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Understanding Katie A and the Core Practice Model

Understanding Katie A and the Core Practice Model. Jennifer Cannell, MSW Regional Training Manager. Learning Objectives. Describe the main components of the Katie A lawsuit . Learn the shared purpose of CWS and BHS. Identify children who are part of the class and sub-class.

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Understanding Katie A and the Core Practice Model

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  1. Understanding Katie A and the Core Practice Model

    Jennifer Cannell, MSW Regional Training Manager
  2. Learning Objectives Describe the main components of the Katie A lawsuit Learn the shared purpose of CWS and BHS Identify children who are part of the class and sub-class Identify the core values and principles of the Core Practice Model
  3. Purpose and Goals of CWS Keep children safe and preserve families Ensure children have well-being needs met Help children who cannot remain with their families to have a permanent loving family Make accurate decisions
  4. Purpose and Goals of BHS Support recovery, resilience and well-being Provide integrated services Educate the community Promote the safety of children an youth in the community
  5. BACKGROUND Class Action Lawsuit filed 2002 against CA Social Services and Health Departments as well as Los Angeles County Settled statewide Dec. 2011 ISSUES: Failure to assess mental health needs Inadequate mental health services Poor foster care placements-overuse of congregate and shelter care
  6. WHO IS KATIE A? 2002-14 year old Caucasian female Placed in foster care at age 4 Mental health assessment at age 5 37 different placements
  7. KEY THEMES Shared needs of children and families-shared practice and responsibility Coordinated Comprehensive Community based
  8. The Settlement December 2011: Settlement Agreement was reached and the state was asked to take specific action. The court retains jurisdiction of the case until December 2014. Counties are expected to and will continue efforts over the next several years to improve collaboration and services on behalf of foster youth.
  9. Class and Subclass Class members include: children with an open CW case who are at risk of placement in foster care. Subclass: children with an open CWS case who are full scope Medi-Cal eligible and meet the medical necessity criteria for specialty mental health services
  10. IMPLEMENTATION Http://www.dhcs.ca.gov/Pages/KatieAImplementation.aspx Every county was asked to complete a readiness self assessment and a service delivery plan and submit them to the state
  11. Implementation of Learning Collaboratives
  12. Core Practice Model Values and Principles
  13. Elements of the Core Practice Model Teaming with Families Components and Activities Services
  14. TEAMING Protects against individual bias impacting decision Promotes decision and plans that rely on the voice of the child and family Increases family participation in developing plans Results in better informed decisions and plans Values children and families as partners.
  15. The Child and Family Team Creates a vision with the family and works toward developing or achieving that vision CFT meeting is one of the several ways that will exist for CFT members to communicate Team begins with child, youth, family and extended family and extends to informal and formal supports
  16. Start with the End in Mind
  17. 5 Key Components Engagement Assessment Service Planning and Implementation Monitoring and Adapting Transition
  18. ENGAGEMENT Is the process of using a family-centered and strength-based approach to partnering with families in making decisions, setting goals, and achieving desired outcomes. Is rooted in respect for the child youth and family, as well as their culture, family dynamics, and individual experiences.
  19. ASSESSMENT In the CPM, the term “assessment” includes both assessment done by child welfare and the more formal mental health assessment done by a mental health professional a continuous process
  20. SERVICE PLANNING & IMPLEMENTATION Create and tailor plans Build on the strengths and protective capacities Flexible and Responsive to meet issues and needs
  21. MONITORING & ADAPTING Continuous monitoring and evaluation the plan Plans should clearly reflect current family needs and circumstances
  22. TRANSITIONS Moving from formal supports to informal supports Planning and preparation
  23. NEXT STEPS Continue sharing knowledge and ideas for improving system Improve on what is already working Identity training, facilitation, and technical assistance needs Know that everyone is learning together It is a team effort
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