FAMILY FINDING AND ENGAGEMENT - Home | CalSWEC



Birth-to-Six Initiative

TRAINER’S GUIDE

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Table of Contents

|Section |Topic |Page |

|I. |Background Information | |

| |A. Recommended topics that participants will learn in this series | |

| |B. Recommended other trainings that support Family Finding and Engagement | |

|II. |Preparation | |

|III. |Topic 1: Introduction to Birth to Six | |

|IV. |Topic 2: The Emotional and Developmental Needs of Young Children | |

|V. |Topic 3: Young Children in Foster Care | |

|X. |Appendix: Resource Guide | |

Birth to six Initiative

- Facilitator'S GUIDE -

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I. Background Information

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This curriculum is designed to be conducted by a trainer who has familiarized themselves with the Birth to Six Initiative. As such, it is expected that each Facilitator will add examples from their professional and personal experiences to help illustrate the points and clarify the material.

This is called a "Facilitator's Guide" and not a "Trainer Guide" as this is a Facilitated process, as opposed to a standardized training. This is one portion of a comprehensive plan that is needed to implement Birth to Six Initiative in a jurisdiction, and is only focused on the Training, Technical Assistance, and Coaching aspects of implementation. This is not a standardized curriculum, in that each jurisdiction will not need the same training, technical assistance and coaching. This "Facilitators Guide" is intended to produce a menu of options for the Facilitator in collaboration with the jurisdiction.

This is a Facilitated Three Part Series of training and technical assistance that is provided three half day sessions.

The purpose of this three part series is to:

|Introduce the Birth to Six Initiative primarily child welfare social workers, supervisors, managers, and |

|community partners including its associated values and theoretical framework. |

|Provide an opportunity for staff and supervisors to consider the benefits to young children and the child |

|welfare system should the Birth to Six Initiative be implemented. |

|Provide ongoing technical assistance and coaching for staff and community partners as the Birth to Six |

|Initiative is implemented in the County. |

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A. Recommended topics that participants will learn in this series:

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Topic 1: Introduction to Birth to Six

Topic 2: The Emotional and Developmental Needs of Young Children

Topic 3: Young Children in Foster Care

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B. Recommended training topics that support Birth to Six Initiative

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1. Understanding Attachment Theory

2. Brain Development

3. Child development

4. The impact of trauma, abuse and neglect on young children in foster care

These rather complex concepts have been simplified in the curriculum but the trainer’s personal knowledge will help support any questions that are raised during the topical sessions. They provide a foundation from which to train.

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II. Preparation for Facilitating the Series

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This curriculum is designed to be conducted by a by a trainer who has familiarized themselves with the Birth to Six Initiative. As such, it is expected that each Facilitator will add examples from their own professional and personal experiences to help illustrate the points and clarify the material. Prior to the training the Facilitator should read and be Familiar with the following documents for each Topic area:

• Facilitator’s guide

• Trainee’s guide

• Power point

• Videos for this curriculum

• Additional Resources

Participant Handouts for this Curriculum:

• Trainee’s guide

• Consider copying the power point

Training Supplies Needed

• Lap Top

• LCD

• Screen to project LCD on to

• Easel stand, paper and markers, masking tape

• A way to project a DVD

Birth to Six Initiative

- Facilitator'S GUIDE -

Topic One – Introduction to Birth to Six

|Introductions, review of agenda, handouts, and learning objectives, ground rules |

|PPT slide 1 & 2 |Do a brief introduction of yourself and if you have one, your co-Facilitator. |

| | |

| |Introductions Activity: Share name, position, and one memory from your childhood between birth and six. |

|PPT slide 3 |Review the learning objectives |

| |Gain understanding of the unique needs of young children |

| |Understand the benefits of the Birth to Six Initiative |

| |Learn how trauma impacts young children’s development |

| | |

| |Set Ground rules |

| |Discuss the need for ground rules on these sessions because they are value based which can often create |

| |controversy. |

| |Head a flipchart with Birth to Six Ground Rules |

| |Ask the class to create a list of ground rules and agree on them. |

| |As they call them out, write them on a flow chart with a bullet or number by each. |

| |Tear the sheet off when done and hang them where they are visible to refer to during the session. |

|PPT slide 4 |Conduct the Pre-Test Assessment |

|PPT slide 5 |Overview of Birth to Six Initiative |

| |Acknowledges that young children require special attention in the child Welfare system |

| |Addresses developmental needs of young children |

| |Creates system change to align with values and goals of Initiative |

| |Goals of Birth to Six Initiative |

|PPT slide 6 |Meet the developmental needs of children in foster care |

| |Minimize the impact of separation and trauma on development |

| |Decrease the number/rate of children in foster care |

| |Decrease the length of stay of children in foster care |

|PPT slide 7 - 8 |Benefits of the Initiative |

| |Increased awareness by staff and caregivers of the importance of attachment and the impact of separation and loss|

| |on a young child’s bonding process. |

| |Increased caregiver capacity to nurture and care for the young child who has been impacted by neglect, abuse and |

| |separation trauma. |

| |Increased identification of foster children who are impacted by trauma and loss and need early intervention. |

| |Increased number of children receiving developmental assessments. |

| |Increased number of children who receive appropriate referrals and services that meet their health, dental, |

| |education, mental health and developmental needs. |

| |Improved child-parent/caregiver visitation protocol developed. |

| |Increased timeliness for child reunification with family. |

| | |

| |Increased timeliness to permanency by way of adoption and guardianship. |

| |Decreased re-entry into foster care after reunification. |

| |Increased child well being in health, mental health and in attachments. |

| |Decrease in number of children entering foster care. |

| |Decrease length of stay for children who enter foster care. |

|PPT slide 9 - 10 |Unique Needs of Young Children |

| |Brain is growing and developing |

| | |

| |“The capacity and desire to form emotional relationships is related to the organization and functioning of |

| |specific parts of the brain. Just as the brain allows us to see, smell, taste, talk and move, it is the organ |

| |that allows us to love – or not.” Bruce D. Perry, M.D., Ph.D. |

| | |

| |Attachment and bonding are occurring |

| |“special enduring form of emotional relationship with a specific person.” |

| | |

| |Rapid growth in physical, cognitive and emotional development |

| | |

|PPT slide 11 |Data…What do we know? |

|PPT slide 12 |California Foster Care |

| |In October 2010, there were 19,467 children under the age of six in foster care |

| |3313 children under age 1 |

| |7,586 1-2 year olds |

| |8,747 3-5 year olds |

| | |

| |34% of all the children (57,954) in foster care |

| |Impact of Trauma and Abuse |

|PPT slide 13 |In the United States, approximately 5 million children experience some form of traumatic event each year. |

|PPT slide 14 - 15 |Trauma is… |

| |a psychologically distressing event that is outside the range of usual human experience. Trauma often involves a |

| |sense of intense fear, terror, and helplessness. |

| |Not the same as stress. |

| |Overwhelms a person’s capacity to cope |

|PPT slide 16 |How does trauma affect young children? |

| |The type of traumatic event will affect its impact on a child |

| |The child’s age and developmental stage will influence how powerful and dangerous the traumatic event feels to |

| |him |

| |The child’s care giving environment and social supports shape the way in which the child reacts and copes with |

| |the traumatic event. |

|PPT slides 17 |Trauma Impact |

| |Causes developmental delays |

| |Causes eating problems (hoarding, swallowing problems, throwing up food, failure to thrive) |

| |Poor emotional functioning |

| |Inappropriate modeling of adult behavior |

| |Aggression |

|PPT slide 18 |The Problem is… |

| |social problems manifest later in life |

| |Teen age pregnancy |

| |Drug abuse |

| |School failure |

| |Victimization |

| |Anti-social behavior |

|PPT slide 19 |Traumatized Children |

| |Behaviors can be out of control, fearful, disruptive, or excessively aggressive |

| |Children may be “flooded” with feelings of fear and anxiety. |

|PPT slide 20 |Neuropsychiatric Conditions Develop |

| |Dissociative Disorder |

| |Post-traumatic Stress Disorder |

| |Conduct Disorders |

|PPT slide 21 |Dissociation |

| |Mental process of disengaging from the stimuli in the external environment and attending to inner stimuli. |

| |Inner fantasy world |

| |Disorientation |

| |Loss of identity |

| |Perceptual disturbances |

|PPT slide 22 |Post Traumatic Stress Disorder |

| |PTSD is a neuropsychiatric disorder that may develop following a traumatic event. |

| |It is characterized by three key sets of symptoms: |

| |1) re-experiencing and re-enactment, |

| |2) avoidance, and |

| |3) physiological hyper-reactivity |

|PPT slide 23 |Hallmark Symptoms of PTSD: |

| |RE-ENACTMENT |

| |Play |

| |Drawing |

| |Nightmares |

| |Intrusive ideations |

| |AVOIDANCE |

| |Being withdrawn |

| |Daydreaming |

| |Avoiding other children |

| | |

| |PHYSIOLOGICAL HYPERREACTIVITY |

| |Anxiety |

| |Sleep problems |

| |Hyper vigilance |

| |Behavioral impulsivity |

|PPT slide 24 |What are some of the losses young children have experienced? |

|PPT slide 25 - 28 |Young Children in Foster Care |

| |Have experienced abuse and/or neglect in the primary home |

| |Have not received healthy parenting experiences in the primary home |

| |Experience separation from primary caregiver, usually the mother |

| |Experience multiple caregivers |

| |Experience placement instability |

| |May not experience necessary nurturance to develop and attach |

| |80% of young children placed in out-of-home care were exposed prenatally to substance use. |

| |Nearly 40% were born premature or low-birth weight and over half had a chronic health condition and/or |

| |developmental delay. |

| |4-6% of the general child population have developmental delays |

| |As high as 60% of children in foster care have developmental delays: |

| |57% language delays |

| |33% cognitive problems |

| |31% gross motor delays |

| |10% growth problems |

| |25-40% of children younger than six entering out of home care have significant behavioral problems as compared to|

| |3-6% of the general preschool population |

|PPT slide 29 |Developmental and behavioral impairments are correlated with longer lengths of stay in care and reduced |

| |likelihood of family reunification or adoption |

|PPT slide 30 |Theoretical Framework for Birth to Six Initiative |

| | |

| |Attachment Theory |

| |Optimal child development occurs when a spectrum of needs are consistently met over an extended period. |

| |Having at least 1 adult who is devoted to and loves a child unconditionally, who is prepared to accept and value |

| |that child for a long time, is key to helping a child overcome the stress and trauma of abuse and neglect. |

|PPT slide 31 |Wrap UP |

| |Next Session – The Emotional and Developmental Needs of Young Children |

Birth to six Initiative

- Facilitator'S GUIDE -

Topic Two – The Emotional and Developmental Needs of Young Children

|Introductions, review of agenda, handouts, and learning objectives, ground rules |

|PPT slide 1-2 |Introduce self if this topic is done on a different day than topic one and welcome participants back to the class|

|5 min |(or from lunch, or from break.) if not. |

| |Make any announcements, or ask if anything came up for them since the last topic etc. |

| |Learning Objectives |

| |Understand the needs of young children |

| |Identify unique issues facing young children |

| |Identify therapies and interventions to assist young children |

| |Value the attachment process in young children |

|PPT slide 3 |Unique issues for young children in foster care |

| |Importance of a consistent caregiver |

| |Children’s Sense of Time |

| |Response to Psychological Stress |

| |Effect of Neglect |

| |Impact of separation on children |

| |Impact of placement changes |

| |Visitation with birth parents |

|PPT slide 4 |Consistent Caregiver |

| |Children who have experienced abuse or neglect have a heightened need for permanency, security, and emotional |

| |constancy |

| |Regardless of placement type, must receive individual attention from their caregivers. |

|PPT slide 5 |Foster parent as Intervention |

| |Shift from “foster care as maintenance” to “foster care as an active intervention” |

| |The quality of the adult-child interaction is a strong predictor of behavior as well as language development and |

| |social communication |

|PPT slide 6-7 |Children’s Sense of Time |

| |Children have limited life experience on which to establish their sense of self. |

| |Their sense of time focuses exclusively on the present and does not include the understanding “temporary” versus |

| |“permanent” |

| |For young children, periods of weeks and months are incomprehensible. |

| |Disruption in either place or caregiver for even 1 day may be stressful |

|PPT slide 8-9 |Response to Psychological Stress |

| |The body’s physiologic responses to stress are based on the involuntary actions of the brain. |

|15 min |Physical and mental abuse during the first few years of life can fix the brain in an acute stress response mode |

| |that makes the child hyper vigilant and fearful |

| |When an infant is under chronic stress, the response may be apathy, poor feeding, withdrawal and failure to feed |

|PPT slide 10 |Effect of Neglect |

| |Neglect has a profound and long lasting effect on all aspects of child development – poor attachment formation, |

| |under stimulation, development delay, poor physical development and antisocial behavior. |

|PPT slide 11-12 |Impact of Separation |

| |Separation during the first year of life, especially first 6 months, if followed by good quality care may not be |

| |too detrimental |

| |Separations occurring between 6 months and about 3 years of age, are more likely to result in discord and |

| |disruption as this is the typical stranger anxiety period. |

| |Children older than 3 or 4 years placed for the first time with a new family are more likely to be able to use |

| |language to help them cope with loss and adjust to change. |

|PPT slide 13 |30 minutes DVD Separation from Parent |

| |Erica, Judith, Patrick and Elizabeth |

| |Show Vignette #2: Drop off in a Child care center |

| | |

| |Discuss that this is a video about a common transition for young children. Observe the video with the thought in|

| |mind that this could be a placement transition. |

| | |

| |What did you see happening in this scene? |

| |What more would you like to know about this situation? Why? |

| |How do you imagine it feels to be each of the people in this scene? |

| |If you were the child, what might you want the adults to do differently? If anything? |

| |If this were a move from one home to another, why might be the similarities? Differences? |

| |What might you do to transition the Elizabeth? |

|PPT slide 14-15 |Visitation (Parent-Child Contact) |

| |Visits are intended to maintain or improve the child-parent relationship, to give agency ability to observe and |

| |improve the parent-child interaction, and to monitor the parents’ progress. |

| |For younger children visits are not conducive to optimal parent-child interaction and may minimally serve the |

| |parents’ needs for ongoing contact with the child |

| |Visits should be frequent and long enough to enhance the parent-child relationship and to effectively document |

| |the parent’s ongoing interest and involvement with the child |

|PPT slide 16 |Attachment Theory |

| |Healthy attachment is demonstrated through empathy, caring, sharing, inhibition of aggression, remorse and the |

| |capacity of love |

|PPT slide 17 |Your Primary Attachment |

| |Who was your first caregiver? |

| |Who was your primary caregiver? |

| |Were your first and primary caregivers the same people? |

| |Did you have more than one attachment to an adult? Who were they? |

| |What impact do you feel these relationships had on you? |

| |Small Group Activity: Break class into dyads, no more than 3. Have the dyads discuss the above questions. |

| |Process as a large group and chart any themes or commonalities that you hear. |

|PPT slide 18 |Attachment Bond |

| |(1) it is an enduring emotional relationship with a specific person; |

| |(2) the relationship brings safety, comfort, soothing and pleasure; |

| |(3) loss or threat of loss of the person evokes intense distress.  |

| | |

| |This special form of relationship is often best characterized by the maternal-child relationship.  |

|PPT slide 19 |How does attachment impact development? |

| |Experiences in childhood act as the primary architects of the brain's capabilities throughout the rest of life. |

|PPT slide 20 |Bonding |

| |Bonding is the process of forming an attachment. |

| |It is the “emotional glue” to become connected to each other. |

|PPT slide 21 |Bonding Acts |

| |The acts of holding, rocking, singing, feeding, gazing, kissing, and other nurturing behaviors are bonding |

| |experiences. |

| |Important factor in creating attachment is positive physical contact |

|PPT slide 22 |Attunement |

| |Reading and responding to the cues of another |

| |Synchronous and interactive |

| |Helps prevent mismatch between need and provision |

| |Can be taught: reading the non-verbal social language of another |

|PPT slide 23 |Attunement Strategies |

| |Become and observe; focus on non-verbal cues |

| |Be sensitive to ever-changing rhythms and remain flexible to change |

| |Consistently provide a caring, supportive response to cues |

| |Remember that persons are unique and so are their needs |

|PPT slide 24 |Interventions and Therapies |

| |Early and aggressive treatment of traumatized children decreases risk for developing PTSD and other |

| |trauma-related problems seen in later life |

|PPT slide 25 |Treatments incorporate: |

| |Review and recollections of traumatic experiences |

| |Information about the normal and expected processes of post-traumatic functioning |

| |Focus on specific symptoms |

|PPT slide 26 |Individual Therapy |

| |Psycho educational |

| |Cognitive-behavioral |

| |Insight-oriented |

| |Play |

| |Trauma-focused |

| |pharmacotherapy |

|PPT slide 27 |Group Therapy |

| |Psycho educational |

| |Cognitive-behavioral |

| |Family |

| |Problem-focused |

|PPT slide 28 |Other Interventions |

| |Developmental Screenings (like Ages and Stages Questionnaire) |

| |Therapeutic Nurseries |

| |Caregiver Training |

| |What other interventions are there? |

|PPT slide 29 |Wrap UP: |

| |Next Topic: Young Children in Foster Care |

birth to six initiative

- Facilitator'S GUIDE -

Topic Three- Young Children in Foster Care

|Introductions, review of agenda, handouts, and learning objectives, ground rules |

|PPT slide 1 |Introduce self if this topic is done on a different day than topic one and welcome participants back to the class (or from |

| |lunch, or from break.) if not. |

| |Make any announcements, or ask if anything came up for them since the last topic, etc. |

|PPT slide 2 |Learning Objectives |

| |Learn how foster care is different for young children |

| |Understand the role of the foster parent in the young child’s life |

| |Understand how visitation with young children and birth parents should occur |

| |Be able to create a visitation plan that meets the needs of young children |

| |Value the need for a foster care system tailored for young children |

|PPT slide 3 |What is foster care? |

| |It is an intervention designed to protect and remediate children who have been maltreated. |

|PPT slide 4 |Promote Infant Well Being |

| |Physical Safety – child proofed homes |

| |Provide developmentally appropriate levels of stimuli |

| |Develop positive, nurturing relationships |

|PPT Slide 5 |Foster care for young children: Premise #1 |

| |Foster parent must become the primary caregiver and the primary attachment figure for the child. |

|PPT Slide 6 |Premise #2 |

| |Safety, stability and emotional availability of the giving adult are paramount. |

|PPT slide 7 |Premise #3 |

| |Foster parents must psychologically invest in the child in order to become the attachment figure. |

|PPT slide 8 |Premise #4 |

| |Adults, but not young children, are capable of sustaining attachment relationships across time and space |

|PPT slide 9 |Question: |

| |Based on these four premises, how is foster care different for young children? |

| |Large group discussion – chart answers and compare to the next slide. |

|PPT slide 10 |Foster care is different for young children |

| |Cannot sustain attachment relationships over time and space |

| |Require substantial and regular physical emotional availability |

| |No ability to appreciate the big picture of the child welfare system |

|PPT slide 11 |How can foster parents help? |

| |Be sensitive and responsive |

| |Know and value the child as an individual |

| |Place the needs of the child ahead of their own needs |

|PPT slide 12 &|Inherent Contradictions of foster parenting |

|13 |Psychological Ownership |

| |Love the child as their own |

| |Advocate for the child |

| |Become the child’s “go to” person in times of uncertainty |

| |Uncertainty |

| |Child can be removed at any time |

| |Progress of biological parents |

| |Isolation/lack of support |

| |Repeated attachments and separation from children in their care |

| |Insufficient or inadequate training |

| |Caring for children who have experienced attachment difficulties |

| |Behavioral or emotional difficulties |

|PPT slide 14 |Institutional care for young children? |

| |Children raised in institutions are at dramatically increased risk of |

| |Disturbances of social relatedness and attachment |

| |Externalizing behavioral problems |

| |Inattention/hyperactivity |

| |Developmental problems |

|PPT slide 15 |Loss for young children |

| |What do young children lose when they enter foster care? |

| |Chart Answers |

|PPT slide 16 |Loss and Separation |

| |Removal from birth family |

| |Multiple placements |

| |Ambiguous loss |

|PPT slide 17 |Ambiguous Loss |

| |“with ambiguous loss, there is no closure; the challenge is to learn how to live with the ambiguity.” Pauline Boss, Ph.D. |

| | |

| |Ambiguous loss is a relationship disorder and not individual pathology. |

|PPT slide 18 |Two types of Ambiguous loss situations |

| |Type One: Occurs when there is physical absence and psychological presence. |

| |Loss of parent due to divorce or giving up a child for adoption |

| |Type Two: Occurs when there is physical presence but psychological loss |

| |Person you care about is psychologically absent such as autism, depression, traumatic brain injury, dementia |

|PPT slide 19 |How can the foster care system be different? Two Examples |

| |Attachment and Bio behavioral Catch Up (ABC Intervention) |

| |10 session, manualized intervention delivered by trained clinicians in the home of the foster parent and young child together |

| |Multi Disciplinary Treatment Foster Care (MTFC) |

| |Intense training to foster parents, 24 hour on call staff, daily progress reports |

| |Therapeutic play group, skills training, preschool, family therapy |

|PPT slide 20 |Small Group Activity |

| |Design a foster care system for young children in your county. |

| |What would it look like? |

| |What interventions would be in place? |

| |What outcomes would you hope to see? |

| | |

| |Break into groups of 6-8. For 15 minutes allow group to brain storm and process. Facilitate large group report out. |

|PPT slide 21 |Facilitating positive transitions |

| |Movement of infants should be prevented if possible. |

| |Focus on the infant’s individual developmental needs |

| |Timing is important |

| |Before age 6 months, may be less traumatic than between 6-24 months when attachment is occurring. |

| |Select a caregiver who is willing and able to care for the needs of an infant, i.e. crying, exploration when mobile, “terrible |

| |two’s”, etc. |

|PPT slide 22 |Sensitive Transitions |

| |Retain some semblance of continuity |

| |Caregivers should share information about an infant’s needs and preferences |

| |Caregivers should maintain an emotional connection based on their mutual desire for the infant’s well being |

| |Maintain relationship with previous caregivers |

| |Maintain child care settings whenever possible. |

|PPT slide 23 |Retain some semblance of continuity |

| |Maintain infant routines, including food, formula, sleep schedules |

| |Maintain continuity in diapering, i.e. are they sensitive to temperature when being changed? |

| |Use transitional objects, i.e. special toys, stuffed animals, blankets, music |

|PPT slide 24 |Visitation |

| |Effective visitation creates and optimal opportunity for children and parents to experience being together again. |

| |A high quality visit has a therapeutic goal, incorporates well planned activities to support that goal and is conducted in a |

| |developmentally appropriate, interactive manner. |

|PPT slide 25 |Visitation |

| |Why is it important? |

| |Who has the right to visit? |

| |What should happen during visits? |

| |Ask trainees the following questions to initiate a dialogue about visitation. |

| | |

| |Why is visitation important? |

| |(Responses include that: visitation is one of the key predictors of successful reunification, that frequent meaningful |

| |visitation reduces the trauma of placement for children, and that visitation allows children to maintain connections with |

| |family members such as siblings and grandparents.) |

| |Who has the right to visitation? |

| |(Responses include that visitation is a child’s right, not a parent’s privilege.) |

| |What should happen during visits? |

| |(Responses include bonding, rebuilding relationships, practicing new skills, learning to interact in new ways.) |

| | |

| |Adapted from Family Engagement in Case Planning and Case Management Version 2.0 Trainer Tips |

|PPT slide 26 |The Role of Visitation |

| |Is it harmful? |

| |Stress vs. harm |

| |Includes harm to child’s attachment to foster parent |

| |Is it helpful to the child’s attachment to the biological parent? |

| |What is the goal? |

| |Is it helpful to the biological parents’ attachment to the child? |

|PPT slide 27 &|Principles of Visitation |

|28 |Child’s well being is the primary concern |

| |Must have an attachment figure present if visit more than 6 months old |

| |Better to have an attachment figure present even if less than 6 months old |

| |Child can sustain a relationship with parent without the parent being an attachment figure |

| |As parents progress towards reunification, frequency and length of visits should increase |

| |Relationships with foster parents should continue after reunification whenever possible |

|PPT slide 29 |Things to Remember |

| |Visitation is a child’s right, not a parent’s privilege. |

| |Visitation should never be used as a reward or punishment. |

| |Visitation should be planned and purposeful. |

| |Visitation activities should match the child’s developmental level. |

| |Visitation should occur in as natural a setting as possible. |

|PPT slide 30 |Considerations of Collaborative Visitation |

| |Visiting without attachment figure (foster parent) causes undue stress on child by second half of first year |

| |Presence of the foster parent can improve quality of visit for biological parent |

|PPT slide 31 |Promising Practices |

| |Ice Breaker Meetings |

| |Provide a structured, first informal meeting early in placement for both foster and birth families to create an atmosphere of |

| |“working together”. |

| |This first meeting or “ice breaker” is a facilitated, child focused meeting held shortly after a child is placed (or replaced) |

| |in out-of-home care and lasting not more than thirty minutes. |

|PPT slide 32 |Promising Practice: Visit Coaching |

| |Before each visit, families work with the visit coach to address fears, barriers, and parenting issues. |

| |During the visit, the coach actively acknowledges the family’s strengths in responding to their child(ren) and guides them in |

| |improving their skills. |

| |After the visit, the family and coach evaluate how the next visit could be improved. |

|PPT slide 33 |Visit Coaching |

| |Before each visit, families work with the visit coach to address fears, barriers, and parenting issues. |

| |During the visit, the coach actively acknowledges the family’s strengths in responding to their child(ren) and guides them in |

| |improving their skills. |

| |After the visit, the family and coach evaluate how the next visit could be improved. |

|PPT slide 34 |Small Group Activity |

| |Develop a visitation plan for a child and mother. The mother is making good progress on her case plan and the plan is for |

| |reunification in 3 months. Currently visits occur one time a week for one hour. |

| |Break into 3 groups; if a large number of people, then double the groups. Have 2 groups do each age group. |

| |Group 1 – Develop a visitation plan for 3 month old |

| |Group 2 – Develop a visitation plan for a 12 month old |

| |Group 3 – Develop a visitation plan for a 4 year old |

|PPT slide 35 |Returning Home |

| |Parents should develop a psychologically and physically safe home |

| |The house should safety proofed |

| |Place “transitional” objects in view of infants to create a “safe” environment |

| |Sing a familiar song, read a familiar book, place former caregiver pictures around the home |

| |Maintain current schedule |

| |Refrain from “overnights” away from the home until adjusted |

|PPT slide 36 |Looking at your County System |

| |What is working well for young children? |

| |What needs improvement? |

| |Prioritize improvements |

|PPT slide 37 |Discussion |

|PPT slide 38 |Conduct Post-Test |

|PPT slide 39 |Wrap up and Planning |

APPENDIX 1

Birth to Six Initiative

- RESOURCE guide -

Birth to Six Initiative

Visitation Plan Considerations

From the Family Engagement in Case Planning and Case Management Version 2.0 Trainee Content:

❑ How long will this Visitation Plan last (number of weeks or months)?

❑ Who will be included in the visits (parents, siblings, others)?

❑ How often will face to face visits happen? What is the plan to increase frequency of visits?

❑ Where will the visits take place? What is the plan to move to less restrictive locations for the visits?

❑ What time will the visits start and end? What is the plan to extend the length of visits?

❑ What activities are planned for the visits? How do the activities fit into the case plan?

❑ Are there special conditions for the visits regarding things like topics of conversation, gifts, phone calls to other people during the visits, photos or other specific requirements?

❑ Who supervises visits? How will the level of supervision change over the course of the plan? How will all involved know what to expect about decreasing the level of visit supervision?

❑ What are the transportation arrangements?

❑ What is the plan for other contact such as phone calls, letters, email, text messaging, etc.?

Birth to Six Initiative

Developmentally Appropriate Visitation Activities

|Stage |Developmental Tasks |Developmentally Related Visitation Activities |

|Infancy |develop primary attachment |meet basic needs (cuddling, feeding, changing) |

| |develop object permanence |peek-a-boo games |

| |basic motor development |help with standing, walking; “come to me” games |

| |word recognition |name objects, repeat name games; reading books |

| |beginning exploration and mastery of |taking walks; encourage exploration; playing together with |

| |environment |noisy, colorful, moving items |

|Toddler |develop impulse control |making and consistently enforcing rules |

|(2-4) |language development |reading simple stories; playing word games |

| |imitation, fantasy play |“let’s pretend” games; encourage imitative play by doing |

| |large motor development (run, climb, dance, |things together |

| |hop) |playing together at the park; assist in learning to ride a |

| |small motor coordination |bike; dance together to music |

| |develop sense of time |draw together; string beads |

| |asserting preferences |discuss events in terms of “after breakfast,” “after lunch,” |

| | |“before supper” |

| | |allow choices in foods, activities, clothes worn |

|Pre school |gender identification |be open to discuss boy/girl differences; be open to |

|(5-7) |begin development of conscience |discussions of sex roles; read books about heroes and heroines|

| |develop ability to problem solve |together |

| |begin concrete operations (time, space, |make and enforce consistent rules; discuss consequences of |

| |hierarchy) |behavior |

| |task completion |encourage choices in everything |

| |understanding concept of rules |point out cause/effect |

| |school entry |plan activities that have a beginning, middle, and end |

| | |play simple games such as Candyland, Old Maid |

| | |shop for school clothes together; provide records needed for |

| | |school entry; visit school together; accompany child on first |

| | |day of school |

|School age |skill development (in school, sports, special |help with homework; practice sports together; show support of |

|(8-12) |interests) |special interests; attend school conferences/activities |

| |peer group development |involve peers in visitation activity |

| |team play |attend team activities with child |

| |develop self awareness |be able to provide feedback |

| |preparation for puberty |discuss physical changes expected; answer questions openly |

|Early |cope with physical changes |help with attention to personal appearance (shaving, buying |

|adolescence |begin abstract thinking |cosmetics); provide information |

|(13-17) |become independent of parents |plan and discuss future; talk about politics, religious ideas |

| |changes in peer group associations |help learn to drive; delegate responsibility |

| |separation from family |transport to peer activities; include peers in visitation |

| | |encourage independence by action (help move to apartment, help|

| | |apply for a job) |

|Late adolescence |develop life goals |be aware of and tolerate independence/ dependence conflict |

|(18-22) |rework own identity and gender identity |be open to discuss adolescent’s options, “think through” |

| |develop capacity for intimacy |together |

| | |share own experiences as young adult |

* Note: Adapted from Peg Hess, 1981, Working With Birth and Foster Parents: Trainer’s and Trainee’s Manual. University of Tennessee School of Social Work.

Websites:

• American Academy of Pediatrics – Foster Care

o

• CA Foster Education Summit - 2011

o Fresno Child Focus Team

▪

o Alicia Lieberman – Babies Can’t Wait

▪

• California Evidence-Based Clearinghouse for Child Welfare (CEBC)

o

• Center for the Study and Prevention of Violence

o

▪

• Child Maltreatment and Its Impact on Psychosocial Child Development

o

• Child Trauma Academy

o Free online courses:

o Main training / information site:

• National Child Traumatic Stress Network

o

• National Registry for Evidence based Programs and Practices

o

• ZERO TO THREE

o National, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers.

▪







Just - has checklists etc

Articles:

• American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth edition, Text Revision. Washington, DC: American Psychiatric Association.

• Boss, Pauline. (2006). A Review of Loss, Trauma, and Resilience: Therapeutic Work with Ambiguous Loss. Alexandria, VA: American Counseling Association;

• California Permanency for Youth Project. (2007). Definition of Permanency/Definition of a Lifelong Connection. Retrieved from

• Cohen, J. A., & Mannarino, A. P. (2004). Treating childhood traumatic grief. Journal of Clinical Child and Adolescent Psychology, 33, 820-233.

• Egger, H. L. & Emde, R. N (2011) Developmentally Sensitive Diagnostic Criteria for Mental Health Disorders in Early Childhood. American Psychologist; Vol. 66, No. 2, 95–106

• Freundlick, M., Avery, R. J, Munson, S. - aff1 & Gerstenzang, S.(2006). The meaning of permanency in child welfare: Multiple stakeholder perspectives. Children and Youth Services Review, 28 (7), 741-760

• Hill, R. B. (2006). Synthesis of research on disproportionality in child welfare: An update. Washington, DC: Casey-CSSP Alliance for Racial Equity in the Child Welfare System.

Lee, Robert E., Whiting, Jason B. (2007). Foster Children's Expressions of Ambiguous Loss. The American Journal of Family Therapy, 35 (5), 417-428.

• National Registry for Evidence based Programs and Practices (SAMHSA) – Substance Abuse and Mental Health Services Administration - nrepp..

• National Wraparound Initiative. (2008). Resource guide to Wraparound. Retrieved on November 29, 2008 from

• Nelson, F & Mann, T. (2011). Opportunities in Public Policy to Support Infant and Early Childhood Mental Health. American Psychologist; Vol. 66, No. 2, 129-139.

• Osofsky, J. D. & Liberman, A. F. (2011). A Call for Integrating a Mental Health Perspective Into Systems of Care for Abused and Neglected Infants and Young Children. American Psychologist; Vol. 66, No. 2, 120-128.

• Perry, MD PhD, Bruce – Developmental Trauma -

• Perry, MD PhD, Bruce - Effects of Traumatic Events on Children – Child Trauma Academy (2003) –

• Tronick, E & Beeghly, M (2011). Infants’ Meaning-Making and the Development of Mental Health Problems. American Psychologist; Vol. 66, No. 2, 107-119.

• Cassidy J (1999). "The Nature of a Child's Ties". In Cassidy J, Shaver PR. Handbook of Attachment: Theory, Research and Clinical Applications. New York: Guilford Press. pp. 3–20. ISBN 1572300876.

• Bretherton I (1992). The Origins of Attachment Theory: John Bowlby and Mary Ainsworth.

• Waters E, Kondo-Ikemura K, Posada G, Richters J (1991). "Learning to love: Mechanisms and milestones". In Gunnar M, Sroufe T. Minnesota Symposia on Child Psychology. 23. Hillsdale, NJ: Erlbaum.

• Bretherton I (1992). "The Origins of Attachment Theory: John Bowlby and Mary Ainsworth

• Pearce JW, Pezzot-Pearce TD (2007). Psychotherapy of abused and neglected children (2nd ed.). New York and London: Guilford press. pp. 17–20. ISBN 978-1-59385-213-9.   

• Ainsworth MD (December 1969). "Object relations, dependency, and attachment: a theoretical review of the infant-mother relationship". Child Development (Blackwell Publishing) 40 (4): 969–1025

• Bowlby J (1973). Separation: Anger and Anxiety. Attachment and loss. Vol. 2. London: Hogarth. ISBN 0-7126-6621-4. 

• Bowlby J (1958). "The nature of the child's tie to his mother". International Journal of Psychoanalysis 39

Resources on Visit Coaching:

Visit Coaching Article by Marty Beyer: Focus – Newsletter for the Foster Family-base Treatment Association. Fall 2008. Volume 14/Number 3.

Article: Visit Coaching by Marty Beyer.

Visit Coaching Manual and Videotape or ACS visit improvement information contact: Tanya.Krupat@DFA.STATE.NY.US or Paula.Fendall@dfa.state.ny.us / 212-676-6943

Beyer, Marty. Visit Coaching: Supporting Families to Meet the Children’s Needs.  Juvenile and Family Court Journal Volume 59 Issue 1, Pages 47 -60.

• Resources on Ice Breaker Meetings:

Focus – Newsletter for the Foster Family-base Treatment Association. Fall 2008. Volume 14/Number 3 pages, 1-3, Ice Breaker Meetings – Marianne Werth.

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