1. Module 4
Placement, Retention, and Re-licensing

2. Agenda Unit 4.1: Placement, Retention, and Re-Licensing Process
Unit 4.2: Foster Parent Development
5.0.3
Licensing 4.0.2

3. Placement, Retention and Re-licensing
Unit 4.1
Placement, Retention and Re-licensing
5.1.4
Licensing 4.1.1

4. Learning Objectives
Explain the importance of matching a specific foster home to a child’s needs and strengths, whenever possible.
Identify the types of transitions a child in the foster care system may experience on his/her personal journey towards permanency.
Identify strategies for maintaining foster homes.
Identify continuing supports for foster parents.
Identify common disruptions and supports to prevent these from occurring.
Summarize and explain the requirements, procedures and documents required for re-licensing foster homes.
5.1.5
Licensing 4.1.2a

5. Learning Objectives (cont’d)
Explain the importance of and requirements for home visits.
Identify eligibility requirements for completing the re-licensing process with intent to issue a three-year license.
Explain the possible issues resulting from incomplete re-licensing assessment.
Licensing 4.1.2b

6. Phase III: Placement, Retention, and Re-licensing
Recruitment and Inquiry
Phase III: Placement, Retention, and Re-licensing
Initial Licensing
5.1.6
Placement, Retention, and Re-licensing
Licensing 4.1.3

7. Partnership Commitments Regarding Placement
Children will be placed only with caregivers who have the ability and are willing to accept responsibility for the care of a child.
DCF, CBC, and agency staff provide caregivers with all available information to assist in determining if they are able to appropriately care for a child.
Responsible Placement
Licensing 4.1.4

8. Placement Considerations
Retention, and Re-licensing
Matching
Collaboration
Foster parent’s strengths and needs
Attachment considerations
5.1.13
Licensing 4.1.5

9. Types of Placements Relative Non-relative Child specific 5.1.8
Licensing 4.1.6

10. Activity A: Bringing Families Together
Review foster care parent profile and child profile.
Answer the questions on your worksheet.
For each child, select the appropriate foster parent match.
Determine the role of the Licensing Specialist in supporting the match.
Licensing 4.1.7

11. Helping Children Adjust to Placement
Minimize trauma by being aware of and making safe space for child to talk about emotions.
The Licensing Specialist can offer suggestions to the foster parents to make the child feel comfortable on his/her first night of placement.
Licensing 4.1.8

12. Activity B: First Night
Review the First Night worksheet.
The first column on the table offers suggestions that foster parents can implement to assist with the “first night” of placement.
Work in small groups to develop at least one task the Licensing Specialist can do to assist the foster parent in implementing the suggestions in column A.
Licensing 4.1.9

13. Funding Sources Medicaid Women Infant Children (WIC)
Free/greatly reduced daycare/aftercare/ summer camp
Board rate
Clothing vouchers
Back-to-school supplies
Free breakfast/lunch at school
Tuition waivers for post-secondary education
5.1.15
Licensing

14. Types of Transitions Transition back to biological parent(s)
Transition to relative placement/ guardianship (this could also be a non-relative)
Transition to independent living
Transition to adoption
Licensing

15. Transition Back to Biological Parent(s)
Children are excited to return home, but, there may also be tension or anxiety:
Children may wonder if it is safe and if the parent has really changed or if change will last.
Children may regress in placement.
Children may want to reject the foster family first to show loyalty to family or to avoid their feelings.
Emotions may run high when reunification is planned and is not immediate.
Timing for telling children should be discussed with the team.
Licensing

16. Transition to Relative Placement/Guardianship
Relatives, non-relatives, and parents who are non-offending may motion for and gain custody even while the previously custodial parent is still working a case plan.
This can be stressful for several reasons:
The child may not know the relative very well.
Foster parents must work with a new partner on the team.
Licensing

17. Transition to Another Foster Home or Group Home
For any number of reasons, children may have to move from one foster home to another foster home or group home.
Some core questions children may have:
Will you respect me?
Will you help me maintain connections?
Will you accept me for who I am?
Licensing

18. Transition to Independent Living
Many children age out of the system if reunification is not possible and they are not adopted.
A transition plan will be in place to develop self-sufficiency skills.
The Independent Living Program and its benefits are set up to help the youth in this transition.
Licensing

19. Transition to Adoption
Benefits of Foster Parent Adoption
Greater knowledge of a child’s experiences
Knowledge of child’s birth family
Understand their role and relationship with the agency
No need to move to a new family and experience additional loss
Permanency reached more quickly
Allows biological parents know who is permanently caring for their children
Licensing

20. Show Time – Video Review
I Like Adoption
Licensing

21. Partnership Commitment – Smooth Transitions
Transitions will be accomplished according to a plan involving cooperation and sharing of information.
Licensing

22. Activity C: Trauma Sensitive Transitions Staffing
Read the transition summaries and assign the roles to each participant.
Conduct a staffing where each transition summary is discussed and every member contributes in planning.
Licensing

23. Foster Parent as Transition-Maker
Provide a loving and safe home
Develop a nurturing relationship with the child
Help the child develop his/her own strategies for resilience as well as build skills
Help the child prepare for the future
Talk with children about the changes that occur with transition
Help children understand their own history and to adjust to losses
Licensing

24. Partnership Commitment – Avoiding Disruption for Child
Licensing

25. Disruptions in Foster Care
Licensing

26. Preventing Disruptions
Prevention Strategies
Involve the team
Request a staffing
Seek counseling for the child and/or family
Respite care
Educate oneself on the reasons for and possible strategies for coping
Join a support group
Licensing

27. When Disruption Does Occur
Change of placement is advisable when:
The safety of the family and other children is in jeopardy.
A reasonable solution cannot be found.
Medical conditions exist that the family is not skilled to handle.
Licensing

28. Disruption Due to New Placement
Licensing

29. Disruption Due to Unplanned Runaway
Common reasons for running away:
Missing biological family and the need to maintain connections
Struggling with connections and attachments to foster caregivers
Struggling for autonomy and normalcy
Licensing

30. Helping Children Understand Their History
Life books
Eco-maps
Life-maps
Life-paths
Information about the child’s birth and family history
Licensing

31. Activity D: Creating a Life Map
Review sample Life Map.
Create a Life Map using the materials available.
Share your Life Map with others in the class.
Licensing

32. Retaining Foster Parents
“As a new Foster Parent, I may have unrealistic expectations. I may be broadsided by shattered assumptions.”
“Although I have training, I do not have life experience living with traumatized children. I will have emotions and thoughts that catch me unaware.”
“My family will go through a transformation, that fostering isn’t a job, but a lifestyle change for the entire family. Our family may be changing and no one supports us and guides us through those changes—ones we may not like.”
Retaining Foster Parents
5.1.9
Licensing

33. Reasons Foster Parents Leave
Lack of Support and Responsiveness from the Child Placing Agency
Lack of Clarity around Role and Inclusion of Foster Parents
Lack of Effective Partnerships between Foster Parents and Birth Families
5.1.10
Licensing

34. Foster Parent Turnover in Florida
Licensing

35. Activity E: Keeping Foster Parents – A Retention Campaign
Answer the questions on your worksheet.
Each group will be assigned one of the following:
Support and Responsiveness of Child Placing Agency
Role Clarity for and Inclusion of Foster Parents
Foster Parents – Birth Family Relationships
Licensing

36. Common Expectations Some common expectations foster parents have:
Our love will be enough.
We will feel love for and connection with this child quickly.
This child will step into our family and easily function with our rules, goals, and ambitions.
Our biological children will embrace this new child as a sibling.
Our child will fit well into our extended family and be welcomed by them.
5.1.11
Our friends and acquaintances will validate our role as parents and support us through this fostering process.
We will never feel regrets or ambivalence in fostering this child with a traumatic past.
Licensing

37. Home Visits Ongoing support and assessment
Ensure child’s safety and well-being
Accommodate foster parent’s schedule
Monthly contact/quarterly visits
5.1.12
Licensing

38. Questions to Start Conversations During the Home Visit
Licensing

39. Re-licensing Requirements
5.1.16
Licensing

40. Re-licensing Procedures
Review of licensing year
Notification of re-licensing process
Home visit
Interviews
“Partnership Plan for Children in Out-of-Home Care”
Inspection
5.1.16
Licensing

41. Re-licensing Process Documents
Application
Re-licensing Standards Checklist
Unified Home Study
Partnership Plan
Verification of training
Case Manager’s review
Youth exit interview forms
Copies of driver's license
Copy of vehicle insurance
Environmental health inspection report
Evacuation and disaster preparedness plans
Pet vaccinations
Criminal background checks
Abuse/neglect history screenings
Any documents requiring review
5.1.7
Licensing

42. Re-licensing Unified Home Study
Discipline
Family Life
History of Placement Activity
Staff Feedback
Summary
Licensing

43. Continuing Education
Licensing

44. License Renewed
Some of the most critical tasks for this phase of work include:
Guiding and educating foster parents so that they can learn how to foster.
Attention to the assessor role: noting strengths and needs for the family that have become evident in the placement process.
Attention to the communication role: liaison to the agency and Case Manager/team.
Attention to co-parenting: assisting families with supporting reunification and other concurrent goals.
5.1.21
Licensing

45. Three Year License
The family has been licensed for three years or longer.
The family has not been the subject of a report of child abuse/neglect or referral with findings of maltreatment.
The family has not been placed on a performance improvement plan/corrective action plan.
The family has clear background checks.
The home is not licensed for more than five children.
The family has no infractions of good moral character.
The number/frequency of placements that result in disruptions is considered.
5.1.20
Licensing

46. Changes During the Licensed Year
Involvement with law enforcement
Household circumstances
New adult household members
Separation, divorce, or death of spouse or partner
Licensing

47. Subsequent Licensing
Licensing

48. Incomplete Re-licensing Assessment
May result in:
Placement disruption
Funding disruption
Licensing lapse
Important tasks to keep in mind:
Health inspections
Background screenings
A change in address may impact re-licensure if the new home does not meet licensing standards
5.1.19
Licensing

49. When a Foster Home is in Violation of Administrative Code Standards
Negative Case Manager review
Negative child exit interview
Other licensing concerns
Foster care referral or abuse reports
5.1.23
Licensing

50. Foster Parent Development
Unit 4.2
Foster Parent Development
5.2.24
Licensing 4.2.1

51. Learning Objectives
Explain the stages of development and how to evaluate a foster parent to determine what their training needs are.
Identify development options available to prepare and support foster parents.
Explain the purpose of and steps for developing and using a Professional Development Plan with foster parents.
Identify strategies for effective coaching.
Explain strategies for best practices in training delivery and development.
Identify other training opportunities to which families may be referred.
Given a scenario, evaluate a family to determine a family’s training needs and select the appropriate training for them.
Prepare and deliver a training presentation for foster parents.
5.2.25
Licensing 4.2.2

52. Evaluating a Foster Parent’s Development Needs
5.2.28
Licensing 4.2.3

53. Stages of Development Stage 1: Unconsciously Unskilled
Stage 2: Consciously Unskilled
Stage 3: Consciously Skilled
Stage 4: Unconsciously Skilled
5.2.29
Licensing 4.2.4

54. Unconsciously Unskilled
Honeymoon Stage
5.2.30
Licensing 4.2.5

55. Consciously Unskilled
5.2.31
Licensing 4.2.6

56. Consciously Skilled Understand self and role Honeymoon stage over
Becomes independent from agency and Licensing Specialist
Asset to team
5.2.32
Licensing 4.2.7

57. Unconsciously Skilled
Can be flexible and adapt
Has experience
Asset to team
5.2.33
Licensing 4.2.8

58. Supporting Foster Parent Development
Licensing Specialists need to recognize how to adjust the developmental support they need as they shift within the stages.
5.2.34
Licensing 4.2.9

59. Activity F: Licensing Specialist - Development Level and Needs
In pairs, interview each other and based on the interview, together decide the most appropriate level.
Based on the level assigned, together, create a Development Plan that will move you to the next level. Discuss the questions.
Licensing

60. Key Elements of a Professional Development Plan
Goals
Development Objectives
Training and Development Opportunities
Outcomes
5.2.35
Licensing

61. Professional Development Plan Process
Pre-Planning
Licensing Specialist/Foster Parent Meeting
Prepare Written Plan
Implement Plan
Evaluate Outcomes
5.2.36
Licensing

62. Activity G: A Professional Development Plan for Foster Parents
Review the Professional Development Plan template for foster parents.
Discuss how you create a plan.
Licensing

63. Training
Licensing

64. Effective Coaching Build a Relationship Provide Measurable Goals
Involve Them in the Process
Challenge Thinking and Assumptions
Support and Encourage
Drive Results
5.2.37
Licensing

65. Effective Training
5.2.38
Licensing

66. Becoming an Effective Trainer
Prepare
Know your audience
Use proven facilitation techniques
Be mindful of time
5.2.39
Professional appearance and communication
Licensing

67. Developing Training Outcomes and Expectations
Knowledge, Skills, and Attitudes (KSAs)
Content
Methodology
5.2.40
Licensing

68. Activity H: Mini-Lesson
Select one of the provided articles.
Develop a five minute training on the selected article.
Present the article as if presenting to a group of foster parents at an upcoming meeting.
Licensing