1. CHILD WELFARE EVALUATIONS Susan Cohen Esquilin, Ph.D.

2. TOPICS Purposes Purposes Process Process Testing Testing Conclusions and Recommendations Conclusions and Recommendations

3. GENERAL PURPOSE Child welfare evaluations are triggered by issues related to child protection and permanency Child welfare evaluations are triggered by issues related to child protection and permanency Was child a victim of maltreatment? Was child a victim of maltreatment? What are the service needs of the parent to reduce maltreatment risk? What are the service needs of the parent to reduce maltreatment risk? What should be the permanency plan? What should be the permanency plan? Has parent changed sufficiently to reduce maltreatment risk? Has parent changed sufficiently to reduce maltreatment risk? What will be the impact of the various possible plans on the child(ren)? What will be the impact of the various possible plans on the child(ren)? Often they include parents; in this presentation, focus is on the child evaluation, as these are most relevant to educational issues Often they include parents; in this presentation, focus is on the child evaluation, as these are most relevant to educational issues

4. TYPES OF CHILD EVALUATIONS Investigatory Investigatory Most related to sexual abuse; Most related to sexual abuse; “Front End” Evaluations (Service Planning) “Front End” Evaluations (Service Planning) CHEC evaluations CHEC evaluations Behavioral issues in placement raise risk of placement instability Behavioral issues in placement raise risk of placement instability Reactions to visits raise concerns about impact of visits Reactions to visits raise concerns about impact of visits “Back End” Evaluations (Permanency) “Back End” Evaluations (Permanency) Needs for Permanency Needs for Permanency Attachment/Bonding Attachment/Bonding Relationships with Siblings Relationships with Siblings Children’s Wishes Children’s Wishes

5. PROCESS: ENGAGEMENT OF EVALUATOR Investigatory: Regional Diagnostic Center, or private; DCPP requests Investigatory: Regional Diagnostic Center, or private; DCPP requests Service planning: Service planning: CHEC: at identified centers for all children CHEC: at identified centers for all children More specialized; DCPP requested More specialized; DCPP requested Permanency evaluations: all parties may request Permanency evaluations: all parties may request Requesting party contacts evaluator, sends background information and records, identifies questions/issues, establishes time constraints Requesting party contacts evaluator, sends background information and records, identifies questions/issues, establishes time constraints Evaluator may request more records but access may not be given Evaluator may request more records but access may not be given Evaluators may have contracts but are not employees of any of the parties Evaluators may have contracts but are not employees of any of the parties

6. PROCESS: PROCEDURES USED Child is seen in unfamiliar clinical setting; usually brought by worker or aide. Child is seen in unfamiliar clinical setting; usually brought by worker or aide. Rarely, evaluators see child in home setting. Rarer for child to be seen in school setting. Rarely, evaluators see child in home setting. Rarer for child to be seen in school setting. Children are typically interviewed. Young children are often observed at play. Children are typically interviewed. Young children are often observed at play. Children may or may not be formally tested. Children may or may not be formally tested. Children may be seen in interaction with significant others. In permanency evaluations, children are typically seen with birth parents, and with others who are identified as potential permanency resources (“bonding evaluations”). The interactions are observed. Evaluators may or may not play an active role in these encounters; no standard format Children may be seen in interaction with significant others. In permanency evaluations, children are typically seen with birth parents, and with others who are identified as potential permanency resources (“bonding evaluations”). The interactions are observed. Evaluators may or may not play an active role in these encounters; no standard format

7. ISSUES EXAMINED Emotional/Behavioral Difficulties and Strengths Emotional/Behavioral Difficulties and Strengths Major focus on trauma and its impact Major focus on trauma and its impact Source of problematic sexualized and aggressive behavior Source of problematic sexualized and aggressive behavior Relationship/Attachment Issues Relationship/Attachment Issues Intellectual and Academic Functioning Rarely Addressed Intellectual and Academic Functioning Rarely Addressed May be assessed informally and in gross ways May be assessed informally and in gross ways Behavioral and relationship issues can be very relevant to school setting and academic functioning Behavioral and relationship issues can be very relevant to school setting and academic functioning

8. TESTING: GENERAL ISSUES No standard battery; instruments used are dictated by nature of problem to be addressed No standard battery; instruments used are dictated by nature of problem to be addressed Many specialized tests have smaller and more narrow normative samples Many specialized tests have smaller and more narrow normative samples It is important that child’s demographics are reflected in the standardization sample It is important that child’s demographics are reflected in the standardization sample

9. TESTING: EXAMPLES OF TESTS General behavioral checklists completed by caregiver, teacher, child (BASC-2, Achenbach, SEARS) General behavioral checklists completed by caregiver, teacher, child (BASC-2, Achenbach, SEARS) Objective personality instruments (Millon PACI, MACI, MMPI-A ) Objective personality instruments (Millon PACI, MACI, MMPI-A ) Instruments targeting specific problems (CSBI, TSCC, CDI). New instruments are constantly being developed. Instruments targeting specific problems (CSBI, TSCC, CDI). New instruments are constantly being developed. Projective instruments (drawings, sentence completion, story telling techniques, Rorschach) Projective instruments (drawings, sentence completion, story telling techniques, Rorschach)

10. INFORMATION FROM TESTING Validity scales: consistency, overreporting, underreporting Validity scales: consistency, overreporting, underreporting information about whether child is within or outside the normal range on various domains, as compared with other children of the same gender and age, assuming demographics of sample are adequate information about whether child is within or outside the normal range on various domains, as compared with other children of the same gender and age, assuming demographics of sample are adequate Often, scores are reported as being “clinically significant” or “at risk” or “high risk”. Tests differ, but such statements often reflect scores at the 94 th percentile or higher (1.5 standard deviations from the mean). Often, scores are reported as being “clinically significant” or “at risk” or “high risk”. Tests differ, but such statements often reflect scores at the 94 th percentile or higher (1.5 standard deviations from the mean). Some projective instruments have normative data available. Much data from projective testing is reported more qualitatively and can reflect interpretations with which other psychologists might disagree. Some projective instruments have normative data available. Much data from projective testing is reported more qualitatively and can reflect interpretations with which other psychologists might disagree.

11. CONCLUSIONS AND RECOMMENDATIONS: INVESTIGATORY Conclusion addresses likelihood that abuse has occurred Conclusion addresses likelihood that abuse has occurred Recommendations are typically related to child protective needs: physical and emotional safety Recommendations are typically related to child protective needs: physical and emotional safety

12. CONCLUSIONS AND RECOMMENDATIONS: SERVICE PLANNING Nature of child’s difficulties Nature of child’s difficulties Identification of problems (sometimes with diagnosis) Identification of problems (sometimes with diagnosis) Discussion of likely sources of problem (e.g., reactions to trauma, reactions to uncertainty regarding permanency, likelihood of genetic-familial predispositions) Discussion of likely sources of problem (e.g., reactions to trauma, reactions to uncertainty regarding permanency, likelihood of genetic-familial predispositions) Intervention needs Intervention needs Appropriateness of evaluation for medication Appropriateness of evaluation for medication Child’s individual therapeutic needs: types of interventions, goals of interventions, treatment approaches Child’s individual therapeutic needs: types of interventions, goals of interventions, treatment approaches Services recommended for caregivers: psychoeducation, management (major issue) Services recommended for caregivers: psychoeducation, management (major issue) Visitation: increased or decreased frequency; supervision and type; setting Visitation: increased or decreased frequency; supervision and type; setting

13. CONCLUSIONS AND RECOMMENDATIONS: PERMANENCY Child’s current emotional status and needs Child’s current emotional status and needs Needs in permanent home Needs in permanent home On-going treatment needs On-going treatment needs Nature of child’s relationship with and impact of loss of: Nature of child’s relationship with and impact of loss of: Biological parent Biological parent Other potential permanency resources Other potential permanency resources Siblings Siblings Child’s wishes and assessment of issues of loyalty, influence Child’s wishes and assessment of issues of loyalty, influence

14. APPLICABILITY TO EDUCATIONAL SUCCESS Any significant emotional problem has relevance (attention/concentration, affect management, poor self-concept, anxiety, behavioral control). Skilled management of these problems will help a child succeed. Any significant emotional problem has relevance (attention/concentration, affect management, poor self-concept, anxiety, behavioral control). Skilled management of these problems will help a child succeed. Significant relationship/attachment issues Significant relationship/attachment issues Histories of trauma combined with out-of-home placement contribute to the presence of a high level of reactivity in foster children Histories of trauma combined with out-of-home placement contribute to the presence of a high level of reactivity in foster children People (adults and peers) are often seen as sources of danger People (adults and peers) are often seen as sources of danger Many “behavior problems” reflect responses to danger signals: fight, flight, freeze Many “behavior problems” reflect responses to danger signals: fight, flight, freeze Attuned responding will help children feel safe and succeed. Attuned responding will help children feel safe and succeed.

15. AREAS TO CONSIDER FOR COORDINATION Confidentiality may preclude release of full reports with family information Confidentiality may preclude release of full reports with family information If child’s behavior is an issue in school, it would be important for school personnel to have some guidance from the people who know the complete history as to how to manage the problems If child’s behavior is an issue in school, it would be important for school personnel to have some guidance from the people who know the complete history as to how to manage the problems If the school is providing some of its own counselling services, it would be very important that there be communication and consistency of approach with therapists outside the school If the school is providing some of its own counselling services, it would be very important that there be communication and consistency of approach with therapists outside the school It is important that birth parents be involved in discussions with school personnel, because, in the event of reunification, the child will do best if the birth parent is on board It is important that birth parents be involved in discussions with school personnel, because, in the event of reunification, the child will do best if the birth parent is on board

16. LIMITATIONS OF CHILD WELFARE EVALUATIONS The audience for child welfare evaluations is DCPP, attorneys, and judges—who are making decisions abut removal, services outside of school system, permanency The audience for child welfare evaluations is DCPP, attorneys, and judges—who are making decisions abut removal, services outside of school system, permanency Psychologists conducting the evaluations are not thinking about school personnel as they are writing the evaluations Psychologists conducting the evaluations are not thinking about school personnel as they are writing the evaluations Much of what is said about the kind of behavioral management the child requires is directly applicable to school personnel Much of what is said about the kind of behavioral management the child requires is directly applicable to school personnel Evaluating psychologists should be able to make recommendations regarding management in school if asked to do so Evaluating psychologists should be able to make recommendations regarding management in school if asked to do so