2. Life as we know it…in 3-D Foster Care Classroom Course Module 2 Maintaining/Creating Permanent Connections Georgia Department of Human Services

3. Permanency is difficult to describe. You have to see it to understand it Permanent connections can be developed with people, places, pets, things, memories, etc.

4. Individually conduct an internet search of photo images that depict the highlighted words INSTRUCTIONS One is silver and the other gold...

5. In summary… How could you teach a caregiver…  what a permanent connection looks like?  how to maintain/create new connections?

6. Do 500 Facebook friends mean you have 500 permanent connections?

7. Adults USUALLY avoid marrying someone until AFTER they believe they will stay together forever Children in DFCS custody may avoid forming permanent connections to people until AFTER they believe they will stay together forever

8. Do not promise you will come visit a child after his/her “case” is closed

9. Family Connections The child you are assigned still lives at home with his/her Biological Family. They have gathered together to celebrate the 4th of July at a reunion picnic Talk about family traditions (good and bad) and memories you share

10. The child was placed in DFCS custody 60 days ago. He/she is living in a family Foster Home. The Foster family has gathered together to celebrate Labor Day at a reunion picnic The same person should represent the same child. Everyone else should represent someone different in the Foster Family Talk about family traditions and memories that the Foster family shares Family Connections (continued)

11. FTM Policy Review When are FTMs conducted in an Assessment (Investigation), FPS, and in Permanency? Who can facilitate an FTM? According to policy and practice mandates, who MUST be present in an FTM? Who else should be at an FTM in addition to the family? At what age should children be included in the FTM? Who should document the FTM in Georgia SHINES?

12. We must change the paradigm in DFCS from RESCUING the child from the family to… HELPING families successfully care for their child

13. Goal vs. a Step A goal is BIG but takes small steps to accomplish A goal is not achieved by attending an appointment. A series of steps must occur for a goal to be met Goals must be developed that mitigate the combination of child vulnerabilities and caregiver’s parental capacities If one step is not completed, reunification may still occur If one goal is not met the safety/risk concerns should be too high to reunite

14. ANYONE can write a step….. …do this, go there…. by this day It takes a creative, family-centered, big-picture-kind-of person to write a goal….. …change this so your child is safe to return (or remain at) home…

15. Step 1 Individually re-read the Intake and Investigation sections of the case scenario on the Tifton family. STOP at the section entitled Foster Care In this activity, ignore anything added to the scenario during the application activities in Module 1

16. Step 2 As a group, identify:  the safety concerns (Present and Impending Dangers) that escalated to a safety threat and Sonny’s placement in DFCS’ custody  whether there were subsequent safety concerns discovered later which need resolution prior to reunification  the “non-negotiables” of what must change for reunification to occur

17. Step 3 As a group, develop questions that you (the Permanency Worker and/or the Facilitator) could ask the Tifton family (Sharon and/or Sonny) during the FTM that you don’t know the answer to Apply Solution-focused interview techniques to identify…  the underlying cause of the neglect. We have only seen the effect of the neglect on the Tifton children AND  the family’s motivation to make changes

18. Step 3 (continued): Examples Exception-seeking questions solicit information about: a time when things were “better” what was “different” during that time how to “replicate” what was positive about that time  ASK: Can you remember a time when your life was different BEFORE you began taking pills? An adaptation of a Miracle Question solicits information about what an ideal state of well-being would look like TO THE FAMILY and how invested they are to achieve  ASK: What would a state of well-being look like to you? Ascertain what informal supports are available to assist and/or any barriers to their involvement  ASK: Who do you have to help you?

19. Step 4 As a group, develop a list of informal and formal supports that could help the Tifton family eliminate/decrease the identified safety threats Use your critical thinking skills to anticipate how the Tifton family is LIKELY to respond to the questions you wrote in Step 3

20. Step 5 INDIVIDUALLY write ON PAPER three obtainable and reasonable REUNIFICATION GOALS (no STEPS!) you would develop with the Tifton family based on the information gathered Use language to indicate a compromise occurred between the non-negotiable behaviors that MUST change and wording likely to be used by theTifton family

21. Steps written with families should…  be realistic…something the FAMILY is likely to do  include more INFORMAL supports than formal ones  sound like the family developed them  lead to the achievement of the goal

22. Case Management is creative work that requires outside-of-the-box thinking… One size intervention does not fit all

23. A case plan is NOT something you ride; it’s something you drive! Some Permanency Workers just sit back and “ride” after a plan is developed They wait for the family to make the changes outlined and record the success or failure Your role is BIGGER than that!

24. As a group… …share/review/discuss all the goals written individually in the last activity …select three goals which are obtainable, reasonable, and well-written

25. As a group… Plan a strategy to achieve the three goals selected for the Tifton family By the way, DFCS just ran out of money. Our funds are depleted and won’t be refilled for a few months until the next fiscal year. We can’t pay for any formal support services Document: What informal supports can be accessed and connected to the Tifton family? Be creative What STEPS will lead to the changes needed? What will you discuss with the Tifton family and collateral sources? What is YOUR responsibility as the Permanency Worker to help the family achieve the goals?

26. It’s a good thing that ALL our families are…  delighted to see us  anxious to make changes  open to new ideas

27. Some of THE MOST COMMITTED AND CONCERNED parents are the most difficult to work with

29. Straight Talk Feedback How did the Permanency Workers handle the difficult conversation? What was said that made the conversation MORE difficult and should be avoided in similar situations in the future?

32. Maintaining/Creating Permanent Connections from the child’s perspective

33. In what areas of YOUR life can you say that safety led to trust, which led to permanent connections?

34. When you see documentation that a visit “went well” what does that mean?

35. Tips on planning/observing family contacts PRIOR TO THE VISIT Control the observation space (McDonald’s does not work, select space with only a few toys) Purposely schedule observations during feeding, diaper changes, nap time, etc. This is an opportunity to see the caregiver in action

36. DURING THE VISIT Look for the invisible (connections that are subtle between people: a look, a touch, etc.) Observe/interview separately and together Set the Dance in Motion (There is a dance of interactions between people who know each other and are permanently connected) Look for the child’s reaction to the parent's bid for attention

37. DURING THE VISIT (continued) ALWAYS watch the first few minutes and last few minutes of a visit.. Don’t be too busy to see the initial and parting interactions Look for “pacing”….the adult slows down when child doesn’t understand, speeds up when appropriate AFTER THE VISIT Do not change red flags into white flags until you are sure they are not red flags

38. Why do we have placement disruptions?

39. Children don’t disrupt placements…. A “disruption” is a placement error!

40. Children who misbehave while in DFCS care are delinquent and should be placed in the custody of DJJ instead of DFCS

41. Delinquent children are OFTEN deprived children

42. Why do children run away from DFCS?

43. Children in DFCS custody are often charged with “crimes” or moved because of misbehavior A child living at YOUR house would be grounded instead of incarcerated for similar actions!

44. What is a child welfare “honeymoon” period and why does it ever end?

45. For some children, the end of the honeymoon actually signifies a level of reduced fear, acquiescence, and acceptance that mistakes will be tolerated without dire consequences

46. Instructions: Stick with the Kid Think of two steps that you would take as a Permanency Worker to keep this child from having to change placements AGAIN. Write them on separate pieces of paper Be creative. Think of what you could do IN ADDITION TO talking to the child and/or the out-of-home caregiver about the same thing again. The prior GOOD Permanency Worker did that already; you are an EXTRAORDINARY PERMANENCY WORKER

47. Instructions: Stick with the Kid (continued) Consider… Who else could you solicit assistance from? How/when could you include others in a solution? What motivates other children in DFCS’ custody to make changes? What motivated THIS child in the past to make changes? Why has THIS child had to move so many times when others don’t? How would you motivate your child (or a friend or relative’s child) to behave better to prevent negative consequences?

48. Maintaining/Creating Permanent Connections from the “System’s” perspective

49. To the “System,” permanency is achieved when… children can safely return and remain home or achieve another permanency goal there are no new safety/risk concerns reported to DFCS and the cycle of maltreatment is not repeated in the next generation children are able to form/maintain permanent connections to people, places, pets, things, memories, etc.

50. Staying Connected How many of you stay connected to your family and friends by…  living close by?  spending holidays/weekends together?  selecting the same company for cell phone service? Are these connections planned or did they JUST HAPPEN?

51. When something/someone is important, you make plans to hold on to that connection

52. How many of you know an otherwise irresponsible teenager who…  carefully monitors and plans every month how to spend his/her cell phone minutes?  knows the exact date of the contract renewal and when he/she can upgrade to a new phone?  researches new features available in anticipation of the next upgrade period?

53. Two sisters (age 4 and 6) were placed in DFCS custody after the arrest of their Mother (31) and Father (27.) The parents were charged with felony first-degree child cruelty and a misdemeanor for animal cruelty DFCS was called to the home to make a welfare check on the girls and found the following: Two dogs which had died several months earlier in separate bedrooms Insect larva in the bathroom sink/ Dog feces in the bathing area Both parents bonded out of jail and want to get their girls out of DFCS custody Family Scenario 1

54. Instructions: Staying Connected As a group, discuss what steps the PERMANENCY WORKER can take to preserve the permanent connections these children formed while in care Remember that permanent connections can be to people, places, pets, things, memories, etc.

55. We tell caregivers to make our children feel loved and special yet not get too close to them Could you do this? Would you feel a sense of loss if a child is moved from your home/facility after eight months?

56. Help our kids stay connected to anyone/anything that is important TO THEM by planning ahead in anticipation of the day he/she is later separated In summary…

57. Does money have an influence on child permanency?

58. Some of the supports available to help families with children in DFCS custody are…  PUP funds (Preventing Unnecessary Placements)  CCFA Wrap-around Services  Babies Can’t Wait  WIC (Women, infants, children)  Family Services (CPPC)  PSSF (Promoting Safe and Stable Families)  CAPS (and/or Supplemental Supervision)  SNAP (Supplemental Nutrition Assistance Program)  TANF (Temporary Aid to Needy Families)

59. PUP funds are available to keep families together or reunite them DFCS can spend up to 80% of the cost to care for children in state custody to help them leave custody The four categories of PUP funds are:  PUP  Early Intervention  Homestead  Parent Aid Services

60. CCFA Wrap-Around services Child and Family (CCFA) Wrap-Around (WA) Services are comprehensive home-based mental health treatment and case management services designed to provide critical support in Permanency cases with the intent of promoting safe and stable families and early reunification Service provision cannot exceed eight (8) months (crisis intervention is limited to thirty days). Aftercare services must be court-ordered and may be extended an additional six (6) months without a waiver

61. CCFA Wrap-around services (continued) Wrap-Around Services are initiated with a Supervisor’s approval and documentation that Medicaid services are not accessible or feasible within required timeframes for safety, permanency and the child and family’s well-being Wrap-around funds are applied for by a Permanency Worker. If there is a new Assessment (or the case is transferred to FPS), the funds can be used by the CPS Case Manager

62. Safe Care is one of the approved provider for Wrap- around services for both Permanency and CPS families. Safe Care is an evidence- based, intensive in-home parenting training curriculum for parents who have been reported for child maltreatment and have at least one child age newborn to five years of age Services are provided for 18-22 weeks

63. CPPC Community Partnerships for Protecting Children (CPPC) is an approach to child protection in which communities are reclaiming their responsibility to keep children safe from abuse and neglect The CPPC Georgia counties are Brantley, Catoosa, Cobb, DeKalb, Fulton, Jenkins, Muscogee and Peach

64. PSSF (Promoting Safe and Stable Families) PSSF promotes easy access to family-centered services for families at risk and in crisis in the areas of:  Family Support  Family Preservation  Time-Limited Reunification  Adoption Promotion and Post- Permanency Support

65. BCW Assessors (Investigators) are mandated to refer children (age birth to 3) to Babies Can’t Wait to assess and meet the developmental needs of children who meet one of the following criteria:  A child involved in a substantiated abuse or neglect investigation OR  Any child regardless of investigation or diversion determination who has a suspected or diagnosed disability, developmental delay, or physical impairment

66. BCW (continued) A referral must be submitted prior to the closure of the CPS Assessment (investigation) or Differential Response (Family Support Assessment) Permanency staff must contact the Children’s 1st representative within 72 hours of case transfer to obtain status of referral and meeting schedules

67. BCW (continued) BCW is the preschool mandate of the Individuals with Disabilities Education Act (IDEA) which provides special services in schools for older disabled children BCW Services are voluntary. DFCS must make a referral, but parents or foster parents can refuse services. If the family accepts services, a Family Service Plan is developed by at least 5 team members A DFCS Case Manager can NOT sign paperwork for foster children. A Foster parent or designated Surrogate must sign

68. BCW (continued) BCW services stop on the child’s 3rd birthday. The child is then eligible to receive similar services beginning at age 3 (whatever month that occurs) in the school system  For example, a child who turns 3 in March does not have to wait until next school year, September to continue receiving services. Schools must provide these services even if they don’t normally allow children in classes until age 5

69. SNAP- Supplemental Nutrition Assistance Program (formerly Food Stamps) TANF- Temporary Aid to Needy Families

70. WIC Program The WIC program operates through county health departments WIC provides: Nutrition assessment, health screening, medical history, body measurement (weight and height), hemoglobin check, nutrition education, breast-feeding support and education, and vouchers for healthy foods Eligibility Participant categories consist of the following: pregnant, postpartum and breast-feeding women, and infants and children up to their fifth birthday

71. Some children get “stuck” in the “System” In the Permanency stages you can “move” cases by… oscheduling an FTM to reassess safety/risk indicators and case plan goals OR opresenting the family in a Permanency Roundtable

72. What do you recall? Identifying permanent connections Building/supporting new connections The role of the FTM Purposeful contacts Developing Case Plan GOALS Visitations Disruptions Delinquent vs. Deprived children Financial support for Foster Care

73. Go With The Flow! Creating/Maintaining Permanent Connections

74. Thank you for your attention in class this week Please complete the:  Life as we know it: Knowledge Assessment 2  Classroom Training Feedback Form