Back to Basics Policy Training

1. Back to Basics Policy Training

2. The Georgia Department of Human Services, Division of Family and Children (DFCS) administers the Comprehensive Child and Family Assessment and Wrap-Around Programs to assist in the provision of services to families whose children have suffered abuse or neglect.

3. Division of Family and Children (DFCS) Overview • DFCS has the primary responsibility for child welfare programs, which are supervised at the state and regional levels and administered at the county level. • Children and families receive direct services through 159 county DFCS departments grouped into 17 regions under Field Operations, which has overall responsibility for the administration and management of the State’s public child welfare programs in the counties. • DFCS is divided into two primary functional sections: Social Services and Family Independence. Social Services addresses the continuum of child welfare services, and Family Independence addresses financial and related assistance for families, such as TANF, Food Stamps and Medicaid.

4. DFCS Vision and Mission • DFCS Vision for Child Welfare • Georgia children, youth and families have the support they need to be safe and secure, and to achieve their greatest potential. • This vision is in keeping with DHR’s overall mission as well as the values of the division: • DHR Mission • To strengthen Georgia families - supporting their self-sufficiency and helping them protect their vulnerable children and adults by being a resource to their families, not a substitute.

5. DFCS Core Vaues DFCS Core Values • Children need and deserve to grow up safe, free, and protected from abuse and neglect. • Children do best when they have strong families, preferably their own, and when that is not possible a stable relative, foster or adoptive family. • All children deserve to live in a family that is safe and permanent. • All individual families and communities have strengths; we can enhance a family’s ability to care for their children. • Placement moves are inherently traumatic. A move should occur only after all parties to the case meet to discuss the issues and to consider services or other supports that could help preserve the placement. • Race, gender, ethnic background, economic or social status should not play a role in determining the child’s experience in the foster care or protective services system. • Children need to have a connection to an adult in their life that provides unconditional love and acceptance. These types of bonds are best formed in families. • All children have connections to caregivers, siblings, and community. These connections are important to the child’s development and identity and should be preserved. • Families and children need to be given “ownership” over the decisions that impact their lives. These decisions will not be made without their input. • Targeted prevention strategies used at all points in the child welfare continuum will improve outcomes relating to safety, permanency and well-being. • Prerequisites to success are accountability, evidence-based decision-making, self-evaluation and continuous quality improvement.

6. DFCS Principles DFCS Principles • Advocate on behalf of children and their families with other all related state departments and community organizations in assuring appropriate utilization of public and private resources. • In making determinations about plans and services, we consider the child’s safety and health paramount. • We must provide relevant services with respect for and understanding of children’s needs and children’s and families’ culture. • No child or family will be denied a needed service or placement because of race, ethnicity, sexual orientation, physical or emotional handicap, religion, or special language needs. • Where appropriate, families will be provided with the services they need in order to keep their children safe and at home in order to avoid the trauma of removal. • Understanding the disproportionate representation of children and families of color among those supervised by DFCS, we will continually assess our tools, services and strategies to prevent racial and ethnic bias. • Foster care will be as temporary an arrangement as possible.

7. DFCS Principles Continued • If at all possible, children in out-of-home placements will be safely reunified with their families within 12 months. Families will be provided with the services they need to allow for safe reunification whenever possible. • If a child cannot be safely reunified within timeframes established under federal and state law, DFCS will find a permanent home for the child, using child-specific recruitment plans when necessary, preferably guardianship or adoption with an appropriate relative or an adoptive family. • We must work to ensure children in out-of-home placement have: • Stable placements that promote the continuity of critical relationships, including with their parents, siblings and capable relatives, to achieve a sustainable permanent family setting. • Placements in settings that are the least restrictive and meet their individual needs. • Decision-making that is informed by a long-term view of the child’s needs, informed by the family team, and is consistent with federal and state timelines about achieving an exit from care to a sustainable, safe permanent home.

8. What is CCFA? The Child and Family Comprehensive Assessment (CCFA) is the process by which DFCS assesses the strengths and needs of families whose children are in foster care* (FC). The child and his/her family, both immediate and extended, are engaged in the assessment process. *Foster Care includes any out-of-home placement (e.g. foster homes, relative homes, fictive kin, group homes, institutions or CCIs or CPAs).

9. Purpose of CCFA • The goal of the Family Assessment is to provide a comprehensive assessment of the family. • The assessment provides the foundation for effective case planning, intervention and decision-making. • DFCS staff use the assessment information to inform: • Placement decisions; and • The identification of services to ensure the safety, permanency and child and family well-being. • Observations and information from the Family Assessment will be presented at the Multi-Disciplinary Team staffing (MDT) and reviewed at the Family Team Meeting (FTM).

10. Purpose Continued • Children entering care are at higher risk than the general population for delays and disabilities. In addition, the trauma of placement can result in emotional distress and trauma. • Comprehensive screening or assessment of the child and family can have a positive life changing impact, if problems are identified and early treatment interventions are implemented.

11. Purpose Continued The CCFA provides DFCS and other providers working with the child and family a better understanding of the: • Degree of parent-child attachment and where the child feels a sense of belonging; • Child’s extended family as a potential resource for support and/or the placement of the child; • Family’s history and/or patterns of behavior; e.g., prior CPS involvement or foster care placements, past experience with handling crisis, problems with addiction, criminal behavior, etc.; • Strengths and resources from which the family can tap; • Core needs of the family which, at a minimum, must be changed or corrected for the child to be safely returned within a reasonable period of time; • Probability of the child returning home or the likelihood of an alternative permanency plan; and • Identified medical, emotional, social, educational and placement-related needs of the child.

12. Who is referred? • All children entering foster care. • Any child in care whose CCFA is more than twelve months old, and additional information is needed for case planning activities.

13. Guiding Principles of CCFA • Assessment Driven • Safety Focus • Family Team Meeting • Multi-Disciplinary Team Meeting • Integrated Services • Foster Parent Partnership • Public and Private Partnership • Results Driven • Cultural Responsibilities • The foundation for the development of the case plan

14. CCFA Service Component • Medical Component • Health Check Screening (ages 0-18). Includes Early and Periodic Screening, Diagnostic and Treatment (EPSDT) • Developmental Screens (age 0-3) • Dental Screens (age 3-18) • Educational Component (ages 5-18 or 4 & under) • Psychological Component (ages 4 – 18) • Adolescent Psychological Assessment Component (ages 14-18) • Family Assessments • Relative Home Evaluation • MDT Report • Family Team Meeting *Each CCFA service component must be referred and billed separately. All information received or developed as part of the CCFA assessment or work with the family is the property of DFCS.

15. CCFA Services • The county department will decide which components and reports are needed for the assessment process and will only pay for the completed components. The Comprehensive Child and Family Assessments (CCFA) will include one or more of the following components and reports: • The County Department agrees to pay the contractor per referral according to the progress payment schedule. Payment is contingent upon the completion of tasks as identified in the Progress Payment Schedule and compliance with the standards. • Information obtained by DFCS to be used in the family assessment will not be billed for under the CCFA component schedule. For example, if DFCS obtains the medical information and provides it to the provider for inclusion in the family assessment report, the provider may not bill for the medical component.

16. Component Payment Schedule • Medical Component- $150 per child • Educational Component (ages 5-18 or 4 & under)- $150 per child • Psychological Component (ages 4 – 18)- The Psychological Evaluation will be billed to Medicaid. $300 per child • Family Assessments (including MDT)- $600 and $300 for each additional child (more than one child) • Relative Home Evaluation- $350This rate includes costs related to a Family Team Meeting. • The provider may be reimbursed for any costs, (which exceeds the above-referenced $350 fee), related to the following mandatory reports: • Drug Screening Checks; and • Medical statements • NOTE: These items apply to all relative caregivers and household members, 18 years or older. Criminal Background Checks (fingerprint checks, both GCIC and NCIC). Receipts are required before reimbursement is made for theses expenses. • Adolescent Assessment (ages 14-18) • Family Team Meeting

17. CCFA Referral Assessment Procedure If child remains in care following the 72-Hour Hearing, an immediate referral must be made for the completion of a CCFA via the Referral for Assessment to an approved CCFA Provider form (form 1)*. The DFCS SSCM must: • Schedule the date and time of the Family Team Meeting (FTM). FTM must be held within nine (9) days of child’s placement. • Schedule the date and time of the Multi-Disciplinary Team meeting (MDT). The MDT is facilitated by the CCFA provider and must be held within 21 days of the referral date. • Ensure that a Health Check is completed within ten (10) days of the child entering FC. This may be referred as part of the CCFA process. *A CCFA is not required if the child was assessed in the previous twelve months.

18. CCFA Referral and Assessment Procedure • The referred provider has 24 Hours to accept or decline the referral via Form 1. • Within 24 Hours of the provider’s acceptance of the referral the SSCM: • Sends a referral letter to the parent and caregiver that outlines the process of the CCFA; including identifying the CCFA provider with a copy to the CCFA provider. • Provides the provider with a Pre-Evaluation Checklist with all applicable documents attached.

19. CCFA Referral and Assessment Procedure • If the provider declines the referral, the SSCM must make a referral to a different CCFA provider. • Within two days of accepting the referral, the provider must: • Make a face-to-face contact with each family member referred for services, presenting a picture ID and a copy of the referral letter. • Schedule a time to review the case record at the DFCS office. • Schedule all necessary appointments and arranges transportation. • The provider must advise the county within five days of the referral date if a determination is made that they are unable to complete the accepted CCFA assessment or if the family is unwilling to cooperate. • Within thirty days of the referral, the provider must submit the final written report (CCFA) and an assessment invoice to the designated county staff. A waiver may be requested of the county director within fifteen days or referral receipt if the written report will be unable to be completed by the thirty day deadline.

20. Partial/Cancelled Assessments The county may cancel the scheduled components if the child is returned home at the 10 Day Hearing. • The county office will compensate the provider for work done to date. The county may provide partial payment if: • The components received are not completed per standards; or • The components are not submitted timely.

21. Family Assessment Component The family assessment must include (if applicable), but is not limited to, the following information: • Reason for Referral • Household Composition/Key Data • Clinical Observation • Prior Agency Involvement • Living Arrangements • General Financial Status and Employment History • Health of All Household Members • Marriage Status • History of Criminal Activity (parents and children) • Education Status

22. Family Assessment Component Continued • Relationship between Parent and Child • Relationship between Placement Resource and Child • Family and Community Resources (i.e. Transportation) • Family's Strengths and Needs • Relatives and resources for support, placement, and possible permanency • Efforts to place siblings together and reasons they were not placed together, if applicable • Does the parent or child have Native American Heritage? • Reason child is placed a substantial distance from their home, if applicable. • Genogram and Ecomap (as a required attachment) • Summary, Conclusions, and Recommendations

23. The Family Assessment as a Dynamic Process • The family assessment is based on a combination of observations, interviews, self-report measures and social history. • Family self-reporting and case history review is insufficient. Observations are needed to confirm or not confirm a self-report. The family must be observed in action(enactments). The assessment must be dynamic(it should reveal the family's energy, style, and behavior). If at all feasible, see families over a period of time. Having only one observation session may result in a distorted picture. • The focus of the assessment is on the dynamic observations and interactions observed during the assessment. Standardized self-report instruments may be used to gather information. Although a social history and a background information section need to be included, this section is only one of the sections of the assessment or report. Integrate the history and background sections into the conclusions and recommendations.

24. The Family Assessment as a Dynamic Process • All parents must be interviewed. This includes absent or incarcerated, putative, legal, adoptive or any other parent category not listed. The required method is a face-to-face interview. If a parent is absent or incarcerated, then a telephone or written interview is appropriate. In any case, a written explanation must be included in the report explaining why a face-to-face interview was not accomplished. This statement should document all attempts to secure interviews. • Extended family members must be contacted. If the custodial parents refuse to permit contact with extended family members, the DFCS case manager determines if contact should occur despite the custodial parent's protest. When interviewing the extended relatives, the provider should explore resources for support, placement and possible permanency. The Provider may also obtain information on other relatives to contact. • The CCFA Provider should contact DFCS immediately, if a relative is identified as a placement resource for the child. • DFCS may request an approved CCFA provider to complete a home evaluation on a relative.

25. Family Interviews The family subsystems should be seen together and in separate units. It is recommended that the assessment take place in two or three stages.

26. Stage 1: Parent/Caregiver Interviews • See the parent/caregiver(s) first.During this stage the family assessor can: • Determine who is in the household. • Identify family members (not living in the household) relatives who have an impact or important role for this family (e.g. grandmothers, parents, etc.). Are any of these individuals’ potential placement resources for the child? • Identify non-family members who are important to this family (e.g. boyfriend/girlfriends, pastors, neighbors, etc.). • Obtain a developmental history of the child (children). This history will provide an opportunity to obtain the parent's perception of their child, knowledge of developmental issues and parenting skills. • Explore individual caregiver issues and obtain an initial mental status for each caregiver. At this stage, it may be determined that a parent(s) require a psychological evaluation and/or a substance abuse evaluation. • This first stage can provide an opportunity for the initial assessment of the couple's relationship.

27. Stage 2: The Child Interview Each child should be seen alone to obtain the child's perception of his parents and his family. If there is more than one child in the family they should be observed together in stage three.

28. Stage 3: Family Subsystems Stage III: The family subsystems should be seen together and in separate units. • The family should be seen together unless there is a serious, well-documented basis preventing the family system to be seen as a unit. For example: • Child with parent (or caregiver) 1 and 2 (both caregivers together with child) • Child with parent or caregiver 1 • Child with parent or caregiver 2 • Family unit (household unit-parents/caregivers, siblings, target child (children) • Extended Family/Community: As many family members/community resources that can be gathered for the assessment. • Family Team Meeting

29. Family Assessor Qualifications • Minimum of a Master’s level of education in Social Work, Counseling, or Psychology with an LCSW, LMFT or LPC granted by the State of Georgia’s Composite Board of Counselors, Social Workers, and Marriage and Family Therapists. Assessors must have a current license with the above referenced authority. • Individuals with a Master’s degree who are under the supervision of an LCSW, LPC or LMFT may also conduct a CCFA Assessment. In which case, the Assessment requires two signatures: the licensed supervisor’s and the Master’s level assessor.

30. Psychological Evaluation Component • To obtain information on the child’s mental health, children (ages 4-18) are required to complete a psychological evaluation. • A psychologist (identified as part of your vendor network) participating in the Medicaid program, Peach Care, Georgia Better Healthcare or the child's insurance plan should complete a Psychological evaluation. • A psychological evaluation is a written report of the information collected during the evaluation. This report should include, but is not limited to, the psychological status of the child or adolescent at the time they enter foster care. If the psychological evaluation yields any psychological or developmental delays or concerns, the psychological summary and report must provide detailed recommendations and actions to be taken. • The Psychological Evaluation should not be completed until the hearing and vision screening results are available. • Infants and toddlers (age 0-3) will undergo a developmental screen as part of the Health Check Screen.

31. Pre-Evaluation Activities • Before a psychological evaluation is conducted, the CCFA provider and SSCM, shall take the following actions: • Generate referral questions, based on the Pre-Evaluation Checklist) before the request for a psychological evaluation is sent to the psychologist. An individual or a team may generate the referral question. Ideas for a referral question may be gathered from case managers, foster parents, biological family members, facility representatives, physician, teachers, etc. Referral questions may be general or specific. (General: We are seeking a child’s cognitive ability level, current achievement level and an emotional profile.) (Specific: Does this child have dyslexia? Does this child have ADHD?) • Provide background information. The case manager, foster parent and/or facility representative must be available to the psychologist to provide background information and to complete developmental and behavioral questionnaires. If an adult who has limited knowledge of the child provides transportation, then it is the responsibility of the case manager and/or placement provider to set up an in-person or telephone appointment. The purpose of this appointment is to provide the information within 72-hours of the evaluation so the report can be completed in a timely manner. • Provide copies of previous reports. Copies of all prior psychological evaluations, psycho-educational reports and other relevant reports should be provided to the psychologist when the child is transported to the evaluation. Provide information on medications. Inform the psychologist if the child is on medication at the time of the evaluation. A list of all medications should be provided to the evaluator at the time of the evaluation.

32. Psychological Report Format 1. Identifying Data • Name • Date of Birth • Child's Social Security Number (if applicable) • Date of Referral • Date of Evaluation • Names of the following: • Parent/Guardian • Foster parent • Referring person and agency 2. Reason for Referral 3. Background Information • History of child/youth • Present placement

33. Psychological Report Format 4. Summary of Past Evaluations and Treatment 5.Behavior Observations/Mental Status 6. Evaluation Results • Include name of test and scores (standard scores, percentiles, grade equivalent scores) • Summarize results and findings of each test It is the responsibility of the Psychologist to review previous psychological reports to determine if an IQ test needs to be repeated within the three-year window. If an IQ test does not need to be repeated, it is expected that the psychologist will use the extra time for extended achievement screening or personality measures.

34. Psychological Report Format A. Intellectual Assessment • IQ score from the WISC-III, Stanford-Binet, WAIS-R, DAS (Differential Abilities Scale), Bayley Scales of Infant Development, WPPSI-R • An IQ test does not need to be repeated: • If a child has had an IQ score completed with the WISC-III or Stanford-Binet within three calendar years, • If the child was at least 7 (seven) years of age at the time of the earlier IQ test, and • If a child will not be referred for Level of Care services. • An IQ test must be repeated: • If a child was under 7 (seven) years of age at the time of the earlier IQ test, • If the child has had a head injury or evidence of serious mental illness has emerged since the initial evaluation, • If the child was not on medication (such as Ritalin) during the earlier evaluation, and • If a child will be referred for Level of Care services, an IQ test must be current and completed within one calendar year. NOTE: Abbreviated scales (Kaufman Brief Intelligence Test -KBIT or Wechsler Abbreviated Scale of Intelligence -WASI) are acceptable onlyif the child's scores fall at the Low Average or above. Children with Borderline or Intellectually Disabled scores on an abbreviated instrument will need an IQ score from a Full battery. Children with evidence of Learning Disabilities will need an IQ score from a Full battery.

35. Psychological Report Format B. Adaptive Behavior Scales • If IQ falls within or below the Mildly Mentally Retarded Range an Adaptive Behavior Scale must be administered (i.e. Vineland, AAMD). C. Academic Screening and Assessment. • WRAT - 3 (Wide Range Achievement Test) may be used for screening. WJ II - The (Woodcock-Johnson II) or WIAT - (Wechsler Individual Achievement Test) is preferred for assessment. • Assessment will need to target problems highlighted by the screening or referral question. Further referrals for additional evaluation may be required. D. Personality Measures • Choice of measures based on age, referral question, IQ, etc. • Objective (e.g. MMPI-A, RCDS, RADS) • Projective (e.g. TAT, RAT-Roberts Apperception Test, Rorschach) E. Standardized Behavioral Check List • For example, Achenbach, CAFAS, BASC • Report significant Problem Areas.

36. Psychological Report Format 7. DSM IV - Multi-Axial Diagnosis • Include all 5 axes and numerical codes. 8. Summary and Recommendations • Summary and recommendations must address the referral question, presenting problems, and the reason the child came into care. • Supplemental recommendations may be listed. These recommendations should address the underlying reasons, which impact the child and family functioning. • A validity statement should be included (i.e. This evaluation appears to be a valid reflection of this child’s current level of functioning). • Recommendations for placement (if appropriate) • Recommendations for Treatment • Referrals for additional assessment (if necessary) 9. Name, Signature of Psychologist and Date Completed • License Number • Only Licensed Psychologists are eligible to complete and sign psychological evaluations. Psychometricians may be used to administer and score tests. The psychologist is responsible for diagnoses, summaries and treatment recommendations. NOTE:Standards developed by Wendy Hanevold, Ph.D., Licensed Psychologist #1574 (Georgia) 404-583-7333

37. Psychological ReportsInclude • Identifying Data • Reasons for Referral • Backgrounds Information • Past Evaluations/Treatment • Behavioral Observation/ Mental Status • Evaluation Results • DSM IV Diagnosis • Summary and Recommendations • Addresses the Referral Question and Presenting Problems • Placement Recommendations • Treatment Recommendations • Validity Statement • Name, Signature, Credentials, Dates

38. Adult Psychological and Specialized Assessments • Services including Psychological, Psychiatric, Speech Therapy (formerly known as PPST) and specialized assessments may be utilized when Medicaid is not available. The following are eligible to receive assessment and treatment services: • Children in foster care, • Birth parents of children in care when the permanency plan is reunification or when another permanency plan may need to be selected, • Relative care givers of children in care when the permanency plan is placement with a “fit and willing relative” or when another permanency plan may need to be selected, and • Foster Parents serving special needs children who require consultation about a specific child in the home. • If an adult or specialized assessment is recommended, and there is no identified funding source to cover the cost of the assessment, the county department may authorize payment using assessment funds. • Prior approval from the county department is required before an adult or specialized assessment is initiated. The county department will provide the CCFA provider with Form 535, Authorization and Claim for Psychological, Psychiatric or Speech Therapy Services, completed and signed by the County Director/designee. The county department must provide instructions to the CCFA provider for submitting the claim to the county department for services rendered.

39. Who Can Complete a Psychological or Psychiatric Evaluation? • Psychological evaluations are to be completed and signed by a licensed psychologist and/or a psychiatrist. Providers must be licensed for the service performed; i.e., psychiatric and psychological evaluations and therapy must be conducted by a psychiatrist (M.D.) or by a licensed clinical psychologist (Ph.D. or Psy.D.). • These assessments must be completed by a provider who accepts Medicaid, Peach Care, Georgia Better Healthcare or the child's insurance plan and must be charged at the Medicaid billable amount. Prior approval must be obtained by the County Director to utilize a provider who does not accept Medicaid. • A non-licensed individual (CCFA provider) from an agency (Bachelor’s level education or paraprofessional) may accompany the child to the appointment and provide all background information including the referral question to the Psychologist. • The provider must ensure that a copy of the Psychological evaluation is submitted with the CCFA report.

40. Differences between a Psychological Evaluation and a Family Assessment

41. Some behaviors may require a specialized assessment. Examples of specialized assessments are:

42. Traditional individual psychological evaluations, parenting evaluations and family assessments do not provide information about: • Guilt or Innocence (Did an individual sexually abuse or physically abuse a child?) • Substance Abuse • These factors have to be evaluated by experts in the field and through forensic channels.

43. CCFA Adolescent Assessment • The adolescent component is administered to youth, ages 14-18, if at a Judicial or Citizens Panel Review • the plan for permanency changes to emancipation for the youth; and • the assessment is deemed necessary or appropriate as part of the review plan. • The assessment must be coordinated with the Independent Living Coordinator (ILC) and ensure a copy of the assessment is forwarded to the ILC when completed. • The adolescent component is designed to generate information critical to successfully guiding young people in their journey from foster care to achieving self-sufficiency. • Used to assist in developing a Written Transitional Living Plan (WTLP) • Identifies services to assure safety, permanency and youth well being. • The assessment is strength-based and solution-oriented and is completed in partnership with teens who assist in identifying their own areas of strength and challenges as they move toward transition.

44. Adolescent Assessment Con’t • The adolescent component of the assessment serves as a determinant for participation in DFCS’ Transitional Living Program (TLP). • The TLP is a supervised, scattered site apartment program for youth ages 18-21 who are moving from the foster care system back into communities. • Youth appropriate for the TLP Adolescent Assessment are generally those who: • Are between the ages of 17.5 and 20.5, • Are currently in foster care with a signed Form 7 (Consent to Remain in Foster) • were formerly in foster care; i.e. youth in Aftercare status, who remained in foster care until age 18, • have completed high school, and • have assessment approval from the local ILC

45. CCFA Adolescent Assessment The following areas and domains are evaluated and included as an integral part of the assessment: 1. Independent Living Skills • Daily Living Tasks • Self Care • Housing and Community Resources • Social Development • Money Management 2. Family of Origin Strength and Issues 3. Interpersonal Relationships and Social Support Networks 4. Future Perspective 5. Pre-Vocational and Vocational Goals 6. Alcohol and Drug Use 7. Coping Skills and Self Esteem 8. Sensitive Issues 9. Interviews with Youth, Caregivers, Case Managers and Teachers 10. Functioning

46. Required Interviews • The assessment is youth centered. • Collateral interviews should be completed with: • parents, • case managers and/or • teachers. • Collateral material may also be available in the Family Assessment and Psychological Evaluation.

47. CCFA Adolescent Component • Data Section • Background and Summary of the Adolescent Comprehensive Child and Family Assessment • Reason for Referral and Background Information (e.g. for youth transitioning out of foster care, for a significant, extenuating circumstance concerning the child and/or family, etc.) • Individual Assessment • Summarize Assessment Conclusions • Include Diagnostic Impression: • Axis I • Axis II: • Axis III: • Axis IV: • Axis V: Global Assessment of Functioning (Current) • Family Assessment Recommendations and Conclusions. (Include agency name and date completed)

48. CCFA Adolescent Component • List Instruments Used • All instruments and the name of the person completing each must be used for youth ages 14 to 20.5. • Draw Your Strength • Genogram • Ecomap • Draw Your Future • Road of Life • Rosenberg Self-Concept Scale • Alcohol and Drug Questionnaire • Sensitive Issues Inventory • ACLSA-Level III • Interview • Results of Assessment • A sample adolescent profile template can be found in Appendix C. • Summary and Recommendations • Name, Signature and Date Completed

49. Adolescent Assessor Qualifications • The Adolescent Assessment is to be completed by an individual with a minimum of a Master’s level of education in Social Work, Counseling, or Psychology with an LCSW, LMFT or LPC granted by the State of Georgia’s Composite Board of Counselors, Social Workers, and Marriage and Family Therapists. Assessors must have a current license issued by an above listed authority. • Individuals with a Master’s degree who are under the supervision of an LCSW, LPC or LMFT may also conduct the Transitional Youth Assessment. In which case, the Assessment requires two signatures: the licensed supervisor’s and the Master’s level assessor.

50. CCFA Educational Standards • Completed on children in Early Intervention or School-aged • Educational History • Grades • Discipline Reports • Attendance Reports • Achievements • Current Grade Level Functioning • Who can complete