Case plan template - Out-of-Home care - NGO Learning



CASE PLAN TEMPLATE – OUT-OF-HOME CARE

|CASE PLAN FOR (1): |Name: Age/Date of |Aboriginal: | Yes No |

| |birth: |Torres Strait Islander: |Yes No |

| | |Cultural background: | |

| | |Language spoken: | |

| | |Interpreter required: | |

| | |

|Case plan goal (2): | |

| | |

| | |

|Who participated in the development of this case plan? |

|Name: |

|Type of assessment (7): |Date (8): |Conducted by (9): |Profession (10): |Review (11): |

| | | | | |

| | | | | |

|Did (insert name) participate in the development of this plan? | Yes No |

| | |

|If yes, how (12)? | |

| | |

|If no, why not (13)? | |

|Summarise any dissenting views raised during the preparation of this plan (14)? |

| |

|What are the three priorities identified in this plan (15)? |

| |

| |

|1. PLACEMENT AND PERMANENCY (16) (objectives should be consistent with case plan goal) □No action planned (17) |

|Issue or concern about the child or young person (18): |Strength (19): |

| | |

| | |

|Objectives (20): |Actions & tasks (21): |Responsibility (22): |Time frame (23): |Measure of achievement (24): |

| | | | | |

| | | | | |

| | | | | |

|2. HEALTH AND MEDICAL (25) (include dental, hearing, eyesight and general physical and mental health) □No action planned |

|Issue or concern about the child or young person: |Strength: |

| | |

| | |

|Objectives: |Actions & tasks: |Responsibility: |Time frame: |Measure of achievement: |

| | | | | |

| | | | | |

| | | | | |

|3. EDUCATION OR VOCATION (include activities outside schooling, such as tutoring, evening classes) □No action planned |

|Issue or concern about the child or young person: |Strength: |

| | |

| | |

|Objectives: |Actions & tasks: |Responsibility: |Time frame: |Measure of achievement: |

| | | | | |

| | | | | |

| | | | | |

|4. EMOTIONAL AND BEHAVIOURAL FUNCTIONING (include impact of abuse/neglect) □No action planned |

|Issue or concern about the child or young person: |Strength: |

| | |

| | |

|Objectives: |Actions & tasks: |Responsibility: |Time frame: |Measure of achievement: |

| | | | | |

| | | | | |

| | | | | |

|5. FAMILY RELATIONSHIPS AND CONTACT (include siblings, extended family and other significant relationships) □No action planned |

|Issue or concern about the child or young person: |Strength: |

| | |

| | |

|Objectives: |Actions & tasks: |Responsibility: |Time frame: |Measure of achievement: |

| | | | | |

| | | | | |

| | | | | |

|6. SOCIAL SKILLS AND PEER RELATIONSHIPS (include level of active participation, not just with peers) □No action planned |

|Issue or concern about the child or young person: |Strength: |

| | |

| | |

|Objectives: |Actions & tasks: |Responsibility: |Time frame: |Measure of achievement: |

| | | | | |

| | | | | |

| | | | | |

|7. CULTURAL IDENTITY (26) (include focus on overall identity and positive self-image building) □No action planned |

|If Aboriginal or Torres Strait Islander background a cultural care plan must be completed (27). For children and young people from cultural and linguistically diverse backgrounds see the Practice guide for |

|working with clients from culturally and linguistically diverse (CALD) backgrounds for sample strategies and tips for cultural maintenance. |

|Issue or concern for child or young person: |Strength: |

| | |

| | |

|Objectives: |Actions & tasks: |Responsibility: |Time frame: |Measure of achievement |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|8. LIVING SKILLS AND SELF-CARE (28) (emphasise appropriate expectations according to age and ability) □No action planned |

|Issue or concern about the child or young person: |Strength: |

| | |

| | |

|Objectives: |Actions & tasks: |Responsibility: |Time frame: |Measure of achievement: |

| | | | | |

| | | | | |

| | | | | |

|KEY ISSUES FOR REVIEW (29): |Next review date (30): | |

| | |

| | |

| | |

| | |

Prepared by: ……………………………………..…(Caseworker) ……………………………………….……(CSC) …../…../….. (date)

Approved by: ……………………………………….(Manager Casework) ……………………………...........(CSC) …../.…./.… (date)

(1)Write child or young person’s name, age and date of birth.

(2)There must be one goal only, e.g. restoration, permanent care, adoption or leaving care. Where the case plan goal is ‘leaving care’ this becomes the leaving care plan for the purposes of the Children and Young Persons (Care and Protection) Act 1998.

(3)Date of next review.

(4)Strengths such as: parents are attempting to address substance use and are attending services; parents have acknowledged issues and working cooperatively with DoCS (or relevant agencies); the foster home is a stable one; child/young person is doing well at school; child/young person has a close relationship with foster parents and foster brother; birth parents want to support maintaining the placement of the child/young person in long-term care.

(5)Concerns such as: child/young person is refusing to attend school and has had large gaps and changes in school attendance; parents have not attended parenting program as advised and there are continued concerns about their parenting practices; some communication difficulties between the authorised carer and DoCS, including disagreements over contact.

(6)Ensure that any assessments that informed the case plan goal are included here, as well as assessments that inform other aspects of the case plan. Only list assessments that are relevant to this plan; do not list all assessments that have occurred.

(7)List the type of assessment such as: parenting capacity; drug and alcohol; or a developmental assessment.

(8)The date the assessment was completed (as provided on the assessor’s report or papers) to show how current it is.

(9)Write the person’s name and agency or organisation.

(10)If the assessment was done by a private practitioner, state this along with the person’s profession.

(11)If an assessment review is expected, state the date. If there are no plans for review, write ‘n/a’. If it is considered that a review should take place, this should be incorporated into the relevant section of the case plan, but not here. The review should be listed in this section on completion.

(12)Brief description such as: attending the case planning meeting; being interviewed/consulted before the meeting; expressed wishes via a trusted proxy; wrote views and wishes in a letter/email (can put down more than one method of participation).

(13)Brief description such as: declined invitations to give views, attend meeting or convey views to third party or in writing; absconded or otherwise unavailable; seen as too young/immature and therefore it is considered inappropriate for the child/young person to attend.

(14)State who dissented and what he or she disagreed with, as well as any alternative plans/objectives/actions suggested. There can be more than one dissenting view or persons dissenting. Give reasons why alternative views and planning were followed.

(15)As the domains are listed in a particular and set order, it is important to list any objectives or tasks that are considered priorities, so that they take precedence over the ordering of domains. In most cases, the priorities should be linked to the concerns listed above or any of the domains. Occasionally, there may be a concern that cannot be addressed in case planning priorities because it is a fixed event (such as the death of a family member).

(16)For more detail on domains 1–8 in the case plan, refer to Section 5.2 Case planning, monitoring and review in these guidelines and the points to consider attachment to this template.

(17)Tick box if no objectives, actions or tasks are noted for this domain on this plan. Issues or concerns and strengths can still be noted, as well as measures already in place, even if no current action is planned.

(18)Issue or concern related to this domain for the child or young person named on the plan, e.g. child has several unplanned placement changes and needs stability (placement and permanency) or young person has not attended school this year (education or vocation).

(19)Strength related to this domain for the child or young person named on the plan, e.g. child is in good health (health and medical) or young person has a good relationship with maternal aunt (family relationships).

(20)There is no minimum number of objectives, but there should be no more than five for each domain.

(21)Clearly stated actions and tasks required to meet the objective.

(22)Name the person or organisation responsible for doing the action or task.

(23)For the placement and permanency domain, the time frames for restoration MUST agree with the Permanency Planning Policy (i.e. within six months for children under two entering care and within 12 months for older children). For other domains, the time frame section should give the due date by which this action is expected to be done, the estimated time frame, such as ‘end of Term 3’ or write ‘ongoing’ if there is no foreseeable end date at the time of planning.

(24)State how it will be known that the task has been done, which will often be via a report from another person or organisation, e.g. receiving a satisfactory report from a service to which a referral was made; reports of satisfactory urinalysis; parents regularly attending contact and participating appropriately; school has confirmed more regular and punctual attendance by young person.

(25)Note that for children and young people entering out-of-home care, a complete health assessment is a compulsory part of the plan.

(26)For a sample of case plan strategies to support cultural maintenance of children and young people from culturally and linguistically diverse backgrounds see the Practice guide for working with clients from culturally and linguistically diverse (CALD) backgrounds.

(27)If the child or young person is Aboriginal or Torres Strait Islander then a cultural care plan should be developed together with the case plan. The relevant objectives and actions relating to cultural identity should be listed in domain seven on the case plan (as well as in the cultural care plan).

(28)It is mandatory to complete this domain for a young person who is 16 years or older and/or two years before leaving care to live independently (or semi-independently).

(29)The ‘key issues’ and ordering of objectives and actions should relate to strengths and concerns identified on the first page of this case plan.

(30)Date of next review as stated on the first page of the case plan.

Points to consider

1. Placement and permanency

This domain covers the importance of a stable, long-term placement that comprehensively meets the needs of children and young people. A permanent placement could be achieved through the following case plan goals: keeping them with their parents, restoration, permanent care (with a court order), supported or kinship care (with or without a court order), adoption or independent living. Case planning for this domain should consider:

• any applications to Court and subsequent orders, for example, to vary an order or reassign parental responsibility

• the possibility of co-location with other siblings currently in out-of-home care

• if any aspects of parental responsibility should be delegated to others

• the child or young person’s specific placement needs

• the carer’s financial and other support needs, including respite options

• any history of placement breakdowns and the length of time spent in a residential setting

• previous or current difficulties in getting services to meet the child or young person’s needs

• if the placement goal is leaving care for independent living and, if so, check the policies and guidelines on timely planning

• if care leavers, who are at risk of not making a successful transition to independent living and therefore possible homelessness, may be eligible for aftercare assistance

• avoiding disruption if a young person is due to leave care in the middle of full-time study, in which case, financial assistance is available to sustain the young person’s foster care placement.

For more information see DoCS Permanency Planning Policy.

2. Health and medical

This domain covers the physical and mental health of children and young people coming into out-of-home care and aims to ensure that their health is assessed and any necessary medical follow-up occurs. Poor health impacts negatively on many aspects of development, not just physical development. Case planning for this domain should consider:

• a general health assessment of physical health needs

• ongoing monitoring and treatment of health issues, general development and disabilities (including any developmental delays)

• dental care including orthodontic and periodontic treatment, as required

• optical and auditory testing and treatment, if necessary

• immunisations

• specialist assessments, including those by a speech or occupational therapist, psychiatrist or psychologist

• any therapeutic interventions needed for physical, developmental or mental health conditions

• accessing information and advice on issues that affect health such as diet, fitness, sex education and self-harm, and about health needs arising from substance abuse or mental health issues.

3. Education or vocation

This domain covers the cognitive development of children and young people, which includes their attendance and involvement in school, or facility before school, and their academic progress. Consideration should be given to opportunities for play and interaction with other children, as well as access to books and other stimuli, all of which play an important role in cognitive development. Case planning for this domain should consider:

• if their environment provides adequate stimulation for promoting cognitive skills, intellect, speech and communication

• any need for educational and other support services (such as an integration aide or extra tuition), including at key transition points such as starting primary school and transition to high school

• assessment of their academic level to identify any difficulties or gaps in learning so that necessary supports can be put in place

• their academic potential and the opportunity for them to develop special skills and interests and take part in school activities (such as school camps, sports, music classes)

• vocational or alternative learning opportunities (including specific TAFE programs, participation in day programs, work experience, pre-employment preparation and skill development) that help to develop the young person’s interests, prepare them for adult life and support vocational opportunities

• school attendance and strategies (including behaviour management) to keep them in their current school and ensure they attend daily

• strategies to address behavioural, social and emotional issues in the school environment that impact on their educational progress.

4. Emotional and behavioural functioning

This domain covers the child or young person’s feelings and reactions and how these may be expressed through behaviour. Consideration should be given to the quality of their early attachments and the resultant capacity to form and maintain relationships, responses to stress and degree of self-regulation and control, their temperament and ability to adapt to change, and their level of self-esteem and sense of wellbeing. Case planning for this domain should consider:

• the impact of abuse and/or neglect history on their current emotional and behavioural functioning, including any applications for victims compensation

• assessment follow-up on the development, monitoring and review of any behaviour management plans, including strategies for managing and modifying verbal and physically aggressive behaviours, and diverting them from engaging in antisocial and risk-taking behaviours

• providing advice to relevant people who have ongoing contact with them (such as a carer, teacher or contact relative) about appropriate responses and management

• any necessary training and/or support for the parent, carer, child or young person to support a behaviour management strategy

• referral for therapeutic intervention, if necessary after an assessment.

5. Family relationships and contact

This domain covers the need for children and young people to maintain positive links with family and friends, where possible. This is seen as important to one’s sense of identity and self-esteem. Furthermore, as many children and young people in out-of-home care eventually return to their family environment, efforts need to be made to build or, when absent, to create positive family connections. Case planning for this domain should consider:

• strengthening and preserving the relationship between them and their family of origin

• maintaining effective contact arrangements with family (birth parents, siblings, extended family members and significant other people, which may sometimes include previous carers)

• any existing or proposed contact orders

• keeping connections with friends

• parenting capacity and skills of people who have contact with the child or young person, including birth parents or family members to whom they may ultimately self-restore

• tracing missing parents or other family members

• creating a Life Story Book and a photographic record that allows them to make sense of their personal history

• helping them get access to personal information about themselves, in Department records.

6. Social skills and peer relationships

This domain covers the degree of insight that children and young people have into how their behaviour impacts on others and affects social relationships. It refers to acquiring and developing skills, such as sharing, turn-taking, dealing with anger appropriately and negotiating a resolution to conflict. These skills also extend to reading others’ cues and knowing how to behave properly in a range of situations to establish better interpersonal relationships. Many children and young people in child protection and out-of-home care have a history of difficulties in early attachment relationships and, as a result, poor self-esteem. This means that making and sustaining friendships is often problematic. Case planning for this domain should consider:

• strategies to encourage and help them engage with appropriate peer networks and take part in extra-curricular activities and social or community-based groups Strategies to help with any deficits in social functioning, including assessment and appropriate recommended interventions (such as individual therapy or group work)

• introducing social problem-solving approaches.

7. Cultural identity

This domain covers how children and young people identify with a particular culture or cultures. It includes varying degrees of identification with the shared beliefs, values, attitudes, behaviours and practices of members of particular cultural groups.

The Act[1] stipulates that children and young people temporarily or permanently removed from their family environment must be assisted and supported, as far as possible, to maintain their identity, language, cultural and religious connections. These connections are important as strengthening factors, as they contribute to the development of an ongoing positive self-identity. Case planning for this domain should consider:

• the relationship or potential relationship of the child or young person to the culture, language and religion of their birth parents

• appropriate consultation with the child, birth parents, carers, DoCS multicultural caseworkers and external ethnic community representatives

• the availability and appropriateness of same culture placements

• the importance of placing siblings together and the proximity of family members and the child’s cultural community, to promote and help make contact easier

• recording accurate information about the existence and whereabouts of kin

• practical strategies in cultural care plans to connect them to their families, community, culture, language and religion (where appropriate)

• the role of birth parents, carers, caseworkers, and religious and community networks in supporting cultural maintenance

• supporting carers in mixed-culture placements to develop their knowledge and skills to successfully promote cultural maintenance.

For a sample of case plan strategies to support cultural maintenance see the following:

• CALD OOHC Assessment Checklist

• Tips for CALD Life Story Work

• Tips for Carers of CALD Children.

8. Living skills and self-care

This domain covers the need for children and young people to acquire practical and emotional competencies required for increasing independence. This includes the early, practical skills of dressing and feeding, opportunities to gain the confidence and skills to do activities away from the family, as well as independent living skills when older. Case planning for this domain should consider:

• disabilities and other vulnerabilities which may affect the development of self-care skills

• areas where further development is needed, such as self-care and presentation, travel, budgeting, household management, health issues and nutrition, and risks associated with alcohol and drug use and being sexually active

• ongoing supports available to young people once they leave care, including information about or referral to specialist aftercare services, where appropriate, based on assessment of need

• opportunities for further education

• proposed accommodation arrangements

• income support options

• if carers had a valuable role in preparing the young person for independent living and finding out their needs.

-----------------------

[1] The Act refers to the Children and Young Persons (Care and Protection) Act 1998.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download