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Practice Guide for Family Centered Casework Practice

Practice Guide for Family Centered Casework Practice. Practice Guide for Family Centered Practice: Vision & Mission. Children thrive in safe, caring supportive families and communities.

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Practice Guide for Family Centered Casework Practice

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  1. Practice Guide for Family Centered Casework Practice

  2. Practice Guide for Family Centered Practice: Vision & Mission • Children thrive in safe, caring supportive families and communities. • The Department protects children from abuse and neglect. The Department does this by partnering with families and communities to provide safe, nurturing and stable homes. • Practice skills • Trust based relationships – genuineness, empathy, respect, professionalism • Practice principles based on values • Vision and Mission • Engaging; Assessing; Planning; and Intervening

  3. Engagement: What we strive to achieve by engaging our families • Recognize an individual’s principles and values; • Identify potential barriers to establishing a working relationship i.e. language and/or cultural barriers; • Demonstrate skills essential in creating a trust-based relationship i.e. actively listening & respecting differences; and • Helps to identify areas of strength and underlying needs for our families

  4. Engagement: What we strive to achieve by engaging our families Tools used to effectively engage our families: Johari’s Window: Model of self-discovery to build trust and to get folks to “tell their story” Cycle of Need: Underlying needs which are driving the unacceptable behavior to help the family work thru the process of change and to identify and address resistance. Accurate ID of underlying needs equals accurate and effective service referrals

  5. Intakes are More than an Initial Report An intake is… 1. The first step in child protective services process. 2. The first official documentation of child abuse or neglect 3. Often times our first chance to demonstrate our engagement skills.

  6. Intakes are More than an Initial Report Possible outcomes for an intake include: Screen-in (meets legal sufficiency), screen-out, service Request, information and referral, transfer, and link (Remember you have to discuss intakes with a designee)

  7. Intakes are More than an Initial Report Information to obtain from the reporter: • Name of child, name of caregiver(s), age of child, sex of child, permanent address of the child, present location of the child, location where suspected maltreatment occurred, information regarding the alleged perpetrator, worker safety concern, family composition, nature and extent of the maltreatment, past history with the family, reporter information, reporter’s relationship to the family, reporter’s motivation to make the call, witness that saw the maltreatment, date and time of the report, frequency of the maltreatment, longevity of the maltreatment, possible family stressors, strength of family relationships, availability of support to the family, developmental issues within the family, State Client Eligibility System (database of clients public assistance benefits), etc.

  8. Assessment The first 30 minutes, 30 hours, 30 days are the most important to ensure positive outcomes for the child(ren) and family, Assessment completed in this timeframe yield more accurate decisions of safety, risks, and needs.

  9. Assessment Goals • Assess immediate safety; • Engage families and the community; • Determine whether the allegation of the child abuse or neglect is founded; • Determine the degree of on-going risk and safety to the child & complete the Safety, Risk & Need Assessment; • Determine Immediate and long-term needs of the family;

  10. Assessment Goals • Develop and implement a plan to protect the child(ren); • Recognize how issues such as relationships, dynamics, and resources impact family functioning; • Gather evidence to support criminal prosecution and judicial proceeding (if applicable); • Collect information needed for a Family Network Diagram; • Conduct a holistic family functional assessment (FFA); and • Prepare the family for the child & Family Team Meeting. • Ask yourself…if this was happening to me what information would I need to know to make sure that it did not ever happen again (who, what, where, when, how, why)…

  11. Possible Outcomes For an Assessment • Substantiated – could open a PINS case (in or out of home) substantiate with a safety plan and/or referral for family services • Unsubstantiated – close, refer to a community partners agency • indicated – close, refer to community partners agency

  12. Time Frames to Follow • One hour response (immediate danger) • Twenty-four hour response (physical and sexual abuse cases) • Five day response (neglect cases)* *Time frames vary by agency, this is just an example of urgency

  13. Complexity of an Assessment (things to consider) • Age of the victim and their verbal skills/competency • Denial of the incident by various parties and/or conflicting statements • Rights and protections afforded to our families • Family pressure and issues • Do I have exigent circumstances?

  14. Complexity of an Assessment (things to consider) • Checking your inferences and assumptions at the door • Understanding the uniqueness of various individuals • Recognize the need to teaming efforts by different agencies • Take care of yourself (i,e. worker safety, well being)

  15. Factors to Consider While Interviewing • Who, what, when, why and how • Timing of interview, order of interviews • Location and room setup • Types of questions to ask/not to ask • Details are imperative • Be objective, calm, and neutral in your demeanor • Remain sensitive but in control (establish rules)

  16. State Safety and Assessment Plan State Safety Assessment and Plan presents workers with the opportunity to assess whether any children are likely to be in immediate danger of serious physical harm, which might require some form of intervention.

  17. State Safety and Assessment Plan This section of the Safety Assessment and Plan addresses thirteen safety factors with questions about parental behaviors, explanation of injuries, ability to meet basic needs of possible questions, which might aid in answering questions of this magnitude without making family members defensive (taken form the Family Functional Assessment Field Guide)

  18. State Safety and Assessment Plan • Be able to paint the picture for your supervisor – who, what, when, how and why? • What happens when someone in your house is angry? • What have you done to keep things from getting worse? • Under what circumstances is the abuse/neglect likely to occur? • What positive things do you get from your relationship with your partner? • How is it okay to be angry in your house?

  19. State Safety and Assessment Plan • With whom do you feel your child is safe? • Do you have a safety plan? • What sort of activities does your child do with family and friends? • We all have ways of dealing with stress, what are the ways you deal with stress? • What might help us know if drugs or alcohol are a problem in your family?

  20. State Safety and Assessment Plan Safety Response: Workers should ask several questions that address various safety responses, in particular: How does a family use its informal support system, formal community agencies, etc. A worker should always ask him or herself if there are supports that can assist a family in a situation, without the need to for a more restrictive approach, After all, engaging informal supports make long-lasting safety plans

  21. State Safety and Assessment Plan Safety Decisions: In an individual utilizes the components of a holistic assessment a worker should discover stronger support for their decision about a child being safe, conditionally safe. More informed safety decisions lead to more accurate placement and are a key step to the prevention of future abuse and permanency of a child.

  22. State Risk Assessment   State Family Risk Assessment allows workers to determine the probability of continuous abuse and neglect a child might face. In other words, the risk assessment aims for an objective review of whether a family is prone to additional abusive and neglectful patterns. By accurately using the risk assessment workers can better understand caregiver characteristics, potentially harmful relationships, underlying needs, and how a family really feels about DCS involvement (not just what their outward projections tell us). Below are possible questions, which might increase a worker’s ability to better understand potential risks measured on the neglect and abuse scales (taken from the Family Functional Assessment Field Guide):

  23. State Risk Assessment Neglect Scale • What needs to happen to ensure things run smoothly? • How do you keep your children safe? • What is working now? What is making a difference? • What could improve the time spend with family? • What types of things do you disagree about as a family?

  24. State Risk Assessment Abuse Scale • I notice you do… to keep your children safe. What else do you do? • Under what circumstances is this likely to occur? • How have you disciplined your child at different ages? • How would you like your relationship to be different? • Can you tell me a little about any past legal trouble you have had? • What are your expectations of your child (ren)?

  25. Assessment of Strengths and Needs The Family Assessment of strengths and needs ensures that all workers consistently consider a family’s strengths and needs in areas that often are contributing and underlying factors to child abuse and neglect. Digging into these factors of family life might be difficult for some workers, but the shortening timeframes, identification of strengths and needs have never been more important. On the slides that follow are possible questions, which might increase the worker’s ability to correctly assess the various strengths and needs for a family; questions which stay true to Indiana’s strength based approach, they are:

  26. Assessment of Strengths and Needs Emotional Stability (mental health) • What are some things that help you through difficult times? • How do both you and you children express your feelings? • What do you need from others when you are having difficult time?

  27. Assessment of Strengths and Needs Parenting Skills • Tell me about some of your parenting successes. • What would your children say they like best about your parenting? • What do you think is the most important thing you as a parent want to teach your children? • Tell me about a typical daily routine. • What do you do when your child does not behave making this routing difficult?

  28. Assessment of Strengths and Needs Substance Abuse • What are the ways you deal with stress? • Tell me about the drug/alcohol use in your family. • Do you believe this affects your family? • Was there ever time you thought you might drink our use and you did not? What made that time different?

  29. Assessment of Strengths and Needs Domestic Relations • What positive things do you get from your relationship with your partner? • How much time do you spend with friends? • Family? Alone? • Is there anything that worries you about your relationship with your partner?

  30. Assessment of Strengths and Needs Communication/Interpersonal Skills • How do you contact others when you need them? • What types of things do you disagree about in your family? Literacy • What is the highest level of education you completed? • Do you feel confident in interacting with others? Intellectual Capacity • Do you feel confident in your ability to make decisions? • Do you frequently ask for help of others in making decisions?

  31. Assessment of Strengths and Needs Employment • Are you employed? Where? How long? • What do you like best about your job? How flexible is your work when it comes to your children? • How does your job benefit you and your family? • If you are unemployed, how are you meeting your financial needs?

  32. Assessment of Strengths and Needs Physical Health Issues • Could you describe your health and your child’s health? • Are you taking any medications? For what? • Does your child have any limitations or special medical needs?

  33. Assessment of Strengths and Needs Social Support System • Who do you go for advice? • What do you do for fun (activities, etc)? • What kinds of support do your family and friends provide? • How do you get where you need to go? Resources Availability/Management • Can you please tell me about how your budget works for you. • Are community resources accessible to you? • Where do you go in the community for assistance? • How can DCFS be helpful to you?

  34. Assessment of Strengths and Needs Housing • If you could change something about your home or neighborhood what would it be? • How many people reside in your home? • Do you feel safe in your home? Sexual Abuse • What is one thing you would like to change from your past? • Are there people you spend time with that you feel withdrawn around?

  35. Assessment of Strengths and Needs Child Characteristics • How do you get along with other children and your family members. • What would make your current living situation better? • What kind of things do you like to do for fun? • What do you like about school?

  36. Documentation and Decision-Making Process • Include photographs, videos, audio, etc. • Obtain collateral documentation/verification • Write a fact based and detailed driven narrative (paint the picture) • Case staffing (i.e. supervisor, designee) • Decision/determination • Establish direction (i.e. IA, CHINS, community partners, close the case)

  37. Documentation and Decision-Making Process • Removal (CHINS) • Notify supervisor and staff attorney • Determine placement for the child (relative-foster-institution) • Complete all necessary background checks and releases • Arrange all necessary court hearings (detention hearing within 48 hours) • Complete and provide placement facility with a medical passport

  38. Documentation and Decision-Making Process • Complete ICWIS checklist (i.e. AFCARS requirements) • Arrange for visitation (face-to face within five days, preferred 48 hours) • Complete a Family Network Diagram (FND) • Complete eligibility (IVA-EA,IVE-FC) • Begin the preparation for a Child and Family Team Meeting (CFTM) • Initiate services for child and family

  39. Documentation and Decision-Making Process • In-home CHINS/Informal Adjustment • notify supervisor and staff attorney • Arrange all necessary court hearings • Complete ICWIS checklists • Create and gain approval for a safety plan • Complete a FND • Complete IV-E waiver information • Initiate services for a child and family • Begin preparation for the CFTM

  40. Preparing for a Child and Family Team MeetingSteps of a Child and Family Team Meeting: • Explain to the family the idea and role of a Child and Family Team (CFT) • Obtain agreement that a meeting will work and be productive for the family • Setup time and hold a preparation meeting with the primary individuals(S) on the CFT • During the preparation be sure to address the ten key points listed above including identification of team members • Make logistical arrangements (i.e. meeting place, time, discuss contacting team members) • Complete the release form (Release of information and authorization for CFTM

  41. Preparing for a Child and Family Team Meeting • When is a good time to consider a Child and Family Team Meeting? • A family who needs a strong safety plan or supports to step up and prevent removal • A family who needs an initial case plan • A family whose goals need to be changed • A family who needs their case plan reviewed or revised • A family involved in an adoption or emancipation from the system • A family’s composition significantly changes

  42. Preparing for a Child and Family Team MeetingKey Points in the Preparation Interview: • Engage each team member genuinely, with empathy and respect. • Describe the meeting process and explain purposes of the meeting • Explain that the focus is on the strengths and needs. • Explain that family members will tell the family story. • Define and come to agreement on the outcomes. • Explore what the team member can contribute toward the outcomes • and what is needed to contribute toward the outcomes. • Ask if there are any potential conflicts (emotional, legal, etc.). • Ask what is needed to be able to fully participate. • Discuss time and place and work towards resolving any conflicts. • Explore alternatives for input if the person cannot attend.

  43. Preparing for a Child and Family Team MeetingSteps of a Child and Family Team Meeting: Brainstorm how to meet the needs Develop an agreement for who will do what and when Safety provisions made for the children in the plan Assess what can go wrong Develop the concurrent plan Next steps and closing • Welcome & Purpose • Outcomes • Non-Negotiable & confidentiality • Safety of the Children • Ground Rules • Family story • Strengths to achieve the outcomes • Identification of individual and family needs

  44. Preparing for a Child and Family Team MeetingSteps used to prepare a team member for a Child and Family Team Meeting: • Either make face-to-face, phone or other correspondence (i.e. letter, phone call) with all team members. • Explain to the team members the idea and role of a Child and Family Team (CFT) • Inform the team member of the outcomes created by the family – the outcomes team members will work towards • Through your questioning, make sure the team member is READY, WILLING and ABLE • Inform the team member of the logistical arrangement made • Remember if you have a foster parent(s) and CASA at the meeting it counts as your case plan conference, encourage the parent to include them in the meeting.

  45. Preparing for a Child and Family Team MeetingSteps used to prepare the Facilitator/Co-Facilitator for a Child and Family Team Meeting: • Be sure you review any files or records on the family • Complete the CFTM Logistics Check-List • Review documents on conflict resolution

  46. Preparing for a Child and Family Team MeetingPossible questions to ask during the preparation with both Family and other Team Members: • What would you like to have happen as a result of this meeting? • What do you see as family strengths? What do you need? • What are your child’s strengths? What does your child need? • Who are the people who care about you….your family… your child? • If we invited all the people who care about you and your family to this meeting, what would be some good things that might come from their participation?

  47. Preparing for a Child and Family Team MeetingPossible Questions to Ask During the Preparation with both Family and other Team Members: • What concerns do you have about your Child and Family Team Meeting? • Can you identify strengths to present at the meeting? • Can you be prepared to discuss the needs of the family? • Do you have any concerns about your participation on the Child and Family Team?

  48. Facilitating a Child and Family Team MeetingForms and Requirements Needed to Complete a Child and Family Team: • Complete Child and Family Team Meeting Confidentiality/Limited Use of Agreement for Access to Confidential Department of Child Services Client/Case information • Compete Child and Family Team Meeting notes • Compete Child and Family Team Meeting debrief forms • Enter Child and Family Team Meeting in the contact section of the ICWIS application (contact = Child and Family Team Meeting regarding active case participants, contact method = face-to-face

  49. Case Management Checklist Court Hearings: • Detention hearing held within 48 hours of detention • Initial hearing with preliminary inquiry filed within 49 hours of detention • Fact-finding hearing within 60 days of the initial hearing (if necessary) • Dispositional hearing within 30 days of CHINS adjudication • Progress report filed with the court within 90 days of detention or disposition whichever occurs first

  50. Case Management Checklist Court Hearings: • Periodic review hearing within 180 days after detention or disposition whichever occurs first • Permanency review hearing within 12 months of detention or disposition whichever occurs first • Dispositional modification hearing at the request of any party • Termination of parental rights process can be initiated after six months if appropriate. Must be filed if the child is out of the home 15 out of the previous 22 moth

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