1. 1 Concurrent Planning: Multiple Pathways to Permanence Version 2.0, 2010 Module A

2. 2 Goals for the Training In this training we will cover:  Essentials of Concurrent Planning  Values in Concurrent Planning  Collaboration toward Permanency

3. 3 Definitions  Concurrent planning  Permanency outcomes  Emotional vs. Legal Permanency

4. 4 Concurrent Planning Values  Every child deserves permanency.  Requires emotional risks.  Foster placement as a service, not an outcome.  Requires collaboration.

5. 5 Learning Objectives Knowledge:  Define Concurrent Planning and Permanence  Identify the emotional, developmental effects of separation  Recognize best practice models Values  Permanency as best outcome  Concurrent planning as a method for timely permanency  Ongoing concurrent planning  Emotional/relational permanency, pre-existing attachments  Child-, youth-, and family-centered

6. 6 Data  Retrieved from the Center for Social Services Research at the UC Berkeley http://cssr.berkeley.edu/ucb_childwelfare/ http://cssr.berkeley.edu/ucb_childwelfare/http://cssr.berkeley.edu/ucb_childwelfare/  Part of the effort to improve outcomes for children and families in the Child Welfare System

7. 7 Placement Data In California on July 1, 2009…  59,686 children & youth were in child welfare supervised foster care.

8. 8 Placement Data  65% of those who enter and stay at least five days in placement are still in out-of-home care one year later.  25% of those who enter foster care remain in care longer than 24 months.

9. 9 Placement Data  60% of youth who age out of the system at age 18 were in care for 3 years or longer.

10. 10 Discussion  What do you see as your role in improving outcomes for children and youth, given the issues that were presented in the video and the data?

11. 11 Attachment Theory  Attachment status sets stage for developing autonomy.  Attachment deficits lead to: Separation anxiety Separation anxiety Inability to meet developmental challenges Inability to meet developmental challenges Re-experiencing of rage from early losses Re-experiencing of rage from early losses  Attachment helps the child to: Attain full intellectual potential Attain full intellectual potential Develop a conscience Develop a conscience Trust others Trust others Increase self-reliance and feelings of self worth Increase self-reliance and feelings of self worth Cope with stress, frustration and jealousy Cope with stress, frustration and jealousy Overcome common fears and worries Overcome common fears and worries

12. 12 Separation and Placement  Infants Cognitive limitations Cognitive limitations Become extremely distressed by: Become extremely distressed by: changes in the environmentchanges in the environment the absence of trusted caregiversthe absence of trusted caregivers Experience the absence of caregivers as immediate, total, and complete Experience the absence of caregivers as immediate, total, and complete

13. 13 Separation and Placement  Preschoolers Immature conception of time Immature conception of time Assumption that parents will not return Assumption that parents will not return Damages self esteem and increases anxiety Damages self esteem and increases anxiety Feelings of helplessness and loss of control interfere with the development of self- directed, autonomous behavior Feelings of helplessness and loss of control interfere with the development of self- directed, autonomous behavior

14. 14 Separation and Placement  School age children Need concreteness Need concreteness May experience feelings of: May experience feelings of: responsibility, guilt and anxietyresponsibility, guilt and anxiety confusion, hostility, and resentmentconfusion, hostility, and resentment worry about familyworry about family May become lonely and isolated after the loss of best friends and peers May become lonely and isolated after the loss of best friends and peers

15. 15 Separation and Placement  Adolescents An emotionally chaotic period; Additional stress may precipitate crisis. An emotionally chaotic period; Additional stress may precipitate crisis. May experience: May experience: Guilt, anxiety, depressionGuilt, anxiety, depression May interfere with development of autonomy. May interfere with development of autonomy.

16. 16 Decreasing Placement Trauma  Slow down, explain.  Removal calmly facilitated by parent.  Parent-Child phone call, visit before leaving home.  Familiar people to provide emotional support.  Comfort items.  Build relationship between biological and foster parent.  Place child as soon as possible.  Child knows placement is not his/her fault.  Maintain connections between siblings.  Attend same school, or arrange good-bye with friends.  Appropriate and prompt trauma services.

17. 17 Decreasing Placement Trauma Summary:  Keep child connected to family, loved ones  Frequency of contact  Timely permanency through reunification, adoption, or guardianship

18. 18 Federal and State Legislation  Adoption and Safe Families Act of 1997  The Chafee Foster Care Independence Act  California AB 3088  California Welfare and Institutions Code WIC 16501.1(f)(9) WIC 16501.1(f)(9) WIC 358.1(b) WIC 358.1(b) WIC 361.3 WIC 361.3 WIC 366.21 WIC 366.21 WIC 706.6(k) WIC 706.6(k)

19. 19 Concurrent Planning: Key Components  Full Disclosure  Reasonable Efforts  Timelines for Reunification  Substantial Probability for Reunification

20. 20 Full Disclosure  Provide family members with information and possible outcomes that will be upsetting to the family members.  Required by law  Clinically beneficial  Who is included in full disclosure?

21. 21 Reasonable Efforts Tasks include:  Document the problems which necessitated removal.  Work with biological parents on: MSLC expectation, service plan, and visitation plan MSLC expectation, service plan, and visitation plan  Refer parents to service providers.  Review progress at least monthly with parents.  Document all parental participation. Documentation includes:  Date of referrals to services.  Evaluations and/or progress reports.  Dates and outcomes of contact with relatives.

22. 22 Timelines for Reunification  Begin reunification and permanency efforts immediately  Length of reunification plan is determined by: Child’s age at time of removal Child’s age at time of removal Parent’s progress in the plan Parent’s progress in the plan

23. 23 Assessing for Reunification Important considerations:  What has the parent done to comply with the reunification plan? What can be documented?  What does the parent still need to do?  What is the visitation plan for the parent?  Is the parent following through with visitation? What can be documented?  How is the child responding to visits with the parent?

24. 24 Contact Points  Concurrent planning Starts with the initial contact with family Starts with the initial contact with family Continues and evolves throughout the life of the case Continues and evolves throughout the life of the case Does not end until permanency is achieved Does not end until permanency is achieved

25. 25 Concurrent Planning: Promising Practices  Early formal search for relatives, absent parents.  Early compliance with ICWA.  Regular collaborative case reviews.  Frequent communication between social workers.  Intensive early services to biological parents.  Individualized assessment, targeted services.  Documented full disclosure.  Parent / child visitation plans.  Build relationship: parents & substitute care providers.

26. 26 Working Together  Child’s attorney  Biological parent’s attorney  Foster parent/relative caregiver

27. 27 Activity: Best Practice  Directions: Read vignette Read vignette Work in table groups to identify missed opportunities to engage in concurrent planning. Work in table groups to identify missed opportunities to engage in concurrent planning.

28. 28 Practice Constants and Practice Changes  Changes to practice  Remain the same: Services to Children Services to Children Services to Birth Parents Services to Birth Parents Services to Relatives Services to Relatives