11

““Promoting Placement Stability Promoting Placement Stability through Caseworker/Child Visits”through Caseworker/Child Visits”

Presented byPresented by

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Learning ObjectivesLearning Objectives Recognize the relationship between Recognize the relationship between

caseworker/child visits and placement stability caseworker/child visits and placement stability and permanency.and permanency.

List the laws and policies related to worker/child List the laws and policies related to worker/child visits.visits.

Explain the impact of foster care placement on Explain the impact of foster care placement on attachment.attachment.

Explain the three elements of an empowering Explain the three elements of an empowering approach to child welfare practice to achieve approach to child welfare practice to achieve placement stability and permanency.placement stability and permanency.

Describe three interpersonal helping skills.Describe three interpersonal helping skills. Explain three elements of assessment. Explain three elements of assessment.

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Learning ObjectivesLearning Objectives

Explain the difference between open and close-ended Explain the difference between open and close-ended questions.questions.

Describe how encouraging, paraphrasing, and Describe how encouraging, paraphrasing, and summarizing skills can promote effective helping summarizing skills can promote effective helping relationships.relationships.

Define the three areas of assessment; safety, well being Define the three areas of assessment; safety, well being and permanency for caseworker/child visits.and permanency for caseworker/child visits.

Describe the four steps of a caseworker/child, youth and Describe the four steps of a caseworker/child, youth and foster family visit.foster family visit.

Name how and where to document a visit.Name how and where to document a visit. Demonstrate planning for a caseworker/child, youth and Demonstrate planning for a caseworker/child, youth and

foster family visit.foster family visit.

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MODULE ONEMODULE ONE

Setting the Stage – Reviewing the Current Setting the Stage – Reviewing the Current Federal and State Welfare MandatesFederal and State Welfare Mandates

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IntroductionsIntroductions

Meet people you do not know.Meet people you do not know. Each participant should share one Each participant should share one

strength they have when conducting strength they have when conducting worker/child visits, and worker/child visits, and

One challenge they face when they One challenge they face when they conduct these visits. conduct these visits.

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Major ASFA themesMajor ASFA themes

The Adoption and Safe Families Act (ASFA) The Adoption and Safe Families Act (ASFA) was designed to promote safety, well-being was designed to promote safety, well-being and permanency.and permanency.

ASFA also identified circumstances under ASFA also identified circumstances under which reasonable efforts to reunify are not which reasonable efforts to reunify are not required and shortened the timeframe for required and shortened the timeframe for initiating proceedings for the termination of initiating proceedings for the termination of parental rights. parental rights.

In addition, ASFA provided incentive payments In addition, ASFA provided incentive payments to states to encourage adoption of children to states to encourage adoption of children out of foster care. (U.S. Department of Health out of foster care. (U.S. Department of Health and Human Services, 2003).and Human Services, 2003).

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Child and Family Services Child and Family Services Improvement Act 2006Improvement Act 2006

States must have standards for the States must have standards for the content and frequency of caseworker visits content and frequency of caseworker visits for children in foster care.for children in foster care.

Minimum standards are:Minimum standards are: Monthly contactMonthly contact Well-planned and focused on safety, Well-planned and focused on safety,

permanency and well-beingpermanency and well-being Majority of visits occur in the home where the Majority of visits occur in the home where the

child resideschild resides

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Goals of ASFA and Child WelfareGoals of ASFA and Child Welfare

SafetySafetyPermanency Permanency Well-BeingWell-Being

How do you think worker/child How do you think worker/child visits helps us reach our goals visits helps us reach our goals and outcomes?and outcomes?

National Resource Center for FaNational Resource Center for Family Centered Practice and Permmily Centered Practice and Permanency Planninganency Planning

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Relationship of Relationship of Caseworker Visits with Caseworker Visits with ChildrenChildren and Other Outcomes in First and Other Outcomes in First

Round of CFSRRound of CFSR

0%10%20%

30%40%

50%60%

70%80%

90%

Safety2

Perm 1

Perm 2

WellBeing

2

WellBeing

3

Item 19 "Strength" Item 19 "ANI"

A “strength” rating for Item 19 (caseworker visits with child) was significantly associated with “substantially achieved” ratings for 5 of the 7 outcomes.

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Relationship between Caseworker Visits with Children and Other Indicator Ratings

in First Round of CFSRFirst Round of CFSRSignificant relationships were found between caseworker visits with children and . . .

Providing services to protect children in the home and prevent removal

Managing the risk of harm to children

Establishing permanency goals

Achieving reunification, guardianship and permanent placement with relatives

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Relationship between Caseworker Visits with Children and Other Indicator Ratings

in First Round of CFSRFirst Round of CFSR

Significant relationships were also found between caseworker visits with children and . . .

Achieving goal of other planned living arrangement

Placement with siblings

Preserving children’s connections while in foster care

Maintaining the child’s relationship with parents

Assessing needs and providing services to children and families

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Relationship between Caseworker Visits with Children and Other Indicator Ratings

in First Round of CFSRFirst Round of CFSR

Finally, significant relationships were also found between caseworker visits with children and . . .

Involving children and parents in case planning

Caseworker visits with parents

Meeting the educational needs of children

Meeting the physical health needs of children

Meeting the mental health needs of children

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State’s CFSR data of 2007State’s CFSR data of 2007Insert your agency’s dataInsert your agency’s data

Typical Frequency of Caseworker Typical Frequency of Caseworker Visits with In-Home Services Visits with In-Home Services CasesCases(Number and Percent)(Number and Percent)

Child Foster Care Child Foster Care CasesCases

(Number and Percent)(Number and Percent)

Visits with In-Home Visits with In-Home Services CasesServices Cases

(Number and Percent)(Number and Percent)

Visits occurred on at least a weekly basis Visits occurred on at least a weekly basis

Visits occurred less than weekly, but at Visits occurred less than weekly, but at least twice a monthleast twice a month

Visits occurred less than twice a month, Visits occurred less than twice a month, but at least once a monthbut at least once a month

Visits occurred less frequently than once Visits occurred less frequently than once a montha month

Visits never occurredVisits never occurred

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Contact Standards for Contact Standards for Monitoring the Child in CareMonitoring the Child in Care

Insert your agency’s standards Insert your agency’s standards or policiesor policies

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The Circle of AttachmentThe Circle of AttachmentChild feels discomfort

Child expresses discomfort

Parent comforts child (need is

met)

Child feels comfortable

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Attachment and BondsAttachment and Bonds Secure attachmentSecure attachment: an exclusive attachment made between : an exclusive attachment made between

children and their contingent, sensitive caregivers, who provide children and their contingent, sensitive caregivers, who provide nurture, comfort, buffering, shared exploration, and help. Parents nurture, comfort, buffering, shared exploration, and help. Parents represent a secure base for exploration. represent a secure base for exploration.

Examples of secure attachment from a child’s point of view are:Examples of secure attachment from a child’s point of view are:• My parents come back. They are reliable.My parents come back. They are reliable.• I can depend on my parents and people whom they entrust to educate and I can depend on my parents and people whom they entrust to educate and

spend time with me.spend time with me.• I want to please my parents most of the time.I want to please my parents most of the time.• I am rewarded for being competent, for my curiosity, and for my positive I am rewarded for being competent, for my curiosity, and for my positive

states.states.• I can get help with psychologically overwhelming events and feelings.I can get help with psychologically overwhelming events and feelings.• Parents teach me how to cope with problems and to solve them.Parents teach me how to cope with problems and to solve them.• Intimacy is enjoyable.Intimacy is enjoyable.

BondsBonds: Close relationships which tend to be formed with teachers, : Close relationships which tend to be formed with teachers, friends, and others who have shared experiences and emotions.friends, and others who have shared experiences and emotions.

(Gray, 2007)(Gray, 2007)

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Ways to Encourage AttachmentWays to Encourage Attachment Responding to Arousal/Relaxation CycleResponding to Arousal/Relaxation Cycle

Using child’s tantrum to encourage attachmentUsing child’s tantrum to encourage attachment Responding to child when he is physically illResponding to child when he is physically ill Helping child express and cope with feelingsHelping child express and cope with feelings Share child’s excitement about her achievementShare child’s excitement about her achievement

Initiating Positive InteractionInitiating Positive Interaction Making affectionate overtures; hugs, kisses, physical closenessMaking affectionate overtures; hugs, kisses, physical closeness Reading and playing games with the childReading and playing games with the child Helping child with homeworkHelping child with homework Going to fun events togetherGoing to fun events together Saying, “I love you”Saying, “I love you” Teaching the child about extended family and cultureTeaching the child about extended family and culture

Claiming BehaviorsClaiming Behaviors Encouraging the child to call parents “mom” and “dad”Encouraging the child to call parents “mom” and “dad” Hanging pictures of child in the houseHanging pictures of child in the house Including child in family ritualsIncluding child in family rituals Buying clothesBuying clothes Involving in religious or rite of passage eventsInvolving in religious or rite of passage events

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My Name is JenniferMy Name is Jennifer

Meeting a child’s attachment needs.Meeting a child’s attachment needs. Review worksheet with statements by Review worksheet with statements by

Jennifer.Jennifer. In your teams determine In your teams determine

What does Jennifer’s statement indicate What does Jennifer’s statement indicate she felt about her attachments? she felt about her attachments?

What could be done to help her be more What could be done to help her be more securely attached?securely attached?

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Module TwoModule Two

An Empowering Approach to An Empowering Approach to

Child Welfare PracticeChild Welfare Practice

2020

The Evolving Service Plan AgreementThe Evolving Service Plan AgreementType of AgreementType of Agreement

DialogueDialogue- - Relationship Agreement; Relationship Agreement; Conducting Strengths Based Assessments; Conducting Strengths Based Assessments; Agreement to form a working relationship and Agreement to form a working relationship and

define direction; define direction; Agreement to explore the situation, assess Agreement to explore the situation, assess

strengths/needs, and resources available.strengths/needs, and resources available.

DiscoveryDiscovery- - Agreement for Change – Develop Service Agreement for Change – Develop Service

Plan; Plan; Agreement on service plan.Agreement on service plan.

DevelopmentDevelopment-- Agreement to conclude the worker-client Agreement to conclude the worker-client

relationship as plan has been achieved.relationship as plan has been achieved.

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Interpersonal Building Blocks of Interpersonal Building Blocks of Caseworker/Client RelationshipCaseworker/Client Relationship

Genuineness: Genuineness: Being real, being yourself; Being real, being yourself; verbal and non-verbal behaviors match; being verbal and non-verbal behaviors match; being spontaneous and non-defensive.spontaneous and non-defensive.

Empathy: Empathy: Communicating understanding; Communicating understanding; connecting with feelings; recognizing non-verbal connecting with feelings; recognizing non-verbal cues; discussing what is important to the client; cues; discussing what is important to the client; showing a desire to understand their feelings. showing a desire to understand their feelings.

Respect: Respect: Showing commitment; communicating Showing commitment; communicating warmth and suspending critical judgment; warmth and suspending critical judgment; applauding the client’s resiliency.applauding the client’s resiliency.

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Working with Different AgesWorking with Different Ages

Think about a child who is of the age as the picture on your table

How can you demonstrate genuineness, empathy and respect in your work with him/her.

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Elements of AssessmentElements of Assessment

Information Gathering:Information Gathering:

The element of The element of assessment considers assessment considers

underlying conditions underlying conditions contributing factors contributing factors

that influence an that influence an individual’s strengths and individual’s strengths and needsneeds

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Elements of AssessmentElements of Assessment

Analysis:Analysis:

Review of Review of underlying underlying conditionsconditions and and contributing factorscontributing factors

These two elements influence These two elements influence an individual’s strengths an individual’s strengths and needs and impact and needs and impact upon the strategy or upon the strategy or intervention chosen.intervention chosen.

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Elements of AssessmentElements of Assessment

Decision Making:Decision Making:

The strategy is The strategy is dependent upon dependent upon

ascertaining ascertaining what needs what needs are being metare being met by the by the present state of present state of functioning functioning

the the individual’s view and individual’s view and feelingsfeelings of her/his of her/his issue or situation.issue or situation.

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Module ThreeModule Three

Developmental Approach to Assessing Developmental Approach to Assessing Safety, Permanency and Well BeingSafety, Permanency and Well Being

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Developmental MilestonesDevelopmental Milestones

InfantsInfants ToddlersToddlers Pre-SchoolPre-School School-AgeSchool-Age Early AdolescenceEarly Adolescence Middle AdolescenceMiddle Adolescence Late AdolescenceLate Adolescence

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Child Development - InfancyChild Development - Infancy

Trust vs. Mistrust StageTrust vs. Mistrust Stage

Do not understand changeDo not understand change Attachment is criticalAttachment is critical Communication limitedCommunication limited Interferes with developmentInterferes with development Adults must cope for childAdults must cope for child Separation is immediate and Separation is immediate and

permanentpermanent

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Child Development - ToddlerChild Development - Toddler

Autonomy vs. Shame/Doubt Autonomy vs. Shame/Doubt StageStage

Regression and FearRegression and Fear They control the world They control the world Forms attachments to othersForms attachments to others Adults must cope for the childAdults must cope for the child May see foster care as punishmentMay see foster care as punishment Must be helped to learn new homeMust be helped to learn new home Days = permanencyDays = permanency

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Child Development - PreschoolerChild Development - Preschooler

Identity and Power StageIdentity and Power Stage

Magical thinkingMagical thinking Does not understand cause Does not understand cause

and effect and effect Forms attachments to adults Forms attachments to adults

and other childrenand other children Needs help copingNeeds help coping Self blame – Acting Out FearsSelf blame – Acting Out Fears Weeks = permanencyWeeks = permanency

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Child Development – School AgeChild Development – School Age

Industry versus Industry versus Inferiority StageInferiority Stage

A concrete worldA concrete world Months are permanentMonths are permanent Self esteem tied to Self esteem tied to

familyfamily Foster child is “different”Foster child is “different” Compare parentsCompare parents Friends are importantFriends are important Perception may be Perception may be

distorteddistorted Needs to know “rules”Needs to know “rules”

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Child Development - AdolescentChild Development - Adolescent

Identity versus Role Identity versus Role Confusion StageConfusion Stage

Adult understandingAdult understanding Decision makingDecision making Adults as role modelsAdults as role models Emotional and body changesEmotional and body changes Moral developmentMoral development Future, emancipationFuture, emancipation Ambivalence about familyAmbivalence about family Help with conflictsHelp with conflicts

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Less “USEFUL” QUESTIONS

• Begin with “Why?” implies blame; presumes insight into problem

• Can be answered “yes” or “no” -- because then it’s your turn again already

• End with a tag like “don’t you?” or “right?”“You want to be sober, don’t you?”

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THE MOST “USEFUL” QUESTIONS

• Use “WHEN…” rather than “IF…”

• Ask OPEN-ENDED Questions

YES or NO

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CONSIDER USINGOPEN-ENDED LEADS…

““Tell me more about…”Tell me more about…”

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Let’s focus on solutions:Let’s focus on solutions:

Asking Asking “HOW”“HOW” questions. questions.

Examples:Examples:

• “• “How can you tell? How do you know this?”How can you tell? How do you know this?”

• “• “How did you do it before… ?”How did you do it before… ?”

• “• “How would that be for you/ your How would that be for you/ your children…?”children…?”

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TRY ASKING TRY ASKING “W”“W” QUESTIONS QUESTIONS

Begin with “Wh…” What? Who? When? Where?

(but not Why?)

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StrategyStrategy: : Coping QuestionsCoping Questions

Ask questions in a way Ask questions in a way that demonstrates that demonstrates empathy and empathy and compassion. compassion.

Acknowledge your Acknowledge your understanding of the understanding of the pain, fear or frustration pain, fear or frustration that the family member that the family member may be experiencing. may be experiencing.

It also helps point out that It also helps point out that they are, in fact, doing the they are, in fact, doing the best job they can, given best job they can, given the circumstances the circumstances

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Strategy: Strategy: Exception-Seeking Exception-Seeking QuestionsQuestions

Elicit information that Elicit information that addresses how a problematic addresses how a problematic situation might have been situation might have been different. different.

These questions allow the These questions allow the receiver to talk about their receiver to talk about their successes (strengths). successes (strengths).

Exceptions are the building Exceptions are the building blocks of success. blocks of success.

They shrink the problem. They shrink the problem. Exceptions focus on the Exceptions focus on the possibilities.possibilities.

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Strategy: Strategy: Scaling Scaling QuestionsQuestions

• Assessment toolAssessment tool

• Helps assess the issue in a Helps assess the issue in a concrete wayconcrete way

• Leads to solutions -- planning Leads to solutions -- planning the next steps, one step at a the next steps, one step at a timetime

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Strategy: Strategy: The Miracle The Miracle QuestionQuestion

• Help them rememberHelp them remember

• What would it look like, be What would it look like, be like, feel like?like, feel like?

• They need to see it They need to see it

• Once they see the vision Once they see the vision they can go therethey can go there

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InterviewInterview Watch the demonstrationWatch the demonstration Answer these questionsAnswer these questions

What questions and strategies were used?What questions and strategies were used? What are the strengths on this interviewer?What are the strengths on this interviewer? What did the interviewer do for each type of What did the interviewer do for each type of

agreement: agreement: • DialogueDialogue• DiscoverDiscover• DevelopmentDevelopment

Use WorksheetUse Worksheet Be prepared to provide feedback in your role as Be prepared to provide feedback in your role as

a supervisor as to strengths and improvements.a supervisor as to strengths and improvements.

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Interviewing ChildrenInterviewing Children Each table has one developmental age group Each table has one developmental age group

assigned to the group.assigned to the group. Review the Review the Interview ChecklistInterview Checklist for that age for that age

group.group. Assume that Jennifer is the age that your group Assume that Jennifer is the age that your group

is assigned.is assigned. Given her age what questions or activities would Given her age what questions or activities would

you do in the “you do in the “DiscoveryDiscovery” phase? Assessment: ” phase? Assessment: Information gathering, analysis, decision making. Information gathering, analysis, decision making. Include questions you would have for her Include questions you would have for her caregiver. caregiver.

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Other Factors that Impact ChildrenOther Factors that Impact Children

What things must a worker consider What things must a worker consider besides the child’s developmental age besides the child’s developmental age when planning to conduct an interview when planning to conduct an interview with the child?with the child?

What makes this child unique?What makes this child unique? AgeAge Other?Other?

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Children’s Reaction to Grief and Children’s Reaction to Grief and LossLoss

Separation is always traumaticSeparation is always traumatic Child’s reaction will vary according to her Child’s reaction will vary according to her

current attachmentscurrent attachments Uncertainty hampers a child’s ability to Uncertainty hampers a child’s ability to

copecope Children who are in trauma stop or regress Children who are in trauma stop or regress

on their developmental taskson their developmental tasks There are no set patterns of reactionsThere are no set patterns of reactions Yearning is a dominate characteristicYearning is a dominate characteristic

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Shock and DenialShock and Denial

Child seems indifferent or in shell shockChild seems indifferent or in shell shock May not show emotions or appear to be May not show emotions or appear to be

emotionally unattachedemotionally unattached May try to please the adults – honeymoon May try to please the adults – honeymoon

periodperiod Is in denial – mom will come and get meIs in denial – mom will come and get me Be careful not to misinterpret the child’s Be careful not to misinterpret the child’s

initial response to placementinitial response to placement

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Anger or ProtestAnger or Protest

Loss can no longer be deniedLoss can no longer be denied First emotional response occursFirst emotional response occurs Anger may be directionless or directed at Anger may be directionless or directed at

the person the child believes is the person the child believes is responsibleresponsible

Guilt and blame – child may blame himselfGuilt and blame – child may blame himself May hurt self, others, propertyMay hurt self, others, property Oppositional behaviorsOppositional behaviors

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BargainingBargaining

Trying to regain control of their lifeTrying to regain control of their life Promises to be better if…Promises to be better if… Bargaining with person in powerBargaining with person in power Eager to pleaseEager to please Try to undue what the child believes Try to undue what the child believes

caused the abuse or placementcaused the abuse or placement Trying to prevent final lossTrying to prevent final loss

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DepressionDepression

Expression of despair and futilityExpression of despair and futility Fear, panic and hopelessnessFear, panic and hopelessness Touchy and out of sortsTouchy and out of sorts Listless, without energyListless, without energy Regression in behaviors and skillsRegression in behaviors and skills Emotional or physical symptomsEmotional or physical symptoms Even young child think of suicide or try to Even young child think of suicide or try to

harm themselvesharm themselves

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ResolutionResolution Child believes the loss is finalChild believes the loss is final Younger children may believe other family is Younger children may believe other family is

deaddead Child tries to attach to caregiving familyChild tries to attach to caregiving family Child may feel loyalty bondsChild may feel loyalty bonds Child behaviors become normalChild behaviors become normal If child detaches from birth family and If child detaches from birth family and

reunification is still the plan Resolution can be a reunification is still the plan Resolution can be a problemproblem

The younger the child the quicker this stage is The younger the child the quicker this stage is usually reached.usually reached.

All time lines MUST be on the child’s All time lines MUST be on the child’s developmental clock.developmental clock.

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JenniferJennifer Case plan for Jennifer – She is now living in a Case plan for Jennifer – She is now living in a

foster home.foster home. Jennifer will attain passing grades in all school Jennifer will attain passing grades in all school

subjects for the semester.subjects for the semester. Jennifer will participate in agency independent living Jennifer will participate in agency independent living

program to improve her life skills e.g., money program to improve her life skills e.g., money management, interpersonal skills and daily living management, interpersonal skills and daily living skills.skills.

Jennifer will continue to participate in family Jennifer will continue to participate in family counseling sessions to help her adjust to her new counseling sessions to help her adjust to her new home and address her personal emotional needs.home and address her personal emotional needs.

Jennifer will participate in play therapy to help her Jennifer will participate in play therapy to help her handle her grief and loss issues.handle her grief and loss issues.

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ExerciseExercise Decide what is Jennifer’s cultural background.Decide what is Jennifer’s cultural background. Determine what age you want Jennifer to be – at Determine what age you want Jennifer to be – at

an age she is able to be interviewed.an age she is able to be interviewed. Chose one of the case goal to be the focus of the Chose one of the case goal to be the focus of the

interview. Chose one that would be appropriate interview. Chose one that would be appropriate for the age of your Jennifer.for the age of your Jennifer.

Develop your list of questions (Use checklist, Develop your list of questions (Use checklist, child development information, impact of grief child development information, impact of grief and loss, and interviewing strategies).and loss, and interviewing strategies).

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Practice your InterviewPractice your Interview Using the list of questions you developed Using the list of questions you developed

as a group you will practice interviewing as a group you will practice interviewing Jennifer/Jeff.Jennifer/Jeff. Jennifer/Jeff – Act that age but do not overactJennifer/Jeff – Act that age but do not overact Caseworker – Use the questions your team Caseworker – Use the questions your team

developed to talk to the child/youth about one developed to talk to the child/youth about one case goal.case goal.

Supervisor – Observe the interviewSupervisor – Observe the interview• Use the observation worksheet (page 30) to take Use the observation worksheet (page 30) to take

notesnotes

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Interview FeedbackInterview Feedback Caseworker – Caseworker –

What did you do wellWhat did you do well One thing you might improveOne thing you might improve

Child/YouthChild/Youth One thing the worker did that helped you feel One thing the worker did that helped you feel

safe or cared aboutsafe or cared about What did it feel like to be interviewedWhat did it feel like to be interviewed

SupervisorSupervisor Provide feedback as if you were a supervisorProvide feedback as if you were a supervisor Give a strengths based observationGive a strengths based observation Give one idea on how to improve Give one idea on how to improve

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Module FourModule Four

Planning for the Visit with the Child, Youth Planning for the Visit with the Child, Youth and their Foster Familyand their Foster Family

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The Four Step Planning ProcessThe Four Step Planning Process

Step One:Step One: PreparationPreparation

Step Two: Step Two: ExplorationExploration

Step Three: Step Three: Direction Direction

Step Four: Step Four: Wrapping UpWrapping Up

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Step One:Step One: Preparation Preparation

Schedule visits with the child/youth and Schedule visits with the child/youth and their foster family in advance.their foster family in advance.

Review the case, including the service Review the case, including the service plan and documentation of the last visit.plan and documentation of the last visit.

Review the child’s assessment/evaluationReview the child’s assessment/evaluation Identify your areas of concern/barriers to Identify your areas of concern/barriers to

progress.progress. Prepare an agenda.Prepare an agenda.

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Step Two: Step Two: Exploration Exploration

Caseworker, child/youth, and caregiver focus Caseworker, child/youth, and caregiver focus and discuss immediate needs and concerns.and discuss immediate needs and concerns.

Review the agenda to establish the purpose or Review the agenda to establish the purpose or the meeting; make any changes or additions.the meeting; make any changes or additions.

Confirm the time frame for the visit.Confirm the time frame for the visit. Caseworker reviews all progress and any Caseworker reviews all progress and any

challenges since last visit.challenges since last visit. Caseworker reviews the content of visit with the Caseworker reviews the content of visit with the

focus on assessing safety, well being and focus on assessing safety, well being and permanency.permanency.

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Step Three: Step Three: Direction Direction

Caseworker uses a series of Caseworker uses a series of developmentally appropriate developmentally appropriate questions to assess child’s or questions to assess child’s or youth’s well being and safety. youth’s well being and safety.

Use the service plan as a basis Use the service plan as a basis for the case discussions.for the case discussions.

• Discuss the foster family's strengths Discuss the foster family's strengths and needs related to the child.and needs related to the child.

• Identify supports/services needed to Identify supports/services needed to help foster family to meet needs.help foster family to meet needs.

Some of this step of the visit must be done in private with ONLY the caseworker and that child.

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Step Four: Step Four: Wrapping Up Wrapping Up

Caseworker reviews the information discussed Caseworker reviews the information discussed with child/youth and caregiver.with child/youth and caregiver.

Caseworker summarizes the strengths and Caseworker summarizes the strengths and challenges towards achieving the goals challenges towards achieving the goals addressed in the service plan agreement and addressed in the service plan agreement and any new strategies discussed during the visit. any new strategies discussed during the visit.

A “to do list” of things to follow-up on is created.A “to do list” of things to follow-up on is created. Caseworker makes specific arrangement for the Caseworker makes specific arrangement for the

next visit.next visit.

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Jennifer Jennifer What happened in the last visit (practice What happened in the last visit (practice

interview earlier today) that must be followed up interview earlier today) that must be followed up on this visit?on this visit?

Read the update on what has occurred with Read the update on what has occurred with Jennifer.Jennifer.

Complete a plan/agenda for what you will do on Complete a plan/agenda for what you will do on your next visit with Jennifer.your next visit with Jennifer.

Review the steps. Be sure to be ready for step of Review the steps. Be sure to be ready for step of the visit.the visit.

Remember to include all the different factors we Remember to include all the different factors we discussed.discussed.

List what questions or strategies you plan to use.List what questions or strategies you plan to use.

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Documenting the VisitDocumenting the Visit Date:Date: Type of Contact:Type of Contact: Where it occurred (if not in the least restrictive Where it occurred (if not in the least restrictive

setting explain):setting explain): Who was there:Who was there: Who conducted the visit:Who conducted the visit: Did some of the interview occurred in private? Did some of the interview occurred in private?

How? If not, why?:How? If not, why?: Summary of information – What happened Summary of information – What happened

(purpose):(purpose): Child’s Developmental ProgressChild’s Developmental Progress Child’s Involvement in Case PlanningChild’s Involvement in Case Planning Safety, Well-being or Permanency IssuesSafety, Well-being or Permanency Issues

Any concerns or red flags that need follow upAny concerns or red flags that need follow up

Be very clear in you documentation as to what part of the visit occurred in private.

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ClosingClosing

Please complete both the evaluation.Please complete both the evaluation. Further resources in your binderFurther resources in your binder

BooksBooks WebsitesWebsites Interviewing toolsInterviewing tools

Thank you for your dedication to this work.Thank you for your dedication to this work.

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NRCFCPPP NRCFCPPP Can Provide Assistance:Can Provide Assistance:

Training, by top consultantsTraining, by top consultants Technical Assistance with collaboration Technical Assistance with collaboration

from other NRCsfrom other NRCsInformation Dissemination, print, web, Free Information Dissemination, print, web, Free

Information on our Website; Information on our Website; Teleconferences, Webcasts, Curriculums in Teleconferences, Webcasts, Curriculums in

English and Spanish; Tools/Guidelines, English and Spanish; Tools/Guidelines, PowerpointsPowerpoints

www.nrcfcppwww.nrcfcppp.orgp.org