Students” by James L. Dickerson, Mardi Allen, and Daniel Pollack (2011).

PG: Home Study Interviews: Individual Interviews worksheet (PG: 64).

Trainer Instructions:

Ask participants to work in pairs. Divide the questions up between the pairs.

Instruct participants to review the questions and determine why they are important. Then ask them to assess the potential answers and provide follow-up questions.

Question 1:

o “How would you describe your childhood? Was it different in any important ways from your friends’ childhoods?”

Possible Answers:

“The potential foster parent may say they had happy childhoods that did not differ significantly from their friends.”

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“The potential foster parent may ‘split the difference’ by saying that they had a happy childhood that were different from their friends’ childhoods, or by saying they had a ‘so-so’ childhood that was no different from their friends.”

“The potential foster parent may admit to an unhappy childhood and express resentment that their friends all had ‘everything they needed or wanted.’”

Question 2:

o “How would you describe your relationship with your parents?”

Possible Answers:

“Ideal—It could not possibly have been better.”

“Do I have to talk about it?”

“To be honest, we had problems from time to time, but we always seemed to work them out. The older I get, the more I appreciate my parents.”

Question 3:

o “Were you ever emotionally, sexually or physically abused as a child?”

Possible Answers:

“No. Nothing like that happened to me.”

“I don’t think so. If it did, I don’t remember it.”

“Yes.”

Question 4:

o “What are the highlights of your childhood?”

Possible Answers:

“The time mom and dad took us on a trip out West.”

“The time I was chosen Miss/Mr. High School. It’s been downhill ever since.”

“The time I escaped after this guy broke into the house and tied me up.”

Question 5:

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o “Did you ever undergo a traumatic event as a child?”

Possible Answers:

“No.”

“Just my mom and dad’s divorce.”

“Some things are not comfortable talking about.”

Question 6:

o “How were you disciplined as a child?”

Possible Answers:

“My daddy wore me out with a belt.”

“Mother was in charge of that. She usually sent me to my room.”

“Mother and Father both disciplined me. Mother handled the little things. Dad took care of the big things.”

Question 7:

o “Tell me about your relationship with your siblings.”

Possible Answers:

“There’s not much to tell. We were never close.”

“We were like that television family, the Waltons. It was cozy.”

“We love each other, but we don’t especially like each other.”

“We don’t have a bad relationship, but they live a thousand miles away and we don’t see each other often and that has created a strain in our relationship.”

Question 8:

o “Did you participate in extra-curricular activities in high school?”

Possible Answers:

“Yes. I played in the band and was editor of the school newspaper.”

“No. I wasn’t much of a joiner. I just put in my time and went home.”

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“I played basketball, but I think I enjoyed being in the Poet’s Society more.”

Question 9:

o “Were you ever bullied by other students?”

Possible Answers:

“Yes. Especially in grammar school.”

“No. I never had any problems along that line.”

“If anything, I was the bully. I would never tolerate being bullied by anyone.”

Question 10:

o “How often do you go to work early? How often do you work late?”

Possible Answers:

“I live 20 minutes from where I work, but I have it timed so that I arrive punctually at 10 till 9. I don’t think I’ve ever been late. I’ve had to work late very few times because I get my work done in a timely manner.

“I arrive about an hour early every day so that I can get caught up on my work while the office is nice and quiet.”

“I’m usually a minute or two late. But I work late quite a bit, which doesn’t make my husband too happy.”

Ask groups to present their questions, importance of the questions, assessment and follow-up questions.

Debrief activity with large group.

Answers as well as additional questions can be found in “How to Screen Adoptive and Foster Parents: A Workbook for Professionals and Students” by James L. Dickerson, Mardi Allen, and Daniel Pollack (2011) pages 57-104.

Activity STOP

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Display slide 4.2.69: Written Profiles (PG: 69)

Say: Potential foster parents will be asked to develop written family profiles as a part of the process. These profiles include information about the family (such as activities they like to do together) and information about each member within the family.

Depending upon the agency, profiles can include questionnaires, Lifebooks, photos, written paragraphs, etc. The profiles can also include a letter to the child and birth family to help with transition.

Ask: How do family profiles help us to assess potential foster parents at initial licensure?

Pause and let participants respond. Participants should identify the following:

Gives a first-hand account of the family, in their own words.

Provides insight into what the family thinks is important.

Display slide 4.2.27: References (PG: 70)

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Say: References provided should include: personal, professional, neighbor, family and school (for families with children living in the home). References not only provide valuable information about potential foster parents, their ability to foster, their support system and their motivation, they are also a valuable source for verifying information provided by the potential foster parent.

Display slide 4.2.28: Partnership Plan (PG: 70)

Say: The Partnership Plan is fully-aligned with the Unified Home Study. Because we require foster parents to be a member of the professional care team for children, they must embrace and demonstrate an ability and willingness to accomplish each of the commitments. You will be reviewing the Partnership Plan with potential foster parents during the home study process and must be able to explain and assess for each commitment.

Display slide 4.2.29: Home Observations (PG: 71)

Say: In addition to documentation, you will also need to use your eyes! Many aspects of the home study require observations. Not only must you observe family interactions, you must also observe elements that meet or do not meet agency requirements. Required safety observations are included within the Licensing Standards Checklist for 24-Hour Family Care which we will discuss in a moment.

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Display slide 4.2.30: Writing a Unified Home Study (PG: 71)

Say: While you are gathering information, you are also writing your Unified Home Study. The Unified Home Study is completed in the Florida Safe Families Network (FSFN).

When writing your home study, document strengths as well as concerns that could potentially jeopardize a child’s placement. Refer to and incorporate information from supporting documents and observations into your narrative, such as: a summary of your investigation into background checks and referral history, verification from collateral references, etc. Summarize all pertinent information from other documents. Do not state in the home study narrative to see other forms!

It is also important to remember that you must be careful and accurate in everything you write in order to protect the agency as well as to protect the child and family.

Things to know about completing a Unified Home Study in Florida Safe Families Network (FSFN).

FSFN is a central repository, including several types of home studies that can be entered into one location. The types of home studies which can be entered are relative/non-relative, licensed, adoptive, Interstate Compact for the Placement of Children (ICPC).

Information collected for a home study can easily be applied to more than one type. For example, descriptions of the home and physical environment; interaction and relationships among family members; medical, education, employment and marital histories; parenting experience and skills and so on, are all part of comprehensive home studies for a variety of placement needs.

The Unified Home Study helps to decrease the number of duplicate Person Provider entries. As part of the Safe Children Coalition (SCC) this is helped even further through

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the Data Entry Unit. When a Person Provider record needs to be added, a request for that addition is made to the Data Entry Unit through the SCC Data Portal. Data entry staff will do a thorough search of the system to make sure the Person Provider does not already exist and then add the new Person Provider if indeed they are not already in FSFN.

When a Person Provider record is created, a type will also be assigned. Only one type may be assigned to a Person Provider record. The recommended Provider Type hierarchy is:

o Foster care (licensed).

o Adoption.

o Relative/non-relative.

The Unified Home Study can be expanded over time and historical versions are retained in FSFN. It is also progressive and can be modified as a child’s case moves through the system.

Navigate through FSFN to explore home studies and illustrate the points above. Review how to merge information collected from other types of home studies and explore information entered by CPI and case managers.

Display slide 4.2.31: Phase 2: Initial Licensing, Licensing Standards Checklist for 24-Hour Family Care (PG: 72)

Say: You will be required to complete the Licensing Standards Checklist for 24-Hour Family Care as a part of the licensing process. This form is designed to ensure foster parents meet all minimum requirements and have the required documentation to indicate as such they do.

This form goes hand-in-hand with the Unified Home Study and includes four sections in which the licensing specialist must verify compliance:

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Forms such as the application, release of information, floor plan, and radon test.

Observations such as storage of guns and alcohol, fire hazards, bedrooms, and pool safety.

Information Gathered and documented in the home study such as criminal history checks, references, medical history and profiles.

Other Requirements such as fire drills, transportation, and bedroom sharing requirements.

It is important to note that as a result of the community-based care model, additional documents or requirements may be added based on that particular CBC’s expectations of a foster parent. You need to discuss these with your supervisor.

Refer participants to PG 73 and look at Additional Resource Material: Licensing Standards Checklist for 24-Hour Family Care.

Demonstrate the Licensing Standards Checklist for 24-Hour Family Care.

Point out the sections the licensing specialist must complete and their purposes:

Forms requiring verification of completion.

Observations requiring verification of compliance.

Information Gathered required content to be included in the Family Assessment.

Other Requirements of responsibility.

Display slide 4.2.32: Minimum Standards for Foster Homes (PG: 82)

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Ask participants to look at Florida Administrative Code 65C-14.030 for minimum standards and their requirements again.

Explain that these standards are referred to within the Licensing Standards Checklist for 24-Hour Family Care. Emphasize that minimum standards should not suggest that quality is not factored in. Facilitator should discuss how a family may meet minimum standards, but how quality is impaired or marginal to include ways the licensing specialist can address this early on. Minimum standards include:

The exterior of the home and premises shall be free from objects, materials, and conditions that constitute a danger to children. The home shall have a safe outdoor play area on the property or within reasonable walking distance.

The home shall have sufficient space and furnishings and be accessible to all members of the family.

Bedrooms shall have adequate space for the number of children sleeping in the room. Each child shall be provided with a clean, comfortable, permanent bed and mattress of his or her own.

Infants shall have their own crib that shall be maintained in good and safe condition and have a clean and comfortable mattress that fits snugly in the crib frame. Children of any age shall not sleep on a living room sofa, cot, or foldaway bed except in extenuating circumstances.

Animals requiring vaccinations shall be current in all vaccinations. All animals shall be well-cared for and maintained. The foster parent’s home shall have a secure method to restrict children’s access to potentially dangerous animals.

The home shall be safe from fire hazards. All combustible items shall be stored away from sources of heat. Exits, stairways, and hallways shall be free of obstacles that would hamper an emergency evacuation. The home shall have at least two exits. All doors with locks shall be capable of being opened from the inside.

Each floor in the home shall have a fully-charged fire extinguisher. There also shall be at least one operating smoke alarm on each floor. There shall be a smoke alarm in each bedroom area.

The caregiver shall have transportation available 24 hours a day. All vehicles used to transport children shall be in safe condition, in compliance with applicable motor vehicle laws of the State, and equipped with seat belts and approved car seats for children.

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Display slide 4.2.33: Proof of Compliance (PG: 82)

Say: In order complete the Licensing Standards Checklist for 24-Hour Family Care, potential foster parents must show proof of compliance for many categories. While some of these categories are based on observation and need to be recorded in the Unified Home Study, some require documentation. Examples of types of documents include:

Pet vaccinations must come from an actual veterinary clinic with seal.

Paycheck stubs from employers or other verifiers of income such as social security or retirement benefit statements.

Auto insurance declaration page which identifies all covered drivers.

Display slide 4.2.34: Assessing Characteristics, Strengths and Needs (PG: 83)

Say: You will use the family profile, home study assessment, in-training assessments, licensing standards checklist to determine a family’s critical characteristics, strengths and needs. This information is first used to determine if a license should be awarded, and will continue to be used to match children with families and to retain/relicense families.

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As you have been gathering information, observing, interviewing and writing your summaries, you have been making these determinations. This is an ongoing process and you should fully engage the potential foster family in identifying and understanding their strengths and needs.

Ask: What kinds of critical strengths can we see?

Pause and let participants respond. Participants should identify the following:

Extended family support.

Cultural awareness and sensitivity.

An understanding of family-centered practice and the goal of reunification.

Willingness to work with others.

Active participation in parent preparation pre-service training.

Submission of forms and required documentation in a timely manner.

Ask: What kinds of critical needs can we see?

Pause and let participants respond. Participants should identify the following:

Unwillingness/discomfort to care for children with trauma responses.

Unwillingness/discomfort in working with birth parents.

Unwillingness/discomfort in working with children from other cultures and other religions.

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Display slide 4.2.35: Deal Breakers and Red Flags (PG: 83)

Say: There are many nuances to the licensing process and as you gain experience, you will develop a keen sense about red flags (and grey areas) and confidence to address these areas. There may be times when you discover an opportunity when licensing a home is not the right course of action and there may be times when you can coach and assist foster parents to resolve issues. You should involve your supervisor to assist you in these assessments.

Ask: What are some red flags you might discover during the initial licensing process?

Pause and let participants respond. Participants should identify the following:

Severe discipline practices.

Financial concerns.

Criminal convictions and/or verified abuse history.

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Activity#2: Grey Areas: Assessment

Purpose: To allow participants to determine the path they would take given common gray areas presented during foster care licensing.

Sometimes a red flag is fairly blatant and easy to assess, but often because we are human, areas you note as a possible concern might be less red...and more grey. This activity will focus on many grey areas licensing specialists will encounter during the assessment process.

Materials:

Grey Areas worksheet (PG: 84)

Trainer Instructions:

Divide participants into pairs.

Ask participants to use their worksheet to take notes.

Ask participants to evaluate their grey area(s) and determine how they can use the mutual assessment process to address and/or correct the concern.

o Cleanliness—dirty dishes, clothing on floor, laundry, too clean.

o Storage—boxes stacked up/clutter.

o Visitors/guests always at house.

o Very closed in and dark.

o Broken furniture/hazardous.

o Unexplainable objects in front/back yard.

o Motivation to foster versus adoption/playmates for their children.

o Show youth how good they have it.

o Want to parent better this time.

o Discipline—none or too much.

o Literacy or English language challenges.

o Pets/how do they respond to others.

o Financial difficulty comments.

o Identified area for foster care youth is different/worse than

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other areas of the house. (foster versus birth/adopted children, children versus adults).

o Difficulty contacting them/ scheduling/partnership issues.

o Additional beds in house/foster youth’s rooms.

o Marital problems/roles (one spouse tasked with the lead on everything).

o Existing family—inability to say positives about their child.

o History of not accepting placements.

Debrief activity with large group.

Activity STOP

Display slide 4.2.36: Completing Licensing Process On Time (PG: 85)

Say: The licensing process is extensive. Early engagement with potential foster parents is critical. Some tips for completing the process on time include:

Utilize parent preparation pre-service training window to gather documents “along the way” which are built upon when putting the licensing requirements together.

Identify best methodology of requesting and receiving information (i.e., email, best day of the week if home visit is required, etc.).

Additionally, gathering documents throughout the parent preparation pre-service training window allows the licensing specialist to assess “along the way” and assist the potential foster parent with gathering information that may need to be requested from a third party. This method also allows the home visit to be more of a qualitative engagement as forms

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have been collected and more time is being spent interviewing the family and conducting an environmental scan.

Display slide 4.2.37: Phase 2: Common Approval Roadblocks (PG: 85)

Say: Considering the requirements, roadblocks can be expected and a big part of the job of a licensing specialist is to predict and manage these possible delays. Some common roadblocks include:

Following up with unanticipated data such as disqualifying offenses or unknown disposition of a criminal case or other challenging areas such as difficulty submitting supportive documentation (i.e., proof of income).

Managing time to complete the licensing process in a timely manner. Following the timeline can be challenging when there are critical follow-up requirements such as the unknown disposition of a criminal case. Licensing specialists must also account in their time management for unanticipated follow-up activities (i.e., health inspection water sample test results that are pending, pending documentation requested for criminal history).

Ask: What are some strategies for resolving common approval problems?

Pause and let participants respond. Participants should identify the following:

Internal staffings.

Peer reviews.

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Display slide 4.2.38: Laws that Affect Inter-State Approvals (PG: 86)

Say: Finally, let’s discuss several laws that affect interstate approval. These laws include:

The Adam Walsh Child Protection and Safety Act is a federal statute that was signed into law by U.S. President George W. Bush on July 27, 2006. The Walsh Act organizes sex offenders into three tiers and mandates that Tier 3 offenders (the most serious tier) update their whereabouts every three months with lifetime registration requirements. Tier 2 offenders must update their whereabouts every six months with 25 years of registration, and Tier 1 offenders must update their whereabouts every year with 15 years of registration. Failure to register and update information is a felony under the law. The Act also creates a national sex offender registry and instructs each state and territory to apply identical criteria for posting offender data on the internet (i.e., offender's name, address, date of birth, place of employment, photograph, etc.).The Act was named for Adam Walsh, an American boy who was abducted from a Florida shopping mall and later found murdered. This is a general requirement for all foster parents licensed in Florida who have moved from another state within the last 5 years.

Interstate Compact on the Placement of Children (ICPC) is a federal agreement among member states and U.S. territories authorizing them to work together to ensure that children who are placed across state lines for foster care or adoption receive adequate protection and support services. The ICPC establishes procedures for the placement of children and fixes responsibility for agencies

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and individuals involved in placing children. To participate in the ICPC, a state must enact into law the provisions of the ICPC so that:

o The child is placed in a suitable environment.

o The receiving state has the opportunity to assess that the proposed placement is not contrary to the interests of the child and that its applicable laws and policies have been followed before it approves the placement.

o The sending state obtains enough information to evaluate the proposed placement.

o The care of the child is promoted through appropriate jurisdictional arrangements.

o The sending agency or individual guarantees the child legal and financial protection.

Florida State Residence Requirements. Florida requires documentation of legal Florida residency, proof of legal status in the United States (for non-citizens) for potential foster parents not born in the United States (United States citizenship is not required). This is a general requirement for all foster parents licensed in Florida.

Ask participants to look at Florida Administrative Code 65C-14.027 for information on how Florida enacts ICPC. Review the requirement for Foster Home licensure according the ICPC laws. You should invite an ICPC specialist to discuss the requirements and process.

Display slide 4.2.39: Phase 2: Initial Licensing, License Awarded (PG: 86)

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Say: Upon completion of the parent preparation pre-service training and the completion of a home study, you will send a recommendation to the state for licensure of the foster home. In some cases, you may recommend that families wait to become licensed, and in a very few cases, you may deny the potential foster parent for licensure.

Upon acceptance, the foster home will be issued a license by the Department of Children and Families and the license will be valid for one year for initial licensing purposes

Ask: What are some reasons that we choose not to process a family’s application at this point?

Pause and let participants respond. Participants should identify the following:

Discoveries during home study.

Lack of participation in parent preparation pre-service training.

Display slide 4.2.40: Phase 2: Initial Licensing, License Denied (PG: 87)

Say: Always remember, that fostering is a privilege and not a right and that sometimes a family is simply not a correct fit for our children. While it is difficult to deny someone at this point, it would be more challenging when children were placed in the home.

Again, integrity and forthcoming are important to stress during the in the assessment review process. Failure to do so may result in denial.

Ask participants to review 65C-13 to explore licensing violations.

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Ask: What are some violations that apply to initial licensing?

Pause and let participants respond. Participants should identify the following:

Failing to comply with Affidavit of Good Moral Character (AGMC) requirements and background screening components.

Unlicensed spouses who fail to meet the standards related to the Affidavit of Good Moral Character requirements and background screening components.

Falsification of any records or signatures on blank pages.

Failure to sign the Home Study.

Display slide 4.2.41: Licensure Denial Procedures (PG: 87)

Say: If a potential foster parent is denied a license, the agency must include reasons for this decision which may include

o Any disqualifying abuse reports and all reports of licensing violations and the outcome of the investigation.

o Any deficiencies or conditions, other than abuse or neglect of the children, which compromise the safety or well-being of the children.

o The length of time and frequency of the noncompliance with the licensing requirements or deficiencies in caring for children.

o The date of written notification to the licensee as to the deficiency and time given to the licensee to correct the deficiency.

o The licensing staff’s efforts to help the licensee

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come into compliance.

o Barriers, if any, which prohibit the licensee from correcting the deficiencies.

Consulting with the agency’s attorney to determine legal sufficiency prior to writing and noticing a potential foster parent of a denial. All documentation shall be reviewed with the department’s legal counsel. The notice of revocation or denial shall not be sent to the out-of-home caregiver without approval of both the department’s legal counsel and the Regional Licensing Authority.

Promptly notifying the potential foster parent by mail (certified mail preferred), identifying the reasons for the denial of the license, the statutory authority for the denial of the license, and the potential foster parent’s right of appeal pursuant to Chapter 120, F.S.

Promptly recording the denial and reason(s) for denial in the Florida Safe Families Network.

Show examples of denial letters/recommendations.

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