1. Module 2
Collaboration and Partnership for Children

2. Unit 2.2: Co-Parenting and Partnership with Birth Parents
Agenda
Unit 2.1:
The Support Team
Unit 2.2: Co-Parenting and Partnership with Birth Parents
Unit 2.3: Working with Foster Parents to Manage Children’s Behavior and Meet their Needs.
Licensing 2.0.2

3. Unit 2.1
The Support Team
Licensing 2.1.1

4. Learning Objectives
Identify the foster parent’s support team, describe how to access them, and explain when they are needed.
Explain the importance of working with and assisting dependency case managers.
Explain the importance of establishing a relationship with foster parents as partners, especially regarding the significance of ongoing support and communications.
Explain how each role contributes to the child’s safety and interconnects with other roles to achieve the desired outcomes for the child.
Licensing 2.1.2

5. Activity A: Reflection Expression
Individually, identify three learning points from Module 1 and then decide which one you believe is most important.
In small groups, share your selected learning points.
Discuss reasoning for selected items, and try to reach mutual agreement on the most important learning point.
Licensing 2.1.3

6. Foster Parents as Professionals
Trained and licensed
Charged with keeping children safe
Valuable service team members
Need support and guidance
Foster Parents as Professionals
3.1.6
Licensing 2.1.4

7. A Foster Parent’s Support Team
Internal Supports
Spouse
Sibling(s)
Parents
Friends
Other identified caregiver supports
External Supports
Child welfare team
Birth parents
Church
School
Community clubs
Guardian ad Litem
Courts
Work
Respite and childcare
3.1.7
Licensing 2.1.5

8. Activity B: It Takes a Village
In groups, using the worksheet, determine both of the following:
How the Licensing Specialist can support the partnership relationship between foster parents and other partners
How the foster parent will collaborate with each team member
Licensing 2.1.6

9. Florida State Foster/ Adoptive Parent Association (FSFAPA)
Vision
“A state where children thrive and caregivers are fully empowered and recognized as expert partners in fostering healthy families.”
3.1.8
Licensing 2.1.7

10. Foster Allegation Support Team (F.A.S.T.)
The goal of the F.A.S.T. is to provide support to the foster parents when allegations have been, or might be brought against them. This will be discussed in greater detail in the next unit.
FAST provides support without judgment and in an environment which is as nondestructive as possible for the foster parents and their families.
Licensing 2.1.8

11. F.A.S.T. encourages foster parents to engage in the following:
F.A.S.T. Guidelines
F.A.S.T. encourages foster parents to engage in the following:
Call the F.A.S.T. hotline for immediate support
Keep good records
Insist on giving full input into the investigations
Begin a dated, written journal of events and communications
Request assistance from the Department, your licensing support staff or the case manager in explaining to the children what is happening and why
Maintain your sense of professionalism and partnership as foster parents
Cooperate with the investigation
Licensing 2.1.9

12. The Licensing Specialist and Foster Parent: A Partnership
Successful Partnerships
Common Needs
Mission and Outcomes
Supported by Leadership
Roles and Responsibilities
Skills, Strengths and Resources
Respect and Value
Effective Communication
3.1.15
Licensing

13. Showtime – Video Review
3.1.9
Licensing

14. Partnership Plan Commitments
Respecting Partners (1-3)
Nurturing Children (4-9) 1 2
Supporting Families and Permanent Connections (10-12)
Working with the Community (13-15)
3.1.10 3 4
Licensing

15. Activity C: Honoring Our Commitments
Using your worksheet and the Partnership Plan for Children in Out-of-Home Care, determine:
How will the Licensing Specialist demonstrate commitment?
Licensing

16. The Licensing Specialist and Foster Parent
In order for the Partnership Plan to work effectively, the Licensing Specialist must prioritize the relationship with two primary team members: foster parents and dependency Case Managers.
The foster parent-Licensing Specialist relationship begins during the first communication and then must continue beyond the licensing process so that foster parents view the Licensing Specialist as their primary support on the team.
Licensing

17. The Licensing Specialist and Dependency Case Manager
The relationship between dependency Case Managers and Licensing Specialists is critical to maintaining excellent foster parents and ensuring the needs of every child is met. The Licensing Specialist must assume responsibility for nurturing this relationship.
Licensing

18. Communication: Practice Principals
Mutual Respect
Positive Practice
Solving Problems without Blame
3.1.17
Licensing

19. Communication: Difficult Conversations
Be Aware of Own Reactions/ Biases
Create a Safe Place
Find/Create Common Ground
Keep an Eye on Your Motive
Listen to Understand
Speak to be Heard
3.1.18
Licensing

20. Communication: Partnership Conflicts
3.1.16
Licensing

21. Showtime - Video Review
Licensing

22. Activity D: Interviewing the Foster Parent for CPI Partnership
Watch the video.
With your partner, practice role-playing both the Licensing Specialist Role Card and the Foster Parent Role Card.
After each interview, provide feedback to your partner on their strengths and challenges of the interviews.
Licensing

23. Showtime - The Partnership Plan for Children in Out-of-Home Care
Licensing

24. Activity E: Partnership Conflicts
Pick a topic to role-play from your worksheet that you feel would most likely cause you to become irritated.
Act out the role-play with your partner, keeping in mind the tips for having difficult conversations.
Be prepared to discuss.
Licensing

25. Involving the Foster Parent in the Dependency Process
3.1.19
Licensing

26. Co-Parenting and Partnership with Birth Parents
Unit 2.2
Co-Parenting and Partnership with
Birth Parents
Licensing 2.2.1

27. Discuss the Licensing Specialist’s role in supporting co-parenting.
Learning Objectives
Describe techniques to assist foster parents in meeting and establishing relationships with caregivers.
Discuss the requirements of foster parents to be participants in all case activities.
Explain how to assist foster parents when difficulties develop in involvement with birth parents.
Explain a situation in which foster parents would not be involved with birth parents.’
Discuss the Licensing Specialist’s role in supporting co-parenting.
Licensing 2.2.2

28. Foster Parent and Birth Parent Collaboration
The family is the center of everything case management and services does.
Foster parents are partners with the birth family or family of origin.
Reunification is the preferred ultimate outcome.
The birth family or family of origin is the center of everything.
The Licensing Specialist should respect and honor the birth family’s role and participation.
Foster Parent and Birth Parent Collaboration
Licensing 2.2.3

29. The Quality Parenting Initiative
Respected partners
Nurturing children
Supporting families
Strengthening communities
3.2.23
Licensing 2.2.4

30. The Icebreaker Meeting
Icebreaker meetings focus on the time when foster parents and birth parents initially meet.
2.1.16
VIDEO:
Licensing 2.2.5

31. Showtime - Icebreakers Video Review
Licensing 2.2.6

32. Showtime – Co-Parenting
2.1.17
Licensing 2.2.7

33. Bridging the Gap
There are four specific categories to bridge the gap of separation between children and their families:
Encourage exchange of information between birth parents and foster parents
Ensure that foster parents and birth parents attend meetings
Assist birth parents in welcoming foster parents in birth parent’s home
Assist foster parents in welcoming birth parents in foster parent’s home
Support of Team
3.2.25
Licensing 2.2.8

34. Showtime - Bridging the Gap
Licensing 2.2.9

35. Activity F: Licensing Specialist– Supporting the Bridge
In small groups, using your worksheet, respond to your assigned topic by recording your ideas on what a Licensing Specialist can do to support the foster parent/birth parent relationship.
Licensing

36. Team Decisions for Co-Parenting
Safety of birth parents
Safety of child
Safety of foster parents
Licensing

37. Foster Parent Challenges in Working with Birth Parents
Licensing

38. Activity G: Resolving Challenges and Supporting Quality Parenting
Work with your small group to discuss and answer the question assigned.
Licensing

39. Working Through Conflict
Step 1: Understand Your Role
Step 2: Get to Safety
Step 3: Gain Perspective
Step 4: Take Actions that Allow for the Safety of Others
3.2.31
Licensing

40. The Case Plan as a Road Map
Birth Parent Tasks
Foster Parents Tasks
3.2.28
Licensing

41. Included in the Case Plan
The case plan includes:
Permanency Goals
Reasons that the child(ren) came into care
Parental Changes that must occur in the family to make it possible for child(ren) to return home and a listing of services that must be offered or available to help with the changes
Plans to meet child(ren)’s needs while they are in the care of the state and agency
Timeframes and future court dates
Licensing

42. Tasks for Caregivers
Caregivers, Case Managers and Guardian ad Litem:
Considerations for basic needs
Considerations for special needs related to the specific needs and goals for each child
These tasks should be carried out and monitored to make sure the child’s needs for safety, well-being, normalcy, and permanency are met.
Licensing

43. Activity H: Case Plan Review
Review the case plan and consider the following:
Do the tasks seem reasonable?
Would the caregiver have the resources to fulfill the tasks listed?
Would any of the caregiver tasks require additional resources?
How can you assist the foster parent in obtaining the resources needed?
Licensing

44. Unit 2.3
Working with Foster Parents to Manage Children’s Behavior and Meet their Needs
Licensing 2.3.1

45. Learning Objectives
Explain the role of Licensing Specialists in understanding children’s behaviors and supporting foster parents.
Define secondary trauma and how it impacts Licensing Specialists and foster parents.
Explain how to work with the team to minimize trauma to a child during placement.
Explain the challenges foster parents may experience in working with a child exhibiting evidence of trauma-related behavior and how the Licensing Specialist can assist with facilitating collaboration to manage these challenging behaviors.
Define and explain the policy and practice expectations of normalcy in the life of a child in foster care.
3.3.33
Licensing 2.3.2

46. Trauma Sensitive Care
3.2.31
Licensing 2.3.3

47. Trauma-Sensitive Parenting
Understanding the Impact of Trauma.
Creating a Feeling of Safety and Acceptance
Managing Emotions
Identifying a Child’s Reaction and Response to Trauma
Supporting Connections and Relationships
Helping Child Develop a Strong Sense of Self
Advocating for the Child
Looking at their own Responses
Taking care of Self
3.3.50
Licensing 2.3.4

48. Relationship is the most powerful way to heal the brain.
Helping the Child Heal
Relationship is the most powerful way to heal the brain.
Licensing 2.3.5

49. Foster Parent Strategies for Responding to a Child’s Trauma
Create Safety
Look at Sensory Triggers
Reintroduce Stimuli
Increase the Child's Comfort
Create the Story
Use Non-verbals
3.2.31
Licensing 2.3.6

50. Activity I: Partnering to Address Trauma
Using the case scenario assigned, role play as a Licensing Specialist working with a foster parent and child demonstrating the use of one of the strategies presented.
As the Licensing Specialist, demonstrate how you would educate, support, and coach a foster parent who is struggling to respond to a child’s trauma influenced behaviors.
Repeat the role play two additional times, using a different scenario so that each person in your group practices the role of the Licensing Specialist.
Licensing 2.3.7

51. Building Resilience Relationship Connection Recognized Control
Resiliency Factors:
Relationship
Connection
Recognized
Control
Invested
3.3.52
Licensing 2.3.8

52. Activity J: Building Resilience and Healing
In small groups, read the case studies and using your worksheet respond to the questions.
Licensing 2.3.9

53. Placement Through a Child’s Eyes
Licensing

54. Transition to Initial Placement
Licensing

55. Activity L: The Invisible Suitcase
After watching the scene, discuss the following in small groups:
How can you assist foster parents in understanding the feelings and troubling beliefs children may carry about themselves?
What will foster parents need from you when they begin to understand the troubling beliefs and feelings children may have about them?
What can you do as a Licensing Specialist to support foster parents and Case Managers in responding to these beliefs that may only be revealed in challenging behaviors?
How does knowing about the invisible suitcase help you in your work?
Licensing

56. Activity M: Minimizing Trauma at Initial Placement
In groups, determine how a Licensing Specialist can support foster parents during initial placement key areas.
Put your answers on the flip chart pages on the wall.
Licensing

57. Foster Parents and Secondary Traumatic Stress
A risk we incur when we engage empathically with an adult or child who has been traumatized.
Foster parents are exposed to all of the trauma that the child carries with them.
In addition, foster parents’ awareness of the trauma the child has experienced creates trauma as they empathize with the child and engage in nurturing behaviors.
The foster parent is also directly exposed to trauma when birth parents are still engaging in destructive behaviors to themselves and others.
Licensing

58. Activity K: Self-Reflection
Using your worksheet, read the quotation and answer the questions.
Licensing

59. Making the Placement Work
Foster Parent/ Child Relationship
Foster Parent/ Team Relationship
Foster Parent Self- Awareness
3.3.56
Licensing

60. Predictors of Displacement
Child Behavior
Length in Placement
Type of Placement
Availability of Placement
Professional Relationships
Foster Parent Characteristics
Family Relationships
3.2.31
Licensing

61. Stages of Disruption 3.3.59 Licensing 2.3.18 Diminishing Pleasure
Child is Problem
Going Public
Turning Point
Deadline
Decision to Disrupt
3.3.59
Licensing

62. When Disruption Occurs
Safety
No reasonable solution
Medical conditions
Licensing

63. What is Normalcy? Licensing 2.3.20
Normalcy is the right for ALL YOUTH in licensed out-of-home care the opportunity for normal growth and development; to include age-appropriate activities, responsibilities and life skills.
Licensing

64. Participation in Childhood Activities
s , F.S.
…importance of making every effort to normalize the lives of children in out-of-home care and to empower a caregiver to approve or disapprove a child’s participation in activities based on the caregiver’s own assessment using a reasonable and prudent parent standard…
Licensing

65. Normalcy Requirements for Decision-Making
Each child who comes into care under this chapter is entitled to participate in age-appropriate extracurricular, enrichment, and social activities.
Caregivers must use a reasonable and prudent parent standard in determining whether to give permission for a child in out-of-home care to participate in extracurricular, enrichment, and social activities.
The Department and community-based care lead agencies are required to verify that private agencies providing out-of-home services to dependent children have policies consistent with this section and that those agencies promote and protect the ability of dependent children to participate in age-appropriate extracurricular, enrichment, and social activities.
A caregiver as defined in this section is not liable for harm caused to a child in care who participates in an activity approved by the caregiver, provided that the caregiver has acted as a reasonable and prudent parent. This section does not remove or limit any existing liability protection afforded by statute.
Licensing

66. Explanation of Reasonable and Prudent Parent Standard
In accordance with s , F.S., "reasonable and prudent parent standard" means the standard characterized by careful and sensible parental decisions that maintain the child's health, safety, and best interests while at the same time encouraging the child's emotional and developmental growth, that a caregiver shall use when determining whether to allow a child in out-of-home care to participate in extracurricular, enrichment, and social activities
Licensing

67. Normalcy Overview
Normalcy focuses on enabling opportunities for social development, recreation, academic growth and positive life experiences, based on a child's desires and developmental, emotional, physical and other needs. Caregivers are empowered to make decisions using a reasonable and prudent parent standard.
Licensing

68. Social Media, Computer Usage and Cell Phones
Licensing

69. …assist children in finding a driver's education program
Driving
…assist children in finding a driver's education program
Support of the child's efforts to learn to drive a car, obtain a learner's permit, and driver's license shall be based upon the child's age, maturity, and access to insurance.
Licensing

70. Babysitting Overview
Licensing

71. Overnight Care
Caregivers may allow a family or person who is well known to them to provide care for children placed in their care overnight.
Caregivers shall utilize the reasonable and prudent parent standard when selecting substitute care.
Substitute caregivers chosen by the caregiver for babysitting will be background screened for all stays exceeding three (3) nights. When the substitute caregiver is utilized due to unexpected circumstances, background screening will be initiated within one (1) business day.
Caregivers shall notify the assigned Child Welfare Professional in advance of all overnight stays exceeding three (3) nights.
Licensing

72. Vacation
3.2.31
Licensing

73. Out of Town Travel
3.2.31
Licensing

74. Showtime – A Journey to Normalcy
Licensing

75. Activity N: Normalcy Planning
Using the normalcy material in the Participant Guide, answer the questions and determine the process and team members involved.
Licensing