1. September 2013

2. Module 6 What have we learned? Informing child welfare

3. Module 6 Learning Objectives Participants will: Summarize the key points of early brain development Understand why it is vital to identify and address the needs of young children in child welfare Identify “opportunities” for applying concepts of early development throughout the key events in dependency

4. What have we learned? Brain and Body Development –Begins Early (prenatally), –Has Windows of Opportunity –Stress Can Harm –Relationships Can Buffer Intervening Early is Key Science Must Be Applied to Child Welfare Practice Modified by Children’s Administration 5/2014

5. What does the science tell us?

6. The brain is not fully developed at birth Modified by Children’s Administration 5/2014

7. … there are windows of opportunity for development and intervention (optimal or sensitive periods) Modified by Children’s Administration 5/2014

8. … and that persistent stress, maltreatment or deprivation of experiences can harm the developing brain

9. And that like Billy, many maltreated children have developmental problems

10. We know that primary caregivers are the center of baby's emotional universe … even those adults we might consider inadequate parents

11. We’ve learned … How rapidly securely attached children can deteriorate when separated from important relationships Modified by Children’s Administration 5/2014

12. … and nurturing relationships can buffer stress and heal loss Modified by Children’s Administration 5/2014

13. We’ve learned that, really, it’s all based in relationships... Brain development Dealing with stress Learning to self-regulate Nurturing and attachment Development Repair and healing

14. Why the urgency? Adverse Childhood Experiences What happens between infancy and adulthood can create a lifetime of addictions, abuse and mental health problems.

15. Early financial investment is critical “Dollars spent on a child before age 5 produce a higher economic benefit than if the same amount were spent when the child is older.” Heckman and Masterov, The Productivity Argument for Investing in Young Children, October 2004.

16. High quality environments that support healthy relationships and evidenced- based interventions … can significantly improve children’s outcomes Modified by Children’s Administration 5/2014

17. How can the science of early childhood better inform key events in dependency? Removal and placement Case planning Court appearances Visitation and family time Reunification, adoption or termination

18. Removal and Placement How can we reduce stress and increase security? Modified by Children’s Administration 5/2014

19. Removal and Placement Potential Opportunities Talk to families about their importance in promoting early childhood and brain development Unless unsafe, keep familiar objects/blankets/toys with the child Modified by Children’s Administration 5/2014

20. How can we reduce stress and increase security? Placement and Case Planning Modified by Children’s Administration 5/2014

21. Case Planning Potential Opportunities Identify relationship-based supports for caregivers and birth parents Ensure access to high-quality care and education opportunities Address caregiver mental health (including trauma histories for both resource and birth parents) Support regular family team meetings Modified by Children’s Administration 5/2014

22. How can we reduce stress and increase security? Hearings and Court Appearances Modified by Children’s Administration 5/2014

23. Court Appearances Potential Opportunities Engage judicial leaders as catalysts for change Encourage a child/baby friendly court environment Support more frequent permanency hearings – 6 months is half of an infant’s life and during this time, 16 million synapses are formed Modified by Children’s Administration 5/2014

24. How can we reduce stress and increase security? Visitation and Family Time Modified by Children’s Administration 5/2014

25. Visitation and Family Time Potential Opportunities First visits within 48 hours of removal when possible Prepare resource and birth parents for visits and provide supports after visits Visitation and parenting coaches Modified by Children’s Administration 5/2014

26. Reunification, Termination or adoption How can we reduce stress and increase security? Modified by Children’s Administration 5/2014

27. Reunification, Termination or Adoption Potential Opportunities Fully-supported, mindfully-paced transitions between caregivers Clear post-permanency plans to ensure that children continue to receive services to meet health, mental health and developmental needs

28. How can we do these 3 simple things: Reduce stress? Increase trust and security? Improve well-being? Modified by Children’s Administration 5/2014

29. Who can help?

30. Activity For the culminating activity, you will be assigned to one of the following groups. In your group, you will have 15-20 minutes to develop a set of recommendations that will help Carly’s family reduce stress, increase trust and security and improve well-being for each of these stages of the process: Group 1: Removal and placement Group 2: Case planning Group 3: Court appearance Group 4: Visitation and family time Group 5: Reunification, adoption and termination Modified by Children’s Administration 5/2014