209: visitation: the heart of permanency planning ... · in out-of-home care. pennsylvania’s...

The Pennsylvania Child Welfare Resource Center University of Pittsburgh, School of Social Work

403 East Winding Hill Road Mechanicsburg, PA 17055

Phone (717) 795-9048 Fax (717) 795-8013 www.pacwrc.pitt.edu

209:

Visitation: The Heart of Permanency Planning

Instructor Guide

The Pennsylvania Child Welfare

Resource Center

University of Pittsburgh,

School of Social Work

October 2017

http://www.pacwrc.pitt.edu/

Copyright 2017, The University of Pittsburgh

This material is copyrighted by The University of Pittsburgh. It may be used freely for

training and other educational purposes by public child welfare agencies and other not-

for-profit child welfare agencies that properly attribute all material use to The University

of Pittsburgh. No sale, use for training for fees or any other commercial use of this

material in whole or in part is permitted without the express written permission of The

Pennsylvania Child Welfare Resource Center of the School of Social Work at The

University of Pittsburgh. Please contact the Resource Center at (717) 795-9048 for

further information or permissions.

Project Lead

Maryann Marchi

Instructional Design Team

Andrea Bowersox

Jenny Gardner

Andrea Merovich

Elizabeth Neail

Kecia Shaw

Amber Snyder

Monica Teles-Carr

Acknowledgements

The Pennsylvania Child Welfare Resource Center would like to thank the AOPC

Visitation Workgroup for their assistance in the creation of 209: The Heart of

Permanency Planning.

Jolene Grubb Kopriva President Judge, Blair Count Co-Chair

Dana Revay Administrator, Beaver County CYS Co-chair

Robert Alsko, Esquire Taylor & Alsko

Jill Bruce The Pennsylvania Child Welfare Resource Center

Eleanor Bush, Esquire Family Design Resources, Inc.

Jackie Clouser Kids First

Errone Cody Justice Works Youth Care

Lauren Cummings Office of Children, Youth and Families

Michael McClure Pennsylvania Child Welfare Resource Center

Nicole Lance Pennsylvania Child Welfare Resource Center

Patti Noss It Takes a Village, Inc.

Emily Patterson Pennsylvania Child Welfare Resource Center

Richard Saylor Lycoming County Children and Youth

Christy Stanek, MSW Judicial Program Analyst

Denise Stitt Office of Children, Youth and Families

Betsy Van Nest Blair County Children, Youth and Families

Alicia Tyler Office of Children, Youth and Families

Catherine Volponi, Esquire Allegheny County Parent Advocates

Greta Weiss Youth Ambassador

Mary Jo Westbrook Lycoming County Children and Youth

Melissa Zakraysek, M.S. Office of Children, Youth and Families

Agenda for 2-Day Workshop on

209: Visitation: The Heart of Permanency Planning

Day One

Estimated Time Content Page

20 minutes Section I:

Introduction 1

1 hour, 45 minutes Section II:

Importance of Visitation 4

3 hours, 35 minutes Section III:

Skills for Building Visitation Plans

12

Agenda for 2-Day Workshop on


Day Two

Estimated Time Content Page

50 minutes Section IV:

Assessing Visitation Needs 24

2 hours Section V:

Teaming for Visitation Planning 27

2 hours,45 minutes Section VI:

Managing Ongoing Visitation and Making Adjustments

32

25 minutes Section VII:

Summary and Evaluation 41


The Pennsylvania Child Welfare Resource Center 209: Visitation: The Heart of Permanency Planning

Instructor Guide, Page 1 of 49

Section I: Introduction

Estimated Length of Time: 20 minutes

Corresponding Learning Objective:

Identify visitation as an essential casework task leading to the safety, permanency,

and well-being of children

Identify how assessment, engagement, teaming, and planning are used in the

development of visitation plans

Apply assessments to inform components of a visitation plan

Employ teaming skills to develop a visitation plan that supports the outcomes of

safety, permanency, and well-being

Examine ways to monitor and adjust visitation plans to ensure the ongoing safety,

permanency, and well-being of a child.

Section/ Task Objectives:

Establish training room guidelines.

Perform introductions

Identify what they want to know or be able to do following this workshop

Review learning objectives for this course

Review the agenda and action plan

Trainer Notes for Section 1:

Prepare the training room in advance by placing name tents, markers, and

Participant Guides at each table. Create and hang What’s In It For Me? and

Parking Lot flipcharts. As participants arrive, greet each one.

Materials Needed

Flip chart paper

Markers

Trainer Prepared Flip Charts: WIIFM and Parking Lot

PowerPoint Slide #1: 209: Visitation: The Heart of Permanency Planning

PowerPoint Slide #2: Name Tents

PowerPoint Slide #3: Learning Objectives

PowerPoint Slide #4: Agenda

Participant Guide (PG) (pages 1-4)



Section I: Introduction

Instructor Materials Time Instructor Notes

Step 1

Slide 1

Slide 2

Welcome Do:

Welcome participants as they enter.

Display Slide #2

Invite participants to fill out their name tent.

Ask participants to add something to the WIIFM flip chart when they are ready.

Say: Welcome everyone! Do:

Introduce yourself and state your qualifications.

Cover housekeeping items, such as the location of the restroom and break schedule.

Discuss training room guidelines.

Say:

If you have not already done so, please fill out your name tent and write one thing you hope to be able to know or do after this training on the WIIFM flip chart.

We are going to go around and introduce ourselves using the information on your name tent as well as the personal learning goal you identified.

Do: As participants introduce themselves, note learning goals that are not covered in this course. Move them to the parking lot and address as time allows or provide suggestions for alternative resources to meet those goals.

Flip Chart WIIFM Poster Parking Lot PG, p.2 (WIIFM)

15



Step 2

Slide 3

Slide 4

Do: Direct participant’s attention to their Participant Guides (PG). Say: This is your guide for the day. You will find all the important content relevant to this workshop in this guide. Do:

Direct participants to PG, page 3.

Display Slide #3 and Slide #4.

Review alongside WIIFM notes to show where participant’s goals will be covered.

PG, p. 3 (Learning Objectives/

Agenda)

5




Section II: The Importance of Visitation

Estimated Length of Time:

1 hour, 40 minutes


Identify visitation as an essential casework task leading to the safety, permanency, and well-being of children


Identify visitation as a service to assist in achievement of child welfare outcomes Identify visitation as a right of a child and parent

Trainer Notes for Section 2:

It is important for the trainer to become familiar with the PA Visitation Best Practice Key Components so that he/she can make connections where necessary and assist participants in establishing connections to casework

Materials Needed

Flip chart paper

Markers

Table Resource #1: Pennsylvania Dependency Bench Book

Appendix #1: Visitation Statements

PowerPoint Slide #5: According to the National Committee of the Red Cross

PowerPoint Slide #6: Activity Instructions for Visitation Statements

PowerPoint Slide #7: Activity Instructions for Visitation is a Right, Not a Privilege

PowerPoint Slide #8: Visitation: A Right, Not a Privilege

Participant Guide (PG) (pages 5-19, 87, and 107-110)



Section II: The Importance of Visitation


Step 1 Slide 5

Do: Display Slide 5.

Say: All children have a right to

permanency, safety, and well-being. In this

section, we will look at how family visitation

supports reunification and permanency

goals, maintains safety, reduces trauma,

and maintains well-being for children in

placement.

1

Group Think and Teach: Section II, Step 1

Type of Activity/ Purpose

Group Think and Teach – Visitation: The Service Leading to Outcomes.

It is important for caseworkers to consider the relationship between the casework task that will be studied and the outcomes they are trying to achieve.

Set-up and

Alternatives

Divide the large group up into 7 groups. Flip Chart Paper Markers

2

Trainer Note: It is important for the trainer to become familiar with the PA Visitation Best Practice Key Components so that he/she can make connections where necessary and assist participants in establishing connections to casework.

Facilitation Tasks

Slide 6

Do:

Assign each group one statement by distributing one page of Appendix 1 to each group.

Provide each group with a sheet of flip chart paper and marker.

Display Slide 6.

Say:

Read and discuss your assigned statement on page 6 of the PG.

Answer the questions on page 7 of the PG and record your answers. You will have 10-minutes to complete.

Be prepared to inform the class about the highlights of your discussion.

Appendix 1 (Visitation Statements)

PG, p. 6 (Visitation: A

service leading to improved outcomes) PG, p. 7 (Responses)

10

Debrief Do: 20



Hang the completed flip charts around the room with the page of Appendix 1 as the flip charts header.

Allow each group to share their assigned statement and a summary of their discussion.

Refer to pages 107-110 in the Resource section of the PG to ensure the main points are made by each group.

Facilitate questions, answer additional questions, and provide personal experience when relevant.

Provide any feedback where concepts have been missed.

Say:

Throughout this workshop and your child welfare careers, you will continually need to consider the effects that separation and loss has on a child. A child’s age may inform how a child manages a loss. On pages 8-11 in the PG, there is an overview of the short-and-long-term effects of separation and loss on children’s development. It also identifies some ways to minimize or help a child to manage the effects of loss.

Section VII: Resources of your PG includes additional resources related to visitation and starts on page 87.

o The Administrative Office of Pennsylvania Courts (AOPC) identifies the importance of visitation by establishing the Visitation Workgroup. The workgroup developed many recommendations relating to visitation which were used in the development of this curriculum.

o The Pennsylvania Statewide Children’s Roundtable, a multidisciplinary team of judges, lawyers, child welfare professionals, and child advocates, dedicated several years to the exploration of the role of visitation in ensuring the safety, permanency, and well-being of children. The materials and links to the many materials and resources produced by this workgroup,

PG, pp. 107-110 (What Do We Know About Visitation?)

PG, pp. 8-11 (Effects of Separation and Loss on Children’s Development)

PG, p. 87 (Section VII: Resources)



including the PA Visitation Best Practice Key Components, are available in the Resource section of the PG and are referenced throughout this curriculum.

o The Pennsylvania Dependency Bench Book, a comprehensive reference guide written by judges for judges, includes a chapter on the topic of visitation, which details the role of visitation in the supporting the safety, permanency, and well-being of children.

Do: Display Table Resource 1.

Table Resource 1 (Pennsylvania Dependency Bench Book)

Additional Notes

Step 2 Visitation is a right, not a privilege.

Say: Visitation is good for children and

families and is a constitutionally protected

right that is supported in Pennsylvania’s

courts. Courts oversee visitation for children

in out-of-home care. Pennsylvania’s

regulations require that the CCYA shall file a

petition or motion for court approval prior to

a change in court-ordered goal, placement,

visitation, or service unless it is an

emergency. (55 PA Code §3130.74).

Do:

Locate page 12 in the PG.

Ask for volunteers to read each of the three statements.

PG, p. 12 (Legislation/

Policy)

2

Think and Share: Section II, Step 2


Jigsaw Jigsaw reading is an efficient method for sharing written information across a group of participants in an engaging manner. Instead of reading all the material silently and individually, groups are formed and assigned different sections of the material. Each group then develops expertise in that section and shares it with the remainder of the cohort through a regrouping process. Using this method, participants both learn



independently from text and learn cooperatively from their peers. In addition to using visitation as an essential service to support outcomes, it is important for participants to view visitation as a right of parents and children. This activity will provide the legal framework for visitation for children in out-of-home care and covers the legal requirements for visitation.

Set-up and Alternatives

Slide 7

Divide participants up into four groups. Assign legislation and/or policies according to the four groups identified on pages 13-17 of the PG. Display Slide #7.

PG pp. 13-17 (Legislation/ Policy Jigsaw Groups)

2

Facilitation Tasks

Slide 8

Say:

Everyone in your small group will read and discuss the information related to your assigned set of legislation and/or policy provided in the PG.

You want to understand this information because after your small group review, you will each be responsible for explaining your set of legislation and/or policy to another small group.

You should feel competent when you can answer the questions on page 18 of the PG. As you discuss the information with your small group, take notes in your PG. This is the information you will share with the other group.

Do:

Allow 15-minutes for small groups to study and discuss their assigned material.

Circulate around the room during this small group work to be available for questions and tune into conversations to ensure discussions are on target according to the following:

Group 1: Focus on visits with parents and/or all potential permanency resources.

Ensure weekly visitation with any parent with whom the agency plans to reunify the child.

PG p. 18

(Jigsaw Questions)

50



(Weekly visitation is encouraged, however regulation requires a minimal frequency of once every 2 weeks)

If CCYA cancels, CCYA reschedules.

If parent cancels, the county agency is not required to but may schedule make-up visits if the reason for the cancellation was the parent’s decision, unless a valid excuse was provided at least 48 hours in advance.

Parental visitation is reviewed every six-months.

Trainer Note: Please be aware that many courts have hearings every three months where visitation plans are reviewed.

Visitation for purposes of permanency planning with (both) parents and potential permanency resources.

Supports primarily permanency. Group 2: Focus is on children with behavior issues and other visitation challenges.

Visits cannot be connected to child discipline, punishment, and control.

Implementation for the child welfare professional include needing to educate substitute caregivers on the connection between child’s behavior, separation, and trauma.

Supports permanency and well-being. Group 3: Focus is on sibling visitation.

Arranging partnerships of multiple caregivers, parents, and step-parents to ensure siblings can visit at least twice per month.

When visitation is determined to be contraindicated to the child’s safety and well-being, the agency must conduct ongoing assessments to reconsider this decision prior to every permanency hearing. At each permanency hearing, the court will continue to assess whether visitation is occurring or can begin.

Supports permanency and well-being.



Group 4: Focus is on visits with extended family.

Engagement of relatives mean diligent efforts to gain commitment from relatives and kin to support a child or parent receiving children and youth social services. This may mean involving relatives in being a visiting resource or providing visitation support.

Encourage parents, and permanent connections and resources to partner to independently arrange and facilitate visitation when it can be done safely. In cases where reunification does not occur, this increases the likelihood of the child being able to maintain a connection to family members, formally or informally.

Emphasize that visitation is not limited to the parents but also include; siblings and extended family.

These visitation rights (or Act 101 options for continuing contact) continue even after the achievement of a permanency goal, other than return to parent(s).

Supports permanency and well-being.

After 15-minutes, display Slide #8.

Divide participants so that each new small group has representation from each set of legislation and/or policy.

Say: Take 10-minutes each to explain the role to the rest of the group. Be sure to take notes about other groups’ sets of legislation and policy on PG, page 19.

PG p. 19

(Notes Page: Section II)

Debrief Ask:

What did you learn that you did not know before?

Did you gain any new insights into your agency’s visitation practices?

Trainer Note: It is important that participants understand that visitation is for connection and not for treatment, reward, progression, or punishment for neither the child nor family. It is important that visitation is not dictated by residential treatment facilities (RTFs), congregate care, or shelters and is determined by the courts approval of

20



recommendation by the child welfare professional. In other words, those facilities can inform but child welfare professionals take ownership of the visit times and locations.

Do: Instruct participant to record any

additional notes on page 19 of the PG.

PG, p. 19 (Notes Page: Section II)

Additional Notes




Section III: Skills for Building Visitation Plans


3 hours, 35 minutes


Identify how assessment, engagement, teaming, and planning are used in the development of visitation plans


Recognize the components of a visitation plan Explain how assessment tools inform the visitation plan Recognize how personal and systemic bias can affect visitation planning Apply self-reflection and critical thinking to the task of visitation. Identify the relationship between family engagement and the creation of realistic

visitation plans Identify family team members who can help to plan and support a visitation plan Identify solutions to challenging group dynamics during meetings

Materials Needed

Flip Chart Paper

Markers

Personal Cell Phones (Poll Everywhere)

Prework: Prework Letter

Appendix #2: Oversight vs. Support Matrix

Trainer Resource #1: Oversight vs. Support Matrix

Poster #1: Oversight vs. Support Matrix

Poster #2: Getting to Positive Outcomes

PowerPoint Slide #9: Visitation Plan Components

PowerPoint Slide #10: Oversight vs. Support Matrix Instructions

PowerPoint Slide #11: Poll-Everywhere

PowerPoint Slide #12: Individual Activity Instructions for Maintaining Family Relationships

PowerPoint Slide #13: Visitation Team Responsibilities Exercise

PowerPoint Slide #14: Facilitation Challenges: Carousel Walk Instructions

Participant Guide (PG) (pages 20-37, 66-67, and page 112)



Section III: Skills for Building Visitation Plans

Activity: Visitation Plan Components: Section III, Step 1


Large group activity Flip Chart


Facilitation Tasks

Slide 9

Trainer Note: Most CCYAs use CAPS to document visitation plans.

Prework

Flip Chart Paper PG, pp. 66-67 (Blank Visitation Plan)

PG, p. 21 (Components of the Visitation Plan Portion of the Child Permanency Plan)

PG, pp. 22-23 (Building Blocks of an Effective Visitation Plan)

25

Do:

Display Slide #9.

Ask participants to look at their county

specific visitation plan they brought in as

Prework. Go around the room in a round

robin fashion and ask participants to call

out components their visitation plans

have.

Write down answers on a flip chart.

Refer to Visitation Plan on pages 66-67

in PG.

Compare the group’s list with the state

required visitation plan components on

page 21 of the PG. Circle the state

required components and add any

required component that was not

identified.

Summarize that these are the items that a family team must answer when they assess.

Refer participants to page 21 of the PG. for a list of the Pennsylvania Visitation Plan Components. Page 22-23 of the PG for descriptions of the building blocks of a visitation plan. This is a more generic document that describes many best practices to inform any visitation plan.

Please keep in mind that Department of Public Welfare regulations permits a minimal visitation frequency of once every two weeks. (55 Pa. Code § 3130.68)

Debrief None necessary.



Additional Notes

Step 2 Say: Child welfare professionals need to rely on assessment tools to inform decisions made on the visitation plan components. The number of tools available typically grows over the time a child spends in out-of-home care; therefore, assessment for purposes of visitation is a dynamic casework task that should never remain static until permanency is achieved.

5

Activity: Visitation Assessment Tools and Resources: Step 3


Small group activity: Identify how assessment tools and resources that inform the visitation plan. Participants may identify a wide array of tools, such as Child Preparation, Child Specific Recruitment, etc. While many of these tools are not wrong, the focus of the activity is to consider the basic tools and resources typically available on the front end of a case.

Flip Chart Markers


Do: Ask participants to count off by sixes. Assign each of the six groups one visitation plan components.

Facilitation Tasks

Instruct participants to identify which assessment tools and resources a child welfare professional rely on to make decisions regarding their assigned component and how they are used.

Quickly go around the room and ask each group to identify the foundational assessment tools and resources they identified and how each assessment tool and resource informs visitation planning. Examples of questions to ask include, how do you know who should come to a visit? How do you know the level of supervision?

Ensure that at a minimum, groups identify the following for component:

Participant(s)

FSP/CPP

Safety Assessment

Diligent Search tools

Family Finding

15



Level of Supervision

Safety Assessment FSP/CPP

Trainer Note: FSP/CPP would inform level of supervision when support is required during a visit to help a caregiver increase protective capacities. This support is often documented on visitation forms as supervision or within the FSP/SPP service planning section itself. This distinction will become clearer in the debriefing section below in the Frequency and Duration section.

Frequency and Duration

FSP/CPP Safety Assessment

Age and developmental screening

and assessments (i.e. Ages and

Stages, IL Needs Assessment,

IEPs, developmental evaluations)

Family and community supports

Location

FSP/CPP

Safety Assessment

Psychosocial screening and

assessments (Ages and Stages)

IL Needs Assessment Family and community supports

Transportation Responsibility

Family and community supports.

Accommodations and Barriers

FSP/CPP

Safety Assessment Family and Community Supports

Debrief

Slide 10

Do: Ask participants to compare the groups’ answers.

Ask: What patterns do you see?

Do: Ensure that participants answer includes that the FSP/CPP is the most foundational tool to inform visitation planning as it identifies the purpose of visitation,

35



followed by Safety Assessment, which informs the level of supervision required for visiting the child’s parents and-or caregivers.

Say: Careful consideration must be given to the level of oversight that is required during visits between a child and parent, with the least restrictive oversight provided to allow for the most natural interaction, while ensuring the safety of the child during the visit.

Do:

Display Slide #10.

Refer to the Visitation Support Continuum on page 24 of the PG and emphasize that the person’s ability to maintain a safe environment is the determinant of supervision levels.

Ask What are some examples that could fit

into the spaces on the continuum?

Do:

Solicit answers and encourage participants to record examples they hear in the spaces under the Visitation Support Continuum on page 24 of the PG. Answers can range from o Emotional support, encouragement,

consultation. o Discussion of application of skills

learned and applied during visit, assistance with visitation barriers.

o Active completion of FSP/CPP tasks during visits, hands on parenting skills with parenting consultant.

Refer participants to page 25 of the PG and review the Oversight vs. Support Matrix and on page 26 of the PG for the Six Key Operating Principles for Determining Oversight.

Distribute one page of Appendix 2 to each of four tables. Ask participants at each of the tables to discuss the case example and to post it to the correct matrix on Poster 1.

Review and ensure selection reflect the answers on Trainer Resource #1.

Discuss and clarify any mistakes.

PG, p. 24

(Visitation Support Continuum) PG, p. 25 (Oversight vs. Support Matrix)

PG, p. 26 (Six Key Operating Principles for Determining Oversight)

Appendix 2 (Oversight vs. Support Matrix)

Poster #1 (Oversight vs. Support Matrix)

Trainer Resource #1 (Oversight vs. Support Matrix)



Location:

Say: We know that natural interactions are the goal for family visitations. Just as the level of supervision should provide the least amount of intrusion, the location of the visit should take place in the least restrictive setting that provides for the child’s safety. Pages 27-29 of the PG identifies the various location settings for family visitation. Frequency and Duration:

Say: It is the child welfare professional’s responsibility to take any possible steps to help the child manage the trauma of placement. Remind participants that in CTC: Module 9: Out-of-Home Placement and Permanency Planning, they explored ways to minimize trauma when placing children. One important way to help a child manage and minimize trauma is to arrange a face to face visit between the child and the parent from which they were removed within 72 hours. Do: Refer participants to page 30 of the PG. Ask: What are some key takeaways from this tool? Do: Ensure that participants identify the following:

Infants and toddlers need frequent and short visits due to a lack of object permanence while older children need longer and can tolerate longer periods of time between visits.

A child’s main developmental activities should be considered and incorporated into the visitation plan whenever possible.

PG, pp. 27-29

(Potential Visit Locations) PG, p. 30 (Frequency and Duration Guide for Visitation)

Activity: Poll-Everywhere: Step 4

Type of Activity/

Purpose

Poll Everywhere: Apply self-reflection and critical thinking to the task of visitation. The poll activity uses Poll Everywhere, a real-time, text message polling system embedded in the PowerPoint presentation. This polling exercise serves as an engaging

Poll Everywhere software Personal cell phones



way to explore personal feelings and beliefs with anonymity.

The PowerPoint slides must be in presentation mode to view.

Set-up and

Alternatives

Ask participants to get out their cell phones if they receive free texting.

1

Facilitation Tasks

Slide 11

Do:

Display Slide #11 and click on the

hyperlink to go to the Poll Everywhere

poll for this curriculum

Login using the following:

Username: [email protected]

Password: cwrctrainer

Click on Visitation: The Heart of

Permanency

Select Presentation View in the top left

corner:

Clear the results by clicking icon

Ensure the poll is activated by selecting

the icon. This icon will appear

navy blue when the poll is activated.

View the poll full screen by clicking the

icon

Inform participants that:

o Participation is voluntary. o Phones and data rates may apply. o Responses are anonymous. Your

phone number is completely private. o If there is Wi-Fi in the training room,

point participant to the Wi-Fi connection instructions

Trainer Note: Some phone carriers may not allow the text messages to send.

PG, p. 31:

40

mailto:[email protected]



Say:

To participate, you must first join my session by going to the website PollEv.com/cwrccurricul576. The web address is also displayed on the screen.

Do: For each poll questions facilitate the following steps:

Hover over the right side of the screen and the toolbar will appear. Press the

right arrow to go to the first question.

Instruct participants to enter their answer to the question.

After the question is answered, facilitate dialogue to stimulate self-reflection.

Encourage participants to jot down thoughts and ideas on page 31 of the PG.

For each statement ask what tools and resources would help to lead the best decision for a given child.

For each statement, solicit suggestions that demonstrate best practice.

To move to the next question, hover over the right side of the screen. The toolbar

will appear and use the icon to move to the next question.

Repeat above steps for all five questions.

Trainer Note: If the question in the poll is displaying results, clear the results by

clicking icon .

(What Do You Think?)

Debrief Do: Explain by going through this process for each statement, they have successfully applied two strategies to combat bias relating to visitation: self-reflection and critical thinking.

2

Activity: QSR Indicator Review: Step 5


Individual and large group activity

Prework



To identify the relationship between family engagement, visitation teams, and the creation of realistic visitation plans.


None

Facilitation Tasks

Slide 12

Do:

Refer to PG, page 32. Instruct participants to individually read the indicator and the core concepts from a Quality Service Review (QSR).

Display Slide #12. Ask: Has anyone participated or been involved in a QSR? Say:

To ensure continuous quality improvement, Pennsylvania’s QSR helps evaluate the effectiveness of the child welfare system by reviewing open county cases and measuring specific indicators.

Practice Review 10: Maintaining Family Relationships measures the quality of relationships between the child or youth, their parents and other important people in their life. This QSR indicator directly connects to the work you do with visitation planning and implementation.

Say: Circle the individuals or groups of individuals who are identified in this indicator that need to be considered as visiting resources and underline the criteria for which a child welfare professional’s visitation practice is evaluated. Do: Provide five-minutes to complete.

Ask: Who did you identify the child should

be afforded visitation?

Do:

Ensure that participants identify the mother, father, siblings, extended family, and other persons important in the life of the child or youth.

PG, p. 32 (Practice Review 10: Maintaining Family Relationships)

15



Refer back to the child welfare professional’s skills just discussed in the last activity.

Ask: Who else might you need?

Do:

Ensure that someone identifies that the child welfare professional cannot facilitate visitation planning by him or herself. Other resources, including a team of individuals who know the child is needed to plan and implement realistic and successful visitation.

Identify this team as the visitation team.

Refer to Poster #2 and page 33 of the PG that defines teaming as a principle and a skill.

Ask: Who should be on your visitation

team?

Say: Each visitation team should include, at a minimum, the child welfare professional, child (when age-appropriate), parents, close relatives, and resource parents. In addition, each team is individually formed to meet the child’s safety, permanency, and well-being needs identified in the FSP/CPP while addressing the components of the visitation plan.

Poster #2: (Getting to Positive Outcomes)

PG, p. 33 (Teaming and the Practice Model)

Debrief

Step 6 Ask:

What kind of teams do you use at your agency?

Which teaming methods do your individual agencies use for case planning?

Do you use the same teaming methods to plan for visitation?

5

Activity: Visitation Team Responsibilities: Step 7

Type of Activity/

Purpose

Small group activity To identify the relationship between family engagement, visitation teams, and the creation of realistic visitation plans.

Prework Flip Chart




Slide 13

Do:

Direct participants to page 33 of the PG.

Assign one-member group (parents, child welfare professional, resource parent, child, extended relatives) to each of five tables.

Display Slide #13.

PG, p. 33 (Teaming and the Practice Model)

2

Facilitation Tasks

Do:

Instruct groups to review Shared Team Responsibilities on pages 34-35 of the PG.

Ask them to describe instances when their assigned team member helped to carry out each of the four areas of responsibility. Document the instances that best illustrates how a person in that role assists in that team responsibilities.

Facilitate a large group report out.

PG, pp. 34-35 (Shared Team Responsibilities)

40

Activity: Facilitation Challenges: Step 8


Carousel activity: Identify solutions to challenging group dynamics during meetings.

Prework Flip Chart

Set-up and Alternatives Slide 14

Do:

Display Slide #14.

Divide class into eight small groups.

Post eight flip charts around the room each with a header that identified one facilitation challenge listed below: o Limited Individual Participant Safety o Jumping to Solutions o Relationship and Task Imbalance o Moving In and Out of Tangents o Quiet/Shy Participant o Overly Talkative Participant o Side Conversation Holder o Overly Disagreeable Participant o Have the groups choose a flip chart

to stand near.

5

Facilitation Tasks

Say: Often, it is the child welfare professional that leads visitation teams to develop visitation plans. Moving a team toward workable plans requires skilled facilitation, especially when faced with challenging group dynamics or individual participant behaviors.

Start with the challenge to which you are standing near.

20



Groups discuss and identify solutions to addressing the challenge.

Document solutions and strategies on flip chart.

Every three minutes, you will move clockwise to the next challenge and add to the solutions already identified.

Do:

Have groups complete the gallery walk and add to the original lists. After groups have had a chance to discuss each challenge, provide an opportunity for them to walk around to read ideas added by their peers.

Keep flip charts posted as they will be referenced in the later simulation activity.

Refer participants to page 36 of the PG to take any notes they would like.

Rr PG, p. 36 (Solutions to Facilitation Challenges)

Debrief Do:

Provide feedback as appropriate.

Direct participants to page 112 in the PG. Resource section.

Instruct participants to record any additional solutions they want to remember by either taking photographs with their cell phones or by documenting them on page 36 of the PG.

PG, p. 112:

(Group Dynamics and Facilitation)

5




Section IV: Assessing Visitation Needs


50 minutes Corresponding Learning Objective:

Apply assessments to inform components of a visitation plan Section/ Task Objectives:

Examine assessment tools Make preliminary visitation decisions Identify information to share with the visitation team

Materials Needed

Flip Chart Paper

PowerPoint Slide #15: Small Group Activity Instructions

Participant Guide (PG) (pages 38-48)



Section IV: Assessing Visitation Needs


Step 1 Ask: What is one of the first and most important things a child welfare professional can do to minimize trauma after you place a child in out-of-home care and ensure safety in the new home? Do: Ensure that participants identify that arranging a visit with the primary caregiver within 72-hours is critical to a child’s well-being. Say:

Even if the visitation team is not able to meet within 72-hours, the child welfare professional must use available assessment material to make preliminary visitation decisions. This assessment material, along with an ever-growing collection of assessment data, is one thing the child welfare contributes to the visitation team meeting when the team is able to meet to develop the more comprehensive visitation plan.

In this section, you will have the opportunity to develop a preliminary visitation plan for a child named Molly McAbee. You will not have the assistance of the visitation team since it usually takes more than 24 hours to assemble the needed players for a visitation team meeting.

10

Activity: Visitation Plan Components: Step 2


Small group activity

Apply assessments to inform components of a visitation plan.


Do: Divide class into small groups of three or four.

2

Facilitation Tasks

Slide 15

Do:

Display Slide #15.

Instruct small groups to read the case materials on pages 39-47. Apply the assessment tools to complete the tasks identified on Slide #15.

PG, p. 39: (The McAbee Family) PG, pp. 40-42 (In-Home Safety

20



Assessment Worksheet) PG, pp. 43-45 (Individual Education Plan (IEP)

PG, p. 46 (Preliminary Visitation Plan) PG, p.47 (Molly McAbee)

Debrief Do: After 15-minutes, ask groups to share their responses to one question. Ensure that at a minimum,

The created visitation plan identifies an opportunity for Molly to visit her mother supervised before 72-hours.

The main points to share with the visitation team include a family and child’s rights to visitation, visitation as an intervention to support permanency goals, the need for supervised visits until the mother’s ability to ensure that Sean does not come to the visit is assessed, reasons for safety decision, a need to be sensitive to Molly’s feelings regarding visitation with Sean, and Molly’s needs in the area of reading.

Next steps should include:

Completion of the filing of a dependency petition,

Diligent search

Get to know Molly, her mother, Sean, and the relatives

Full disclosure

Out-of-home safety planning for Molly

Schedule a FSP/CPP meeting and a subsequent visitation team meeting.

18




Section V: Teaming for Visitation Planning


2 hours Corresponding Learning Objective:

Employ teaming skills to develop a visitation plan that supports the outcomes of safety, permanency, and well-being


Communicate visitation team responsibilities Share assessment information relevant to visitation Demonstrate a unified effort, common purpose and clear roles and

responsibilities Develop and maintain a unified vision of what would need to have to happen for

the case to close Create a visitation plan for a child in out-of-home care

Trainer Note:

Be aware that there is a wide range of documentation practices for case planning for children in out-of-home care. Although the document is called a Family Service Plan (FSP), if participants voice concern over the language, it is appropriate for them to consider the document a portion of the Child’s Permanency Plan (CPP). Materials Needed

Flip Chart Paper

Markers

Video: Meet the McAbees (4 minutes, 22 seconds)

Appendix #3: Role Play Instructions

Participant Guide (PG) (pages 49–69 and page 117)

PowerPoint Slide #16: Microsimulation Instructions

PowerPoint Slide #17: Observation Feedback Instructions

PowerPoint Slide #18: Sharing Experiences Instructions



Section V: Teaming for Visitation Planning


Step 1 Do:

Welcome participants back to Day Two.

Instruct participants to take five-minutes to discuss at their tables three new things they learned yesterday.

After five-minutes, go around the room and ask each table to share the three things they learned.

10

Step 2 Do:

Introduce the section by informing participants they will learn more about the McAbee family.

Show participants the Video starting at 3:58 and go until the end of the video.

Have participants turn to page 50 of the PG to read the Family Service Plan (FSP).

Say: The visitation planning meeting will be a continuation of the FSP/CPP meeting that just concluded. You will have the opportunity to participate in a microsimulation activity where they objective is to create a comprehensive visitation plan for Molly.

Video (Meet the McAbees)

PG, pp. 50-63 (Family Service Plan)

10

Step 3

Slide 16

Microsimulations

Do:

Display Slide #16.

Divide participants into groups of four. Distribute one page of Appendix 3 for their assigned role.

1. Child Welfare Professional 2. Molly McAbee 3. Samantha McAbee 4. Susan McAbee

Say:

Now, you will use these instructions on your appendix page to discuss visitation for Molly and her family members. Please take five-minutes to review your role.

We want to have a conversation, each of you representing the family member in the role you were given, to address

Flip Chart Paper

Markers Appendix 3: (Role Play Instructions)

5



visitation between Molly and her family members.

You will need to use all your assessment tools we’ve discussed so far (Safety Assessment, IEP, and Family Service Plan) to ensure the visitation plan supports the needs of the family.

Keep in mind that some of these documents may be abbreviated versions of documents you develop or receive. They contain the relevant information you need for this exercise.

Do: Pass out flip chart paper and a marker

to the participant in the child welfare

professional’s role.

Say:

If you are in the child welfare

professional role, you will gather and

record information on the flip chart that is

key in developing your visitation plan

between Molly and her family members.

If you get stuck in facilitation, refer to the

completed flip charts from the previous

carousel activity.

The blank visitation plan on pages 64-65

of the PG are provided as handouts for

family members. They do not need to be

filled out.

After we have taken part in the exercise,

we will debrief as a large group.

Ask: Does anyone have any questions? Do:

Begin simulation.

Circulate the room and be available to answer participant questions during the simulation.

PG, pp. 64-65 (Blank Visitation Plan)

Activity: Microsimulation: Section V, Step 4


Practice engaging a team when making decisions for visitation. The participant playing the caseworker role will be responsible for leading, facilitating, and improvising in each situation.


The simulation will last about 20 minutes followed by 20 minute debrief.



Simulation Structure

Facilitation Tasks: Role Player Instructions

Each participant in the simulation has one of four roles (Child Welfare Professional, Molly McAbee, Samantha McAbee, or Susan McAbee).

The Role Player Instructions identify the emotional state and key learning points for each participant, except the child welfare professional. The child welfare professional instructions provide tasks and learning points without prescribing a script to allow the participant to interact with Molly, Samantha, and Susan as his/her own self.

35

Debrief Step 5

Say:

Stay in your visitation team.

Do:

Each group will report out to class about their visitation plan.

Make sure the group gets these concepts:

Molly needs to visit with her mother, father, and siblings. Participants should recognize the need for unsupervised visitation but possibly supported with her mother. Visitation with the father and siblings can get creative.

An example: Molly’s father is in prison,

however Sasha (Dad’s girlfriend) takes his

other three children to visit him once a

month. We want participants to identify

Sasha as a resource for transporting Molly

to visit with her father.

The visitation plan should support Molly’s IEP, the FSP, and the Safety Assessment.

An example: Molly’s IEP for reading

indicates she is below grade level. The

library may be an appropriate place for

visitation with the mother to help with Molly’s

reading.

20

Additional Notes



Step 6 Slide 17 Slide 18

Do: Display Slide #17. Say: Refer to page 66 of the PG. Think back to the microsimulation experience. Complete the observation and feedback form. Do:

After 5-minutes, display Slide #18.

After 10-minutes, reconvene the large group.

Ask:

What were some of the advantages in teaming?

Were there any challenges or barriers? Say: The Resource section in your PG, page 117 contains a resource that identifies specific visitation team member’s responsibilities.

PG, p. 66 (Microsimulation: Teaming for Visitation Planning) PG, p. 117 (Visitation Team Members Roles and Responsibilities)

15




Section VI: Managing Ongoing Visitation and Making Adjustments


2 hours, 45 minutes Corresponding Learning Objective:

Examine ways to monitor and adjust visitation plans to ensure the ongoing safety, permanency, and well-being of a child.


Develop appropriate interventions to manage ongoing visitation. Develop appropriate changes to a visitation plan.

Materials Needed

Flip Charts

Markers

PowerPoint Slide #19: Managing Visitation Activity Instructions

PowerPoint Slide #20: Managing Visitation Scenario Instructions

PowerPoint Slide #21: Making Adjustments to Visitation Plans Activity Instructions

Participant Guide (PG) (page 68-84)



Section VI: Managing Ongoing Visitation and Making Adjustments

Step 1 Normalizing Visits

Say:

In Section 4, we discussed ways to make visits more natural for our families

Making visits as natural as possible is incredibly important to allow both the child or youth and parent or parents to feel comfortable

It allows the child or youth and parent or parents to act as they would in their own environment

We want our families to feel as at home and comfortable during visits to help ensure a quality visit for all members of the family

Ask: What are some good examples of

natural visits?

Do: Solicit answers.

Say: Just as it is important for our families to feel comfortable in their role during visitation and to feel supported throughout the process, it is important for you as child welfare professionals to feel comfortable with your role before, during, and after visitations. Of course, if you observe an uncontrolled safety threat, you intervene immediately in a visit. Ask: Absent a safety threat, have you ever felt uncertain with your role during visitation or knowing when you should intervene during visitation? Do: Allow a few participants to share with the rest of the group how they decide if they should intervene.

15

Step 2, Activity: Managing Ongoing Visitation


Managing ongoing visitation requires that we assess how children, parents, and resource parents’ wide array of feelings and reactions affect visitation while maintaining focus on visitation as a service to support outcome

Flip Chart Markers

25



achievement and a right of parents and children.


Do:

Divide class into three groups and assign one of the following to each group: 1. Child(ren) 2. Parent(s) 3. Foster Parent(s)

Facilitation Tasks: Slide 19

Do: Display Slide #19.

Say: It is important to be able to be aware of and appropriately address the feelings and reactions of each person involved in the visitation. Do:

Instruct participants to identify and write on flip chart the feelings and reactions of their assigned group (child, parent, and foster parent) before, during, and after visitation.

Allow 10-minutes for discussion.

Debrief

Do: Allow each group to share their responses. Ask: Think about your past experiences, what are some strategies or ways you have handled these feelings or reactions? Do: Encourage participants to take notes. Say: On pages 69-74 of your PG, we are able to see the wide range of feelings that are natural for children, parents, and resource parents to have about visitation.

PG, pp. 69-74

(Understanding Reactions and Supporting Visitation with the Child, Parent(s) and Foster Parent(s))

Additional Notes




Step 3 Discussing Child Welfare Professionals

Role During Visits

Say:

It is important for you as child welfare professionals to feel comfortable in your role.

We are going to take a few minutes to review Shulman Interactional Skills, primarily focusing on tuning into others and family engagement.

This will help us identify what to look for and assess when we are to intervene and how to handle various situations.

Do: Have participants review pages 75-76

in their PG.

Ask: How can tuning into others assist the

child welfare professional during visits?

Say:

It is important that there is a connection made between the visits and the child or youth’s family service plan and child permanency plan.

It is essential to be continuously monitoring visitation for safety, permanency, and well-being.

Ask: Does anyone have any questions regarding the information we just covered? Say: In the following activity, we are going to evaluate how to handle challenges that you, as child welfare professional, face while engaging parents during visitation and realize the different external factors and relationships families are facing that may affect their ability to engage during visitation.

PG, pp. 75-76 (Child Welfare Professionals Role During Visits)

15

Activity Title: Managing Visitation: Section VII, Step 4


Visitation Scenarios: Small group

activity.

During this activity, participants will read different scenarios and try and think of ways that they could handle the situation if it occurred during their visitation. This is important because it requires participants to tune into others prior to deciding on an

Flip Chart Paper



intervention. It will allow participants to relate it to circumstances they face on a regular basis and provide them with tools to handle the circumstance effectively.


Display Slide #20.

Facilitation Tasks Slide 20

Do:

Divide class into four groups.

Assign each group one of the scenarios on pages 77-78 of the PG.

Instruct participants to read the instructions on the slide.

Groups should answer questions on page 79 of the PG and flip chart answers.

After 10-minutes, allow groups to share and explain their answers. Some good answers for each scenario are listed below:

Scenario #1:

o Consider meeting with the parent before visits to help plan

o Discuss the different things that are expected of them

o Provide additional services to assist the parent in learning new skills

Scenario #2

o Explain to the children that it is not their fault

o Make sure to explain to the children based on their age, keep in mind ages and stages

o Ask the parent to come an hour early than the children to ensure the parent shows and avoid having the child there.

o Make sure that Susan has transportation to and from the visit

o Offer the parent counseling before or after the visit to help them work through the stresses they may be experiencing that could be causing them not to go to visitations

Scenario #3

PG, pp. 77-78 (Managing Visitations)

PG. p. 79 (Decision Time)

45



o Look into holding the visits at a location that is more personable for Peter and not at the agency

o Allow someone the child considers to be a person of comfort to partake in the visits

o Ask the parent to bring with them one of the child’s favorite toys or make the child’s favorite meal

o Increase visitation and duration of visits to help the child become more comfortable with their parent

Scenario #4

o Encourage the child to discuss their concerns and express their feelings/ what is bothering them

o Provide support to the youth o Help them to develop a plan to

support their emotional needs during and after visits

Allow time for participants to discuss their own situations where they were unsure as to whether or not they should have intervened.

Talk through various strategies they could have used and allow the group to provide suggestions for particular real life situations they have faced as well.

Debrief Making Adjustments Say:

It is important for us, as child welfare professionals, to know how to support our families before, during, and after visits, but it is also important for us to be able to monitor our visitation plans and keep them updated

Visitation plans are a fluid document. They are consistently changing course.

Ask: What are reasons that might warrant a change in visitation plans?

Trainer note: Some examples of changes are:

A child preparing for reunification with their biological parent

20



A child being adopted by another family (good-bye visits with the biological family)

The implementation of other permanency options such as PLC, APPLA, or kinship care

Caregivers preparing to take on the responsibility for future visits without agency involvement, for example, while working toward the goal of PLC

Additional relatives are found through a diligent search who wish to be involved in a child’s life

Increases or decreases in protective capacities which affect a child’s safety

Ask: What do we base our decisions on to modify a visitation plan? Do: Look for the answers such as information or data. Ask: How do we gather this information to make visitation decisions?

Trainer note: You will look for the following answers:

Observations

Observation forms that are used during visits

Speaking with counselors, therapists, etc.

Speaking with resource parents or placement facility staff

Speaking with parents, children, siblings, and relatives

Ask: How do you know if the information you are gathering is able to be used in visitation decisions?

Trainer note:

You will want the participants to answer with the following: It is important that the gathered information to

Measures actions

Measures behaviors



Can be understood by all members of

the team

Say: It is important to use the whole team in monitoring but there are specific things the child welfare professional can do to fulfill their role in implementing and monitoring, such as:

Good documentation of visitation observations or reports

Ensure observations from others describe behaviors.

Demonstrating a unity of effort toward safety, permanency, and well-being.

Activity: Step 5: Making Adjustments: Small group activity

Type of

Activity/

Purpose

To practice making adjustments to the visitation plan as conditions of the case evolve and change.


Participants will need their PG. Divide the class into six groups.

Facilitation

Tasks

Slide 21

Say:

Molly has been in out-of-home care for

five months. The goals are still

reunification and adoption. As we

discussed visitation should not remain

stagnant.

Please refer to pages 80-83 of your PG.

Do:

Assign each group a different McAbee scenario.

Display Slide #21 and instruct groups to follow its instructions.

Point out the guiding questions to consider in each scenario.

PG pp. 80-83 (Making Adjustments to Visitation)

10

Debrief Do:

After 10-minutes, allow each group to share and explain their answers.

Allow participants to comment and provide feedback to each other.

The only scenario that clearly offers enough information to make a decision to change visitation would be Scenario #6. There no longer appears to be a safety threat, even though Samantha’s protective capacities may still be

25



diminished. Even though risk factors remain, there is no apparent reason why Molly cannot begin to transition home with overnight visits.

Be sure to allow discussion on Scenario #5 around the Reasonable and Prudent Parent Decision (PL 113-185). Participants should conclude that if it does not interfere with the FSP/CPP, Susan should be allowed to decide what is best for her family and Molly.

Activity: Step 6: Making Adjustments: Adolescent Visitation


Small Group/Large Group Discussion Flip Chart


Participants will explore that adolescent visitation may need special considerations.

Facilitation Tasks

Say: Youth and adolescent’s visitation may need special considerations. At your tables, compile a list of things you may need to consider when facilitating visitation for older youth.

5

Debrief Do:

After 10-minutes, allow each group to share and explain their answers.

Allow participants to comment and feedback to each other.

As participants are sharing their list, use flip chart paper to record some of their thoughts.

Ask follow-up questions regarding how to accommodate the different considerations.

Trainer Note: Participants may list (not limited to):

Location

Older youth enjoy electronics

Time and frequency of visits

After school and extracurricular activities as meeting place for beginning visitation

Field trips

5




Section VII: Summary and Evaluation


25 minutes Corresponding Learning Objective:

Identify visitation as an essential casework task leading to the safety, permanency, and well-being of children

Identify how assessment, engagement, teaming, and planning are used in the development of visitation plans

Apply assessments to inform components of a visitation plan Employ teaming skills to develop a visitation plan that supports the outcomes of

safety, permanency, and well-being Examine ways to monitor and adjust visitation plans to ensure the ongoing

safety, permanency, and well-being of a child. Section/ Task Objectives:

Review course and personal learning objectives using WIIFM Consider references and further resources Share an overview of their action plan with a partner Complete program evaluations

Materials Needed

Flip Chart Paper (optional)

Markers (optional)

Trainer Prepared Flip Charts: WIIFM and Parking Lot

Evaluations

PowerPoint Slide #22: Learning Objectives

Participant Guide (PG) (pages 85-86 and page 125)



Section VII: Summary and Evaluation

**OPTIONAL Activity: Choose A Side


This is an optional activity. This activity is only to be completed if there is additional time at the end of the training. The activity will serve as a review of the concepts discussed throughout the training. Participants will be presented with statements and either agree or disagree by moving to the corresponding side of the room.

Flip Chart Markers


This activity is an OPTIONAL activity. Do: Using flip chart paper and a marker, write AGREE and DISAGREE and hang each flip chart on opposing sides of the room.

Facilitation Tasks

Say:

Throughout the training, we have discussed several topics related to Visitation. Now, we will do one last activity to revisit some of the concepts and ideas discussed over the past two days.

After I read each statement, you will decide if you agree or disagree and move to the appropriate sides of the room.

We will discuss reasons for agreement or disagreement for each statement.

Keep in mind all the concepts you learned throughout the training.

Do: 1. Read statement #1. 2. Ask participants to move to the

appropriate side. 3. Allow a participant from each side to

explain their reason for agreement or disagreement.

4. Follow the steps 1-3 until all statements are read and discussed.

Statements:

Visitation can be used as a form of reward or punishment for parents and children.

Location of visits should be dictated by level of supervision (For example, a visit

15



that needs supervision should be conducted at the agency).

It is important to develop the visitation plan with the family team within 72 hours of a child being placed in out-of-home care.

Parents attending doctor’s appointments or extracurricular activities can be forms of visitation.

Younger children need more frequent visitation than older children.

It is important to assess how children, parents, and resource parents feel before, during, and after visitation.

Debrief Do:

Ask follow-up questions related to the participant’s answers to each question.

Remind participants of discussions and content presented during the training


Step 1

Slide 22

Summary and Evaluations

Do:

Review the WIIFM,

Display Slide #22.

Review learning objectives Say: Please note the references in the PG, page 125. Do: Review the Parking Lot and offer guidance on attaining any unaddressed personal objectives

Say: Please take a moment to fill out the action plan in PG, page 86 then discuss with a neighbor

Do: Allow participants time to complete the action plan and afterwards ask if any pairs have ideas to share

Ask: What remaining questions do you have?

Do: Distribute evaluations, inform participants that the training is complete, and thank them for their contributions

WIIFM Parking Lot

PG, p. 125

(References)

PG p. 86

(Action Plan)

25



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