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Assessing and Scaling Child Needs: Workshop FL TG 1

Assessing and Scaling Child Needs: Case Management

Estimated Time 12 Hours Order/Overview

Introduction (55 Minutes) Agenda Objectives Pre-Test Session 1 (1hr. 15 Minutes) Review of Methodology Case Flow Review Case Flow and Objectives of Flow Session 2 (45 Minutes)

Intervention Stages Preparation Introduction Exploration Case Planning Session 3 (2 Hours)

Conceptual Framework of Assessing Child Needs Concept of Child Development Factors:


Child Development Heredity Environmental

What is Normal? Developmental Domains;

Physical Cognitive Emotional

Ages and Stages: Overview and Activity

Session 4 (2 Hours) Factors Affecting Child Development

Birth to 3 Effects: Child Abuse and Neglect Indicators

Pre-School Age Child: Effects: Child Abuse and Neglect Indicators

School Age Child Effects: Child Abuse and Neglect Indicators

Adolescents Effects: Child Abuse and Neglect Indicators

Session 5 (2 Hours) What are the Developmental Needs/Strengths Assessed?

Needs/Scaling Review Emotion/Trauma Behavior Development/Early Learning Academic Status Positive Peer/Adult Relationships Family Relationships Physical Health Cultural Identity Substance Awareness Preparation for Adult Living

Session 6 (2.0 Hours) How Do We Assess Child Needs? What Does It Take?

Worker Skills and Competencies in Assessing Child Needs Practice Assessing Child Needs

Session 7 (1.5 Hours) Case Application to Practice

Applying concepts to case practice Review of Ongoing FFA Clarifying points and directing practice

Wrap Up and Review (30 Minutes) Post-Test Training Evaluation


Logistics

• Flip chart/markers • LCD projector and screen • Computer and Audio for Video • Internet Connection for Video


Workshop Introduction

55 Minutes for Introduction Session

Slide Purpose:

1. To provide the background and the context for this training

session.

2. The introduction should provide an explanation for this training

with respect to supporting the implementation of a systematic

safety assessment practice that engages families.

Trainer Narrative:

1. The “Safety Methodology” emphasizes:

a. A common language for safety assessment;

b. A common set of constructs for identifying children

who are unsafe;


c. A standardized risk assessment for determining families

where preventive services may be applicable (high or

very high risk families);

d. A common set of constructs that guide non-negotiable

safety interventions and remediation for unsafe

children;

e. A common set of constructs that guide development of

case plan outcomes that are focused on change.

2. Safety Methodology practice, information collection, and decision

making provide the essential foundation for all intervention that

occurs as part of the Safety Methodology, and continues

throughout our engagement with families.

3. This training is one activity within a larger strategy plan to ensure

that the Safety Methodology is implemented with fidelity.

a. (Fidelity refers to standardized practice and decision

making that is performed and occurs in the field as

originally designed and intended.)


Introductions

Slide Purpose:

1. To prompt the trainer to introduce himself or herself.

Trainer Narrative:

1. Introduce yourself.

2. Indicate your experience in child welfare and in training.

3. Mention personal experience, interest, and preparation related to

Safety Methodology and leading this workshop.

Activity/Exercise:

1. Participant Introductions.

a. The trainer may choose to develop a warm-up activity to

facilitate introductions, or simply invite introductions.


b. Participants should give their name, their agency, their

position, and their experience.

c. Participants may be invited to indicate expectations they

have for the training.


Workshop Training Objectives

Slide Purpose:

1. To introduce workshop-training objectives.

Trainer Narrative:

1. The purpose for the workshop is to review the intervention

approach for ongoing case management (specifically related to the

Ongoing Family Functioning Assessment and assessment of

caregiver protective capacities).

Exercise/Activity:

1. Review objectives with participants, reinforcing the concepts that

were acquired in the previous trainings as a foundation for the

training.

2. Concepts such as assessing families, identifying threats, and

utilizing core skills such as teaming with families.


Agenda

Trainer Handout:

1. Agenda. Located in the participant guide.

Activity/Exercise:

1. Review the agenda.

2. Address any facility or workshop logistics concerned with the

daily schedule, room or building instructions, bathrooms, coffee,

etc.


Assessing and Scaling Child Needs: Case Management

Office of Child Welfare In-Service Training

Agenda Day 1: 9:00-4:30 Introduction Session 1 Review of Methodology Case Flow Session 2 Intervention Stages Preparation Introduction Exploration Case Planning Lunch 11:45-1:00 Session 3 Conceptual Framework of Assessing Child Needs Session 4 Factors Affecting Child Development Day 2: 9:00-4:00 Welcome Back Session 5 What are the Developmental Needs/Strengths we assess? Lunch 11:45-1:00 Session 6 How Do We Assess Child Needs? Session 7 Case Application to Practice Wrap Up and Review Post Test Training Evaluation


Baseline Knowledge Assessment

Slide Purpose:

1. To give a rationale for the completion of the Pre-test.

Trainer Narrative:

1. The information provided during this training depends on the

knowledge and skills each of you brings to the process.

2. Training focuses on individual knowledge of essential concepts

that underpin safety intervention practice and decision making.

3. The curriculum objectives are to enhance the professional growth

and development of child welfare staff, increasing competence,

confidence, and expertise in crafting case plan outcomes.


4. Inform participants that this is not a test but, rather, a gauge of

their knowledge base.

5. The assessment will be used to inform further assistance and staff

development activities at a global and at an individual level for

participants.

6. In addition, participants will reflect on their answers at the

conclusion of the training.

Activity/Exercise:

1. Hand out the competency pre-test assessment for participants.

a. Loose Handout.

2. Allow participants 15 minutes to complete the Pre-test.

3. Have participants hand in their worksheets to the facilitator.


TRAINER VERSION – Assessing and Scaling Child Needs: Case Management Pre-test Name: ________________________ 1. What are the ongoing family functioning intervention stages? ____ A) There are no intervention stages in ongoing case management. ____ B) Exploration and Case Planning. ____ C) Introduction, Exploration, Case Planning, and Progress Evaluation. ____ D) Preparation, Introduction, Exploration, and Case Planning. ____ E) Case Planning and Progress Evaluation. 2. Child needs are related to what areas of child welfare? ____ A) Safety ____ B) Well-Being ____ C) Case Plan Compliance ____ D) Permanency ____ E) Safety, Well-Being and Permanency 3. What is the primary basis for ongoing case management intervention? ____ A) The parents want services. ____ B) Parents’ protective capacities are diminished and help is needed. ____ C) Children are unsafe due to impending danger and diminished protective capacities. ____ D) A and B ____ E) B and C 4. The four ages and stages of child development are: ____ A) Birth, Baby, Child, Teen. ____ B) Baby, Pre-school, Pre-Teen, Teen. ____ C) Birth to 3, Pre-School, School Age, Adolescence. ____ D) Birth, School, Teen, Adult. ____ E) None of the above. 5. The three developmental domains for children are: ____ A) Cognitive, Physical, and Emotional. ____ B) Education, Learning, and Play. ____ C) Ages, Stages, and Development. ____ D) Heredity, Environment, and Cognition. ____ E) None of the above.


6. The following are all examples of Child Needs, as defined by Florida Safety Methodology, except: ____ A) Academic Status. ____ B) Substance Awareness. ____ C) Physical Health. ____ D) Behavior. ____ E) All are examples of child needs. 7. Assessing is: ___ A) Timely. ___ B) A one-time occurrence to complete the Ongoing Family Functioning Assessment. ___ C) Continual and dynamic. ___ D) Record based information collection. ___ E) Completed without the family. 8. Getting information about objects, events, moves, attitudes and phenomena using one or more senses is: ___ A) Being alert. ___ B) Asking a lot of questions. ___ C) An essential skill Case Managers. ___ D) Observation. ___ E) C and D 9. Scaling of child needs is based upon: ___ A) Not sure what the scaling is based upon. ___ B) A determination of degree of functioning from limited to extensive and the consideration of the parent/caregiver meeting the child’s needs. ___ C) Compliance. ___ D) We don’t scale the child needs. ___ E) None of the above. 10. All C/D child need ratings are optional to address during case management. ___ True ___ False


Foundational Knowledge: Review of Methodology

Session 1 Time: 60 Minutes

Slide Purpose:

1. To introduce Session 1.

Trainer Narrative:

1. Provide a brief overview of Session 1

2. Inform participants that, prior to beginning Session 1, we will be

challenging our knowledge base and recall from previous training

and application of methodology.


Safety Decision Making Case Flow Chart: CPI

Handout:

1. Safety Decision Making Case Flow Chart: CPI

Trainer Narrative:

1. Reinforce with participants that the safety decision-making flow

chart represents the essential safety decisions that must occur

during the CPI process.

2. Reinforce the need to remain “within the lines” for decision-

making.

3. The Safety Methodology is focused on ensuring that the “right”

families are being served through case management services,

meaning unsafe children.


4. Therefore, there must be precision in the decision making for

children and families.

Exercise/Activity:

1. Guide participants through a brief review of the case flow chart—

decision by decision.


Investigation to Ongoing Case Management

Slide Purpose:

1. To provide a visual of the transitions between Investigation and

Case Management.

Trainer Narrative:

3. The Methodology reinforces that we are all serving Florida’s

children through a seamless process.

4. The lens through which we all work with families is consistent—

from CPI to CBC.

5. The focus of our assessments, and purpose of our interventions

remain constant - child safety and enhancing caregiver protective

capacities through change-focused case plans.


Ongoing Family Functioning Assessment Process

Ongoing Case Management

Case Flow Chart

Slide Purpose:

1. To provide an overview of the ongoing case management

intervention stages and case flow process for the initial Ongoing

Family Functioning Assessment.

2. This is the assessment that is done when families are transferred to

ongoing case management.

Safe

ty M

anag

emen

t and

Enh

anci

ng C

areg

iver

s Pro

tect

ive

Capa

citie

s Preparation Developing Strategy for

Engagement

Introduction Engagement

Exploration Determine What Must

Change Through Information Collection

Caregiver Protective Capacity Assessment

Child Needs

Danger Statement

Family Goal

Motivation for Change

Case Planning Develop Strategies for

Change Case Plan Outcomes

Complete Ongoing FFA

Case Plan


Trainer Narrative:

1. Inform participants that this flow chart provides a visual for the

transition from CPI to Case Management by providing an

overview of the initial Ongoing Family Functioning Assessment

process.

2. Remind participants that this process will be used for all new

families who are receiving case management services.

a. This process informs the development of the case plan

outcomes while maintaining safety for children.


Ongoing Family Functioning Assessment: Foundational Concepts

Slide Purpose:

1. To provide an overview of the core concepts that drive the

Ongoing Family Functioning Assessment purposes and objectives.

Trainer Narrative:

1. Remind participants that the Ongoing Family Functioning

Assessment is the first formal intervention during ongoing case

management.

2. Inquire of participants, “When does the Ongoing Family

Functioning Assessment begin?”


a. Answer: The Ongoing Family Functioning Assessment

begins at the point that the CPI worker transfers a case

to ongoing case management.

3. Key to completing the Ongoing Family Functioning Assessment,

and developing focused case plan outcomes, is the ability of the

CM to engage caregivers in the ongoing family functioning.

4. It is important that caregivers see themselves as having a stake in

what happens to them, and a say regarding how things will be

addressed in the Case Plan.

5. A majority of the of the conversations during the Ongoing Family

Functioning Assessment are concerned with having caregivers

recognize and identify protective capacities associated with

impending danger, and seek areas of agreement regarding what

must change to eliminate, or reduce and sufficiently manage,

threats to child safety.

a. We will be discussing this more in depth in the later

sessions, particularly focusing on developing mutuality,

recognizing self-determination, and developing

discrepancy.


Ongoing Family Functioning Decisions

Slide Purpose:

1. To remind the participants of the decisions associated with the

Ongoing Family Functioning Assessment.

Exercise/Activity:

1. Review each slide one at a time.

2. Engage participants in discussion regarding the purpose of each

question.

a. Seek participant descriptions regarding the Ongoing

Family Functioning Decisions, prior to providing the

answer.

b. TRAINER NOTE: Remember that this is a review, so

encourage the participants to recall instances from their

own training and experience.


Trainer Notes and Narrative for Discussion:

1. Are danger threats being managed?

a. This pertains to the active role of the case manager to

ensure that the safety plan is being managed; ensuring that

each person who has a role in the safety plan is executing

his or her duties to provide child safety.

2. How can existing protective capacities (strengths) be built upon

to make changes?

a. This requires staff to identify and recognize that, despite

the family’s current involvement with the agency, they

have strengths that need to be identified and utilized to

elicit the change in families. This requires that staff have a

strengths-based approach to working with families.

3. What is the relationship between danger threats and

diminished caregiver protective capacities? What must

change?

a. This requires that staff understand and can conceptually

apply the concepts of danger threats and caregiver

protective capacities. Staff must be able to identify the

specific caregiver protective capacities that are related to

the family conditions associated with the identified

impending danger threats.

4. What is the parent’s perspective or awareness of his/her

caregiver protective capacities?

a. This requires the core tenets associated with the family-

centered practice—family engagement in the change

process. This may require that staff engage with families

regarding their self-awareness and work with families to

elevate their awareness if needed.

5. What are the child’s needs and how are the parents meeting or

not meeting those needs?


a. The agency has a responsibility to ensure that the child’s

well-being is being addressed. When parents are not

meeting their child’s needs, the agency must ensure that the

needs are met. This requires the staff to assess the child’s

needs and the parent’s ability to meet those needs.

6. What are the parents ready and willing to work on in the case

plan?

a. This requires the acknowledgement that the case plans that

are developed are the family’s plan, and, as such, the role

of the parents and their agreement to the outcomes is

paramount. This also requires that the case manager

understand the concept of the stages of change; to be able

to recognize what stage the parent may be in; and work to

engage families in outcomes that are specific, measurable,

attainable, reasonable, and timely.

7. What are the areas of disagreement as to what needs to change?

a. The case manager is aware of what parents are ready and

willing to work on, but he or she must also be aware of any

disagreements regarding what must change, and engage the

family in the change process through use of engagement

skills.

8. What strategy (case plan) will be used to assist in enhancing

diminished caregiver protective capacities?

a. What will the case plan look like? What will the outcomes

look like? How will we know when change has occurred?

This requires the case plan to be SMART—specific,

measurable, attainable, reasonable, and timely. This

requires the case manager to be creative in his or her

strategies and direct the change toward the specific

caregiver protective capacities that were identified to be

related to the impending danger.


Philosophy: Ongoing Family Functioning Assessment

Slide Purpose:

1. To communicate the rationale for the development of the Ongoing

Family Functioning Assessment.

Trainer Narrative:

1. The Safety Decision-Making Methodology seeks to promote a

system of intervention (integration of Hotline Assessment, Family

Functioning Assessment, Ongoing Family Functioning

Assessment, Case Plan development, and Case Plan Evaluation)

that is fundamentally based on the application of safety concepts

and criteria.

2. It is also intended to better define the work of ongoing case

management and services, by establishing a consistent concept of


change that can be used to focus the scope of intervention, define

the purpose for change intervention, provide a structure for the

change intervention process, and apply criteria and standards to

practice and decision making.

3. The following sessions will expand upon the foundational

knowledge received at training, and provide an opportunity for

application of the Ongoing Family Functioning Assessment and

Case Plan Development.

4. As Case Managers, our knowledge is critical to working with

families, but the use of our core skills is equally as important.

5. Transition to next slide.


Essential Skills of the Family Functioning Assessment: Case Manager

Slide Purpose:

1. To inform participants of the essential knowledge and skills for

case managers.

Trainer Narrative:

1. As case managers, we must be aware of the skills needed for

ongoing case management.

2. There are three considerations in the understanding of the

knowledge and skill necessary for the Case Manager.

(1) Case managers must possess the knowledge and skill set to

address the concepts that are fundamental to Safety Methodology,

in particular:

a. Knowledge of present and impending danger;


b. Knowledge of the purpose for present danger plans;

c. Knowledge of the purpose for safety plans;

d. The ability to develop and implement sufficient present

danger plans and safety plans;

e. The ability to engage caregivers in conversations and

conduct interviews, including phases of change;

f. Ability to collect sufficient information for decision

making;

g. Knowledge of the dynamics of child maltreatment;

h. Knowledge of and ability to identify diminished and

enhanced protective capacities to inform case planning.

(2) The case manager must possess the skills associated with

engaging families for change and the knowledge of the stages of

change.

a. This requires utilization of the essential skills: Engagement

Skills and Identification of Family Needs, as we outlined

in Module 3.

(3) The case manager must know and apply Ongoing FFA

intervention standards for information collection, including:

a. Knowledge and application of the caregiver protective

capacity assessment for ongoing case management and the

child needs assessment;

b. Ability to develop specific, measurable, attainable,

reasonable, and timely case plan outcomes to facilitate

change.


Trainer Note:

1. Transition to slide for questions.

2. Elicit questions or comments from participants.

a. Clarify any questions or comments raised by the

participants.

3. Provide participants, if time is appropriate, a 15-minute break

before moving to Session 2.


Intervention Standards: Getting to Case Plan Outcomes

Session 2 Time: 45 Minutes

Slide Purpose:

1. To provide a visual for the overview for Session 2 – Intervention

Standards.

Trainer Narrative:

1. Remind participants that the Ongoing Family Functioning

Assessment is a continuation of the family functioning assessment

that was completed by the investigator.

a. The family functioning assessment from CPI serves as a

basis to begin interventions with the family, as well as a

point to reconcile information and allow for clarification of

conditions that may have been unknown to the agency

during the investigation.


2. The Ongoing Family Functioning Assessment is a fluid process,

and, as such, the case manager is always aware of information

collection that informs changes to both the family functioning

assessment and the safety plan.

3. This session is a brief review of the intervention standards, and the

associated outcomes for each standard.

4. In considering fidelity to practice, and the crafting of case plan

outcomes, the adherence to the intervention standards by the Case

Manager is paramount to ensure sufficient, accurate, related

information to drive decision-making.


Preparation

Slide Purpose:

1. To provide a definition of preparation and the actions associated

with preparation.

Trainer Narrative:

1. Review with the participants the process of preparing for

information collection and contact with the family.

a. Preparation is the act of getting ready, being prepared.

2. Inquire, briefly, of participants what preparation looks like in

practice.

a. Seek information from participants such as:

i. Review of the family functioning assessment;

ii. Review and analysis of the safety plan;


iii. Review of case information and content;

iv. Contact with collaterals;

v. Response to any immediate safety management

needs;

vi. Consultation with the supervisor to reconcile

information and prepare for family contact;

vii. Consultation during preparation focused on

reconciling information and identifying strategies

for engagement with the family.


Introduction

Slide Purpose:

1. To review the concept of introduction.

Trainer Narrative:

1. Review with participants the act of introduction.

a. It is the process of introducing yourself and the

Ongoing Family Functioning Assessment process to

families.

b. Introduction is the act of introducing yourself as the

case manager, the role of the agency, defining the scope

and limitations of ongoing case management, and

providing clarification as to the role of the ongoing case

manager.


Trainer Narrative:

1. Review practice objectives for introduction with participants.

2. Seek from participants their own description of the practice

objectives for introduction.

a. Seek answers such as:

i. Allow parents to decide how they would like to

engage with the agency.

ii. Set the foundation for rapport building and

inform the case manager as to the skills they

must employ to engage families.

iii. Require the case manager to apply the essential

practice skills of teaming and engagement.


Exploration

Slide Purpose:

1. To provide the definition of exploration.

Trainer Narrative:

1. Review the process of exploration with participants.

a. Exploration is the process of exploring information with

families, the process of finding out who families are, and

where they are in the stages of change.

a. Exploration is the act of exploring with families how they

are functioning in relationship to the protective capacities,

understanding how danger threats or negative family

conditions have manifested, exploring motivation for

change, resistance or ambivalence, identifying family


strengths, creating danger statements, and finding mutuality

for continued work.

Trainer Narrative:

1. Exploration involves staff and families interacting in work

designed to move everyone closer to agreement about what must

be done to restore caregivers to their protective role and

responsibilities.

a. Think of it this way: The Ongoing Family Functioning

Assessment is how case mangers identify, with a caregiver,

what the caregiver must do in order to resume authority

over his or her family and end intervention.

2. You might say that the ongoing family functioning is concerned

with the thinking, feeling, and behavioral characteristics of parents

and caregivers that, when enhanced, make it possible for them to

be in charge of keeping their kids safe by themselves (by the

caregivers alone), or with assistance from people other than the

agency.

3. The concept of enhancing diminished protective capacities

acknowledges that, generally, most parents and caregivers possess

the capacity to be protective.

a. A diminished protective capacity does not necessarily mean

that the capacity is absent; it may just be turned down or

turned off.

4. Caregivers can be in a weakened state because of conditions such

as stress, substance use, or emotional despair.

5. The role of the Case Manager is critical during exploration as the

things you do when conducting an exploration enable you and

the caregiver to better understand and address the impending

danger, the need for protection, and the role and

responsibilities of the caregiver to provide protection.


6. Exploration is a critical component in considering the ability to

assess and scale child needs, which directly influence the

permanency, safety, and well-being of the children we serve.



Case Planning

Slide Purpose:

1. To reinforce the concept of case planning.

Trainer Narrative:

1. Review with participants that the action of case planning is multi-

faceted, and contingent upon fidelity during preparation,

introduction, and, most importantly, exploration.

2. There are many tasks that are associated with case planning, from

the interaction with families to the formalization of the case plan

document.

3. Case planning is the act of establishing outcomes and motivation

for change within families.


Trainer Narrative:

1. Inquire of participants if there are any questions regarding the

intervention stages.

a. Clarify any questions for participants.

2. Transition to next slide, inform participants that we are now going

to be focusing our attention on child needs through, first, exploring

the concept of development of children.


Child Development: Assessing Child Needs

Session 3 Time: 2 Hours

Slide Purpose:

1. To introduce Session 3: Child Development.

Trainer Narrative:

1. In the previous section, we briefly reviewed the intervention stages

for the Ongoing Family Functioning Assessment.

2. In discussing exploration, we emphasized the significance of

exploration in assessing the needs of the child.

3. The assessment of child needs is not only significant in regards to

ensuring that the family functioning assessment is complete, but

also, in the larger spectrum, of ensuring that children are safe, have

permanency, and that their overall well-being is addressed.

4. Inform participants , in Session 3, we will be focusing on:


a. Understanding Child Development;

b. The determination of what is “normal;”

c. Developmental Domains for child development.



The Concept of Child Development

Slide Purpose:

1. To provide a visual for the concept of child development.

Trainer Narrative:

1. Inform participants that the concept of child development is

fundamental to the ability to assess for child functioning - which

will inform the determination of child needs.

2. The fundamental principles of development are grounded in the

understanding that child development:

a. Is an ongoing process: Beginning with birth and ending with

death.


b. Is a dynamic process: We are continually developing -

whether through physical, cognitive, or emotional - we are in a

constant state of change.

c. Is usually directional: As we change we are progressing

toward an outcome. Consider the infant that is crawling - they

are moving in a direction of being independent, as well as

eventually walking.

d. May involve stages: As we move, change, develop - we also

transition through milestones or stages that are associated with

our growth. Going back to the example of the infant - in order

to crawl, there were stages the infant had to accomplish first,

such as rolling over, being able to hold her head up, and

coordinating leg and arm movement.

e. Is Cumulative: As we change, we do not usually lose what we

have gained, but rather enhance our abilities. Our infant will

eventually walk - which is a cumulative process that started the

day that she was born –and, in keeping the conceptual aspect of

development - she is moving towards the ability to run next.

She will not lose the ability to crawl or walk, though.

3. Inquire if there are any questions.

4. Clarify any questions, comments, or concerns.

5. Inform participants that there are factors that affect development.



Factors: Child Development Slide Purpose:

1. To provide a visual for factors associated with child development.

Trainer Narrative:

1. Inquire of participants if they have ever had someone tell them that

they looked either one of their parents.

2. Inquire what were the specifics that the person commented on:

a. Eye color, facial expression, etc.?

3. When we see traits in others that resemble their parents-such as

their hair color, eye color, height—we are talking about the factor

of heredity in regard to development.

4. In considering heredity, we share a basic genetic code that

identifies us as humans.


5. We inherit a unique combination of that genetic code from our

biological parents, who, of course, inherited from their biological

parents.

6. The genetic code plays a significant role in how “normal” we

develop or not.

7. Consider children who have genetic abnormalities, such as

dwarfism. Their development is severely affected by their genetic

code. There is a wide spectrum of genetic conditions resulting in

minor to severe developmental issues.

8. The other significant factor that influences child development is

the environment within which we are raised.

9. Such things as the physical environment, the support, nurturing,

and caring we receive all affect how we develop.

10. Consider the story of Genie Wilder who was found in the early

1960’s by social services.

11. At 13, she could not walk or talk, and weighed roughly 60 pounds.

12. Genie had been confined to her room since birth, with little to no

family interaction or socialization.

13. Genie’s environment played a significant role in the lack of

development -her inability to walk or talk.

14. Our development is the result of the interaction of our genetic code

and the environment in which we develop.

15. The effects of abuse and neglect are often seen through delays or

“abnormal” indicators of child development.

16. For Genie, these indicators were profound; for others, the

indicators are more subtle and require that we are attuned to what

is normal development and what is not normal development.



What is Normal?

Slide Purpose:

1. To provide a visual for the definition of normal in terms of child

development.

Trainer Narrative:

1. Normal is a statistical concept that is derived from analysis of what

is typical or expected from the majority of society.

2. In terms of child development, consider what we often hear from

pediatricians—“Your child is in the 80% for height and weight.”

3. What does that mean?

4. It means that your child falls within the range of normal - with

him/her being taller and heavier than 80% of other children of the

same age. Note: 5% and 95% are the typical extremes of

“Normal.”


5. We might hear of children in the 10% range—that would be 10%

on the low end, edging close to the extreme.

6. Considering weight and height - 10% may mean that the child is

underweight for his/her height and age.

7. The same concept is applied when we examine ages and stages for

children.

8. How children develop and achieve milestones, and when they

should develop those milestones, are based upon the concept of

normal.

9. Inquire of participants if they can think of any examples of

“normal development” in regard to a 2-year-old. What would we

expect to see a 2-year-old doing?

10. Seek answers such as:

a. Walking;

b. Talking;

c. Potty training;

d. Testing boundaries;

e. Running;

f. Feeding themselves.

11. In conducting our assessments with families, we have to be aware

of the normal development for children, and compare it to what we

observe.

12. We also have to consider the underlying reasons if development is

not normal.

13. Are the development issues related to abuse and neglect

(environment), or is there a hereditary influence, or could there be

a combination of both.

14. We also have to consider that children develop in three distinct

ways.



Developmental Domains

Slide Purpose:

1. To provide a visual for the developmental domains.

Trainer Narrative:

1. Children develop physically, emotionally, cognitively, and

socially.

2. These are the four domains of child development.

3. Understanding how children develop assists us in our ability to

assess child functioning and ultimately to determine what the child

may need.

4. While we are breaking these domains out in training to further

understand the concept, we must consider that within the

assessment of child functioning, in particular regarding


development, all four domains are interrelated, and it is the holistic

assessment that will assist in identifying the overall functioning of

the child.

5. As we proceed through each of these domains, we will identify

examples of how the domain is observed/assessed.



Physical Development Domain

Slide Purpose:

1. To provide a visual for the physical development domain.

Trainer Narrative:

1. Inquire of participant, “When we talk about physical development,

what are some examples of things that we are looking for?”

2. Seek answers such as: walking, talking, and growing in height.

3. Validate answers that are representative of physical development.

4. The physical domain considers the external and internal aspects of

how a child develops.

5. Such things as how the organs, muscles, and body structures are

developing are considered in the physical development.


6. In addition, we are also assessing sensory development; the

nervous system’s coordination for sensation and motion.

7. The relationship between the physical domain of development and

cognitive domain are important to consider, as there can be times

that the brain is working, but the body cannot or does not support

the physical domain.

8. An example of this can often be seen in children with cerebral

palsy - their bodies may be affected, but cognitively, they are

developing.

9. This brings us to the next domain of cognitive development.



Cognitive Domain

Slide Purpose:

1. To provide a visual for the cognitive domain of development.

Trainer Narrative:

1. Inquire of participants, “What does cognitive development mean?

What are some examples of how we observe cognitive

development occurring?”

2. Seek answers such as: being able to recall information, language,

and problem solving ability.

3. Validate answers that are representative of cognitive development.

4. The cognitive domain considers how the brain is functioning.

5. How are children processing information, addressing problems in a

logical manner, or reasoning with information?


6. A significant indicator of cognitive development is the use of

language.

7. How are children communicating through language? The mere

ability to make sound is not part of the cognitive domain for child

functioning; that is physical.

8. The ability to use language is cognitively based.

9. Inquire of participants if they have any questions regarding the

cognitive domain of development. Respond to questions and

comments.



Emotional Domain

Slide Purpose:

1. To provide a visual for emotional developmental domain.

Trainer Narrative:

1. Inquire of participants, “We use the term “emotional” in regard to

child functioning. What are some examples of emotional

development in children?”

2. Seek answers such as: being able to manage their moods, their

expression of feelings, and their ability to express feelings.

3. Validate examples that are indicative of emotional development.

4. Inform participants that the emotional domain of development is

focused on how children develop their own personal traits and

characteristics.


5. The emotional domain addresses such things as the child’s own

identity, self-esteem, and his or her ability to form

attachments/relationships with others.

6. Emotional development also considers how the child is able to

regulate his or her feelings and emotions.

7. We often can see the demonstration of how children regulate their

feelings and emotions when they are interacting with others.

8. This introduces the social developmental domain.



Social Domain

Slide Purpose:

1. To provide a visual for social developmental domain.

Trainer Narrative:

1. By nature we are social.

2. Just coming to work today, we had to be social.

3. As children, we learn about what is acceptable in our society -

societal norms and expectations.

4. We also learn how to interact with others - how to play nice.

5. When we consider the social domain for children, we have to

consider the age of the child, as well as the cultural norms that may

be guiding the child’s social development.


6. We may also need to consider the environment. Such things as

city-versus-rural may be a factor in understanding a child’s social

development.

7. Understanding social development goes beyond just observing a

child, or being in a room with people to observe how interactions

occur.

8. For example, we often hear that children are visible in the

community. What does that mean in terms of the social

developmental domain?

9. A child could be visible, but not be social.


Trainer Narrative:

1. Inquire of participants if they have any questions regarding any of

the four domains before moving to discussing ages and stages.

2. Clarify any questions, comments from participant.



The Caregiver Protective Capacity Assessment: Focus and Skills

Slide Purpose:

1. To provide a visual for ages and stages.

Trainer Narrative:

1. In child welfare, we have all heard about ages and stages.

2. During our assessment of child functioning, we use ages and stages

as the baseline measure of “normal” in considering child

development.

3. There are four stages of child development, AKA ages and stages.

4. Review slide with participants.

5. In the next section, we will review ages and stages through a small

group activity. Transition to next slide.


Practice Activity: Identifying Indicators of Ages and Stages

Slide Purpose:

1. To provide instructions for the activity of identifying the indicators

of ages and stages.

Activity/Exercise Materials:

1. Activity worksheet: Identifying Indicators of Ages and Stages

located in the Participant’s Guide, page 30.

Trainer Narrative:

1. In small groups, complete the worksheet.

2. Each group will need to consider their knowledge regarding child

development, as well as examples they have observed of children

functioning within each age/stage.

3. Review worksheet with participants.


4. Inquire if there are any questions regarding the exercise before

beginning the exercise.

5. Allow participants 30 minutes to complete the worksheet.

Trainer Note:

1. The focus of this exercise is to have the participants consider their

own knowledge regarding child functioning using the ages and

stages as a guide.

2. The debriefing will occur using the following slides, as each group

reports out.

3. The following slides for ages and stages are not contained in the

participant guide.


TRAINER VERSION: Identifying Indicators of Ages and Stages

Age/Stage Developmental Milestones Newborn • Displaying reflexes: head turn with arm extended (fencing posture)

Grasping reflex; sucking reflex • Startle reflex; • Babinski reflex-occurs when bottom of foot is rubbed (flexing of the

foot); • Gross motor activity that is rough, random and undefined; • lifting and turn of head when placed belly down; • visual tracking of close objects.

3-6 Months • Increased muscle strength;

• head and neck control; • weight bearing on legs (limited); • visually track objects nearby and at mid distances; • sitting with assistance; response to objects and persons; • beginning movement of crawling through propping up; • reaching for objects; • transfer of objects from one hand to another; • direct eye contact; • smiling in response to stimuli; • emotional responses-such as anger, fear, pain, and protest; • increase in animated and interactive responses.

6-12 Months • Sitting without assistance; • crawling; • balancing; • walking; • pulling up or climbing; • increased social responses; • stranger anxiety; • separation anxiety; • feeding with hands of self; • finger-thumb (pincher); • eye-hand coordination; • goal directed behaviors.

12-18 Months

• Walking-increased mastery; • climbing; • stoop and recover items;


• finger feeding; • object identification and purpose-ball to throw, comb for hair; • imitation of complex behaviors; • increased social interaction and response to social interaction- games;

response to verbal cues.

18-24 Months

• Development of language; • simple words to combining words; • Imitation of actions and play; • helpfulness; • developing autonomy; • recreates actions/situations with toys; • imaginative play; • parallel play.

24 Months- 3 years

• Mastery of gross motor skills-walking, running, climbing; • imaginative play with toys; • concept development and display; • color and shape recall; • increase eye hand coordination-building complex structures or

completing complex tasks; • toilet training.

Pre-School (3-6)

• Awareness of self and others; • attribution of human characteristics to inanimate objects and animals;

magical play and thinking; • illogical thinking; imagination development; • inability to sequence events; • increased vocabulary; • interactive versus parallel play; • development of friendships; active discovery of environments;

development of basic trust in self and others; • self-directed behaviors; reading and writing-fine motor skill

development; • basic understanding of right and wrong.

School Age (6-12)

• Complex fine and gross motor skill development; • language as a form of communication to express self; • communication that is reciprocal; • discrimination of behavior and intent; • considering the needs and feelings of others;


• development of concrete operations; • rational and logical thinking development; • increased memory and recall; • sequencing of events and recall of events; • rule identification; • cause and effect relationships; • development of self-control and awareness.

Adolescence (13-21)

• Hormonal changes-resulting in physical appearance changes and emotional changes;

• sexual identification; • hypothetical thinking; • perspective thinking; • increased self-disclosure and intimacy; • development of independent self; • identification with peers and social groups; • social acceptance and self-awareness; • development of moral values and expectations; • increased abstract thinking; development of independence.


Birth to 3

Slide Purpose:

1. To break down the stages for ages Birth to 3.

Trainer Narrative:

1. Inquire of the group their identified indicators for the age and stage

of birth to 3.

2. Begin with the newborn to 6 months and then progress through

each of the ages within birth to 3.

3. Use flip chart to record the group’s responses for birth to 3.

4. Validate responses and provide additional examples, if needed.



Trainer Note:

1. Use Trainer Worksheet to facilitate the group reporting.

2. Provide additional indicators that are not represented by the groups

during their report.


Child: Pre-School (3-5)

Slide Purpose:

1. To provide a visual of characteristics for Child: pre-school (3-5)

Trainer Narrative:

1. Inquire of the group their identified indicators for the pre-school

child.

2. Use flip chart to record the group’s responses for the pre-school

child.



Trainer Note:

1. Use Trainer Worksheet to facilitate the group report.




Child: School Age (6-12)

Slide Purpose: 1. To provide a visual of characteristics for Child: school age (6-12)

Trainer Narrative: 1. Begin with inquiring of the group their identified indicators for the

school age child (6-12)

2. Use flip chart to record the group’s responses for the school age

child.



Trainer Note: 1. Use Trainer Worksheet to facilitate the group report.




Child: Adolescence (13-21)

Slide Purpose:

1. To provide a visual for characteristics of Child: adolescence (13-

21).

Trainer Narrative:

1. Inquire of the group their identified indicators for adolescence.

2. Use flip chart to record the group’s responses for adolescence.


4. Inform participants that this concludes Session 3.


Slide Purpose:

1. Inquire if there are any questions regarding what we have covered

thus far.

2. Address any questions, comments, or concerns.


Trainer Note:

1. Use Trainer Worksheet to facilitate the group report.




Factors Affecting Child Development


Slide Purpose:

1. To introduce Session 4: Factors Affecting Child Development.

Trainer Narrative:

1. Thus far in training, we have covered a review of methodology, the

concept of child development, including ages and stages, and what

is normal.

2. Now we are going to focus our attention on factors that could

affect a child’s development.



Factors Affecting Child Development

3 Minutes

Slide Purpose:

1. To illustrate the factors affecting child development.

Trainer Narrative:

1. Earlier, we discussed how the environment and genetic make-up

can play a role in child development.

2. A third consideration that we will be exploring is the effect of

interpersonal relationships on the development of the child. We

will look at all three factors in the following slides.



Environmental Factors

Slide Purpose:

1. To illustrate environmental factors.

Trainer Narrative:

1. Environmental factors can be both internal, such as the home itself,

as well as external, such as the community in which the child

resides.

2. The persons that live in the home, the home itself, as well as how

the home is supported, can influence and be influence by the

environment.

3. We can also extend the environment to include the community in

which the child resides.


4. Inquire of participants, “What are some examples of how an

environment can promote a child’s development?”

Seek answers such as:

a. Housing - providing for basic shelter, sense of security;

b. Employment of Parents: Providing for basic needs such as

food;

c. Community: Isolated versus Urban;

d. Education: Support and guidance from someone within the

home to encourage learning and development.

5. Validate feedback provided by the participants.



Biological Factors

Slide Purpose:

1. To illustrate biological factors.

Trainer Narrative:

1. Biological factors such as gender, overall health, and hereditary

factors affect how children develop.

2. Studies have shown that boys and girls learn differently. For

example, boys have been shown to develop more slowly as readers

than girls, and to require more movement as they learn.

3. Inquire of participants, “In considering the biological factor, what

are some examples of how biology promotes a child’s

development?”



b. Physical activity-exercise;

c. Medical Conditions: recognized and treated;

d. Dental and Vision: Recognized and treated.




Interpersonal Factors

Slide Purpose:

1. To identify interpersonal factors.

Trainer Narrative:

1. Interpersonal factors can be both internal, such as our family of

origin, as well as external, such as the friends, extended family,

and social networks outside the family of origin.

2. Inquire of participants, “In considering the interpersonal

relationship factor, what are some examples of how relationships

can promote a child’s development?”



b. Attachment: having caregivers that are attached and

bonded;

c. Support: having others that can be relied upon to provide

support and guidance;

d. Community: connections with community social supports

that will assist in social development skills;

e. Siblings: Building coping and communication skills with

siblings.


4. During this session, we have focused on the positive of how our

biological, environment, and social network affect positive child

development.

5. What we have not explored yet is how child abuse and neglect

affects child development.



What about Child Abuse and Neglect

Slide Purpose:

1. To illustrate the effects of the three factors to abuse and neglect.

Trainer Narrative:

1. We have discussed the concept of normal in regards to child

development earlier in training.

2. We have also discussed factors that affect child development,

purposely focusing on the positive.

3. The factors that affect child development can also be viewed in the

negative, which would be the indicators of abuse and neglect.

4. Abuse and neglect is not unique to just one of the factors that

affect child development.


5. Abuse and neglect can include biological, environmental, and

interpersonal factors.

6. In the next few slides, we are going to explore indicators of abuse

and neglect utilizing the concepts of ages and stages, as well as

factors that affect child development.



Child: Birth to Three

Slide Purpose:

1. To list effects of abuse and neglect to the age: Child: Birth to 3.

Trainer Narrative:

1. When we discussed ages and stages earlier, we identified the

milestones for children this age to be:

a. Learning to crawl;

b. Learning to walk;

c. Toilet training;

d. Formulating words;

e. Stranger Danger;

f. Startle response;

g. Recalling and recognizing faces.


2. Children from birth to 3 years old are a demanding age set.

3. As infants they require constant attention, feeding, changing, and

engaging.

4. As they develop, they begin to test their independence, their

boundaries.

5. This is also the time where a large majority of learning is

occurring, which can also be challenging.

6. When we see children that have been abused and neglected at this

age, their symptomology tends to be severe, due to the age of the

child and the demands of parenting for this age group.

7. The environment and interpersonal relationship factors for child

development are profound during this stage.

8. They need someone to feed, cloth, bath, nurture, and stimulate

their growth and when absent, we see symptomology such as:

REVIEW POINTS ON SLIDE.

9. Inquire of participants if they can identify any instances/examples

where they have seen children who have this type of

symptomology, and if so, what would they attribute the abuse and

neglect to—environmental, biological, and/or interpersonal

relationships?

10. Allow time for participants to share experiences or examples.

11. Validate examples.



Child: Pre-School (3-5)

Slide Purpose:

1. To list effects of abuse and neglect to the age: Pre-school child.

Trainer Narrative:


milestones for children of this age to be:

a. Limited understanding of cause and effect;

b. Magical or illogical thinking;

c. Inability to sequence events;

d. Vivid Imaginations;

e. Learning to read, write;

f. Recall and memory improving.

2. Children pre-school age bring their own challenges to parenting.


3. While not as demanding to the parent as infants, the illogical

thinking, the lack of concept of cause and effect, and other

characteristics all contribute to parenting challenges.

4. This age group still requires a great deal of parental/caregiver

interaction.

5. A key developmental milestone for children this age is their sense

of security and having a parent/caregiver who can address illogical

thinking, such as being flushed down the toilet or the monster in

the room that is really just a shadow.

6. When abuse and neglect occur during this stage of development,

we see it manifested in symptomology such as: REVIEW POINTS

ON SLIDE.



symptomology and if so, what would they attribute the abuse and


relationships?



10. Transition to next slide, informing participants that we will be

looking at the school age child next.


Child: School Age (6-12)

Slide Purpose:

1. To list effects of abuse and neglect to the age: School age child.

Trainer Narrative:



a. Increased use of language for communication, rather than

just using words, such as the preschooler would;

b. Development of understanding others’ perspectives;

c. Recognition of cause and effect;

d. Development of rational and logical thinking patterns;

e. Increased memory;

f. Increased social development;


g. Improved emotional control.

2. While not as demanding to the parent as infants or pre-school

children, the increased sense of independence, recognition of cause

and effect can contribute to parenting challenges.

3. A key developmental milestone for children this age is their sense

of security and guidance by parents/caregivers.

4. When abuse and neglect occur during this stage of development,

we see it manifested in symptomology such as: REVIEW POINTS

ON SLIDE.





relationships?



8. Transition to next slide, informing participants that we will be

looking at the adolescence child next.


Child: Adolescence (13-21)

Slide Purpose:

1. To list effects of abuse and neglect to the age: Adolescence.

Trainer Narrative:



a. Transition to adulthood;

b. Identification of self;

c. Increased independence;

d. Logical thinking and future planning.

2. Adolescence brings their own challenges to parenting.

3. While their sense of independence is greater, the facilitation of

direction and ensuring transition to adulthood requires that


parents/caregivers have a role in developing skills necessary for

adult life.

4. The symptomology of maltreatment we see in this age group is

dependent upon the age at maltreatment, frequency of

maltreatment, severity of maltreatment, and the relationship

between the adolescent and his or her parents/caregivers.

5. When abuse and neglect occur during this stage of development we

see it manifested in symptomology such as: lack of preparation for

adult living skills; lack of emotional regulation; lack of social skills

that may be manifested in such destructive behaviors-such as

involvement with Juvenile Justice.





relationships?


8. Validate examples as provided by the participants.

9. Inform participants that this is the end of our day.



Day 1: Take Away from the Day

10-15 Minutes Slide Purpose:

1. To provide a breaking point for Day 1.

Trainer Narrative:

1. Inform participants that prior to concluding for the day, we want to

take a few minutes to reflect upon what we are taking away from

today.

2. As they think about the day, is there one thing that stands out to

them as their “AHA!” moment? Is there a point of clarity that

resonates with them today?

3. Ask the participants to take a minute to write it down, or think

about it, and, if they would like, we would love to have them share

their reflection for the day.

4. Proceed to solicit volunteers to share their take-away from the day.


5. After providing time for the take-away, thank participants for their

participation today and provide them with the brief overview for

tomorrow:

a. We will begin at 9:00.

b. We will begin our day with focusing on the child needs

as defined and scaled through the methodology.

6. Remind participants that they will need to have three copies of

their Ongoing Family Functioning Assessment for tomorrow. Also,

Participants will need to bring Child Strengths and Needs and

Scaling Reference Guide to training.

c. Conclude the day with dismissing participants.


Day 2: Welcome Back

10-15 Minutes for Welcome Back and Overview of Agenda Slide Purpose:

1. To provide an introduction for Day 2.

Trainer Narrative:

1. Welcome participants back for Day 2.

2. Inquire if there are any reflections or comments that anyone would

like to share that they had last night after Day 1 of training.

3. Solicit volunteers to share their comments/reflections.



Agenda: Day 2

Slide Purpose:

1. To provide the Day 2 Agenda

Trainer Narrative:

1. Provide overview of agenda for Day 2.

2. Inform participants that we will begin our day focusing on the

child needs and scaling, defined through the safety methodology.

3. We will then discuss how we assess child needs, based upon our

understanding of child development, what normal and not normal

development is, and what we know of the effects of child abuse

and neglect.

4. We will conclude the day by practicing our assessment skills.

5. Inquire if there are any questions regarding the agenda.



Child Needs: Defining the Needs


Slide Purpose:


Trainer Narrative:

1. Remind participants that yesterday we discussed child

development, the dimensions of child development, and we also

reviewed the potential effects of child abuse and neglect on child

development.

2. Today we are going define the child needs through the safety

methodology.



Child Needs 3 Minutes

Slide Purpose:

1. To remind participants of the factors that affect child development.

Trainer Narrative:

1. Review the factors affecting child functioning.

2. Remind participants that all the information we learned yesterday

was used for foundational development of the needs, and that the

knowledge is essential in our assessment of child needs.



Practice Activity: What are Child Needs?

30-45 Minutes

Slide Purpose:

1. To provide instructions for the activity of identifying the indicators

of ages and stages

Activity/Exercise Materials:

1. Activity worksheet: Examples of Child Needs located in the

Participant’s Guide, pages 53-56.

2. Child Strengths and Needs and Scaling Reference Guide

Trainer Narrative:

1. Working in small groups, each group will complete the worksheet.

2. Each group will need to consider their knowledge regarding child

development, as well as consider examples they have observed in

considering the child needs in practice.


3. Review worksheet with participants.

4. Allow participants 30 minutes to complete the worksheet.

5. Inquire if there are any questions regarding the exercise before

beginning the exercise.

Trainer Note:

1. The focus of this exercise is to have the participants utilize their

own experience, and the foundational knowledge they learned

during Training Day 1, to identify what child needs may look like

in practice.

2. The debriefing will begin with reviewing the child need: first, the

meaning and focus, and then soliciting information about child

need gathered by working in their small groups.

3. The debriefing will occur using the following slides, as each group

reports out.


Instructions for Identifying Indicators of Child Needs

Purpose: The focus of this exercise is to utilize your experience and the foundational knowledge learned during Training Day 1 to identify what child needs may look like in practice. Materials Needed:

• Child Strengths and Needs and Scaling Reference Guide Instructions:

1. Working within your groups, you will review the child needs and scaling reference guide as you complete the worksheet.

2. For each child needs, the group will identify behavioral examples of how the child need may manifest within practice.

3. Remind participants that our assessments are to observe both the strengths and needs of children, so please consider both the strengths and needs for children, when identifying your examples.

TRAINER NOTE FOR EXERCISE:

1. Trainers will need to utilize the child needs and strengths guide to facilitate the exercise debrief.

2. Groups will be identifying a plethora of practice experiences and examples during this exercise.

3. Trainers should be paying careful attention to the examples that participants provide and correlating those examples to the child needs and strengths guide.


Identifying Child Needs: Practice

Child Need Indicators in Practice Emotion/Trauma

Behavior

Development/Early Learning

Child Need Indicators in Practice Academic Status


Positive Peer/Adult Relationships

Family Relationships

Child Needs Practice Indicators Cultural Identity


Substance Awareness

Preparation for Adult Living


Florida Decision Making Methodology: Child Strengths and Needs Reference Guide

Child Strengths and Needs Child strengths and needs measure the extent to which certain desired conditions are present in the life of the child within a recent timeframe. The child indicators are directly related to a child’s well-being and success (e.g., emotion, behavior, family and peer relationships, development, academic achievement, life skill attainment). When the department is involved with families whose children are unsafe, the case manager is responsible for ensuring that the child’s physical and mental health, and developmental and educational needs are addressed by their parents, as well other caregivers, when children are in an out of home setting. A current description of child strengths and needs will be provided in the FFA as part of “child functioning.”

SCALING CRITERIA An “A” or “B” rating for any indicator reflects that a child is doing well in that area; a “C” or “D” rating reflects that a child is not doing well and requires attention. The assessment of these indicators should be used to systematically identify critical child needs that should be the focus of thoughtful case plan interventions. The information needed by the case manager to complete this assessment will be gathered from the child, parent and other caregiver(s), and collateral sources such as a child-care provider, teacher, and/or professional evaluator. Organizing constructs: A = EXCELLENT Child demonstrates exceptional ability in this area B = ACCEPTABLE Child demonstrates average ability in this area -------------------------------------------------------------------------------------------- C = SOME ATTENTION NEEDED Child demonstrates some need for increased support in this area D = INTENSIVE SUPPORT NEEDED Child demonstrates need for intensive support in this area


SPECIFIC CHILD STRENGTH AND NEED DEFINITIONS AND RATINGS

Emotion/trauma: The degree to which, consistent with age, ability and developmental level, the child is displaying an adequate pattern of appropriate self-management of emotions.

A. Child is able to experience a wide range of emotions, and can manage emotions to the best

of developmental ability. Child recovers readily from experiences.

B. Child may have occasional brief periods of anger, sadness, worry, etc., that are temporarily disruptive, but these periods do not interfere with building friendships with peers or adults in their social, educational or family life. Child may have occasional nightmares, but tolerates these without major disruption.

C. Child’s experience of anger, sadness, worry, etc., is frequent enough to cause some

disruption in social, educational, or family life. OR

Child has some symptoms of trauma, such as a startle response, frequent difficulty sleeping or staying awake, bed-wetting, over-eating or under-eating, and these symptoms are causing some distress for the child.

D. Child experiences out-of-control anger, profound sadness or worry, so much that child is

unable to maintain friendships, or is falling behind academically. OR Child has pervasive trauma symptoms, such as a startle response that is so severe child

cannot tolerate many environments; sleep disruption that is causing severe academic or health problems; bed-wetting; eating patterns that are causing significant weight gain or loss; or child is experiencing despair or hopelessness to the point of thinking of self-harm.

Behavior: The degree to which, consistent with age, ability and developmental level, the child is displaying appropriate coping and adapting behavior.

A. Child manages his/her own behavior above developmental expectations. Child is developing a sense of right and wrong and his/her approach is to seek to do what is right. He/she has an advanced awareness of the impact of behavior on others, keen empathy for others, and seeks to act in ways that promote the good and well-being of others.

OR Child is not old enough to think about life choices and behaviors (Children 0-3).

B. Child generally understands right and wrong, and primarily seeks to do what is right. Motivation may still be more to please others or to avoid punishment. Child will err, but not substantially more than would be expected for developmental level.

C. Child violates rules and expectations in ways that are disruptive to his/her normal routines

or relationships. Child may be old enough to think about his/her behavior, but has frequent (weekly) struggles with making appropriate life choices. The child’s behaviors are difficult for parent/caregiver to manage. Child may run away on occasion. The child’s behavior may have resulted in child-care or school suspension, or involvement with juvenile justice.


D. Child consistently violates rules and expectations, so that life around the child cannot be

carried on. Child may be old enough to think about their behavior. Child may be frequently running away. Child’s behavior is harmful to self or others, including self-injury, extreme risk-taking, persistent violence toward others, sexual violence, cruelty to animals, or fire- setting.

Development/Early Learning (applies to children under the age of 6 years): The child is achieving developmental milestones based on age and developmental capacities; child development in key domains is consistent with age and ability appropriate expectations.

A. Child’s physical and cognitive skills are above age expectations in all domains based upon

normal developmental milestones. OR Child with developmental delays is receiving special interventions and is demonstrating excellent progress.

B. Child’s physical and cognitive skills are at or near age expectations in most of the major domains. OR Child with developmental delays is receiving special interventions and is beginning to demonstrate some progress.

C. Child’s physical and cognitive skills are mixed, near expectations in some domains but showing significant delays in others. OR Child with developmental delays is or may be receiving special interventions and is demonstrating very slow gains that are below desired goals.

D. Child’s physical and cognitive skills show significant delays in most domains. OR Child with developmental delays is or may be receiving special interventions and is showing minimal to no improvement.

Academic Status (applies to children 6 years of age and older): The child, according to age and ability, is actively engaged in instructional activities; reading at grade level or IEP expectation level; and meeting requirements for annual promotion and course completion leading to a high school diploma or equivalent, or vocational program.

A. Child is reading at or well above grade level and is meeting and exceeding all requirements for grade-level promotions. OR Child is exceeding goals set forth in an IEP or Section 504 plan.


B. Child is reading at or close to grade level and is adequately meeting all requirements for

grade-level promotions. OR Child is adequately meeting goals set forth in an IEP or Section 504 plan.

C. Child is reading a year below grade level and is meeting some but not all requirements for grade-level promotions. OR Child is only meeting some of the goals set forth in an IEP or Section 504 plan.

D. Child is reading two years below grade level and is not meeting core requirements for

grade-level promotions. OR Child is not meeting any of the goals set forth in an IEP or Section 504 plan.

Positive Peer/Adult Relationships: The child, according to age and ability, demonstrates adequate positive social relationships.

A. Child interacts with other children and with adults above expectations for developmental

level. Child excels in making and keeping friends. OR Child is not old enough to think about life choices and behaviors. (Children 0-3 would meet this criteria)

B. Child interacts with other children and adults in ways that would be expected for developmental level.

C. Child has some difficulty making or keeping friends, and/or has some discomfort relating

to adults. However, child has sufficient social interactions outside of the household.

D. Child has extreme difficulty making or maintaining friendships, and experiences social isolation, ostracism, or bullying.

Family Relationships: Child demonstrates age and developmentally appropriate patterns of forming relationships with family members.

A. Child experiences his/her family as a safe and supportive place and has a strong sense of belonging. Child does not express any concerns about safety and shows no symptoms of fear or trauma.

B. Child is generally comfortable in his/her family. Child expresses some concerns or worries about family conflicts that appear to be normal. Child has a basic sense of safety and security.

C. Child has some conflicts with one or more family members that disrupt the child’s feeling

of safety or belonging.


D. Child experiences no security or belonging with family; child experiences persistent conflict with one or more family members that makes it extremely uncomfortable to be present in the family.

Physical Health: Child is achieving and maintaining positive health status, which includes physical, dental, audio and visual assessments and services. If the child has a serious or chronic health condition, the child is achieving the best attainable health status given the diagnosis and prognosis.

A. Child is demonstrating excellent overall health.

OR If child has a chronic condition is attaining the best possible health status that can be expected, given the health condition.

B. Child is demonstrating an adequate level of overall physical health status.

OR If child has a chronic condition, is responding adequately to medical treatment.

C. Child is demonstrating an inconsistent or inadequate level of overall physical health. The

child’s physical health may be outside normal limits for age, growth and weight range. OR If child has a chronic condition, the symptoms are becoming problematic.

D. The child is demonstrating a consistently poor level of overall physical health. The child’s

physical health is significantly outside normal limits for age, growth and weight range. Any chronic condition is becoming more uncontrolled, possibly with presentation of acute episodes.

Cultural Identity: Important cultural factors, such as race, class, ethnicity, religion, LGBTQ, or other forms of culture, are appropriately considered in the child’s life. (NOTE: the goal of responding to a C or D would not be to change the cultural identity or belonging, but to resolve the conflict or help the child cope with the conflict.)

A. Child identifies with his/her culture, has a sense of cultural awareness, and/or is motivated to explore his/her culture. Child has an identified support network to assist in exploring and/or identifying with his/her culture. OR Child is of an age where they are not aware of their culture; however, they have a support network that will cultivate the child’s sense of cultural identity.

B. Child identifies with his/her culture, has a sense of cultural awareness. Child shows some motivation to explore his/her culture. OR Child is of an age where they are not aware of their culture; however, their support network shows some motivation to cultivate the child’s sense of cultural identity.


C. Child does not identify with his/her culture, but does have a sense of cultural awareness.

Child does not have a support network to assist in exploring and/or identifying with his/her culture. OR Child is of an age where he/she is not aware of his/her culture, and the support network shows little motivation to cultivate the child’s sense of cultural identity.

D. Child does not identify with his/her culture, lacks a sense of cultural awareness, and expresses no motivation in exploring and/or identifying his/her culture. Child has minimal supports to assist with motivation, exploration, and/or identification of culture. OR Child is of an age where he/she is not aware of his/her culture, and the support network shows no motivation and/or support for cultivation of the child’s cultural identity.

Substance Awareness: The assessment of substance awareness is multi-dimensional. First, the assessment includes the child’s awareness of alcohol and drugs, and his/her own use. Second, for children who have experienced the negative impacts of parent/caregiver substance misuse within their home, the assessment includes their awareness of alcohol and drugs and treatment/recovery for their parent(s).

A. Child can voice the dangers of alcohol and drugs and the negative effects on daily life choices, and makes conscious decisions to refrain from use of drugs and alcohol. OR Child is aware of the effects of drugs and alcohol within the family dynamic, including treatment and recovery for their parent(s), and makes daily life choices to refrain from the use of drugs and alcohol. OR Child is of an age where it is not reasonable to understand any of the family dynamics related to drug and alcohol use within the family.

B. Child is somewhat aware of alcohol and drugs and their negative effects on daily life choices. Child has refrained from use of alcohol and drugs. OR Child is aware of the effects of drugs and alcohol with the family dynamic, and is aware of some basic information in regard to treatment and recovery for their parent(s).

C. Child is aware of alcohol and drugs. Child chooses to use alcohol on limited occasions. Alcohol use has not resulted in disruption to school and/or relationships. OR Child is partially aware of the effects of alcohol and drugs within the family dynamic, and has no information in regards to treatment and recovery for their parent(s).

D. Child uses drugs and/or alcohol on a regular basis and this has led to decreased school performance, disruption of social network, arrest, injury, or illness. OR Child is not aware of drugs or alcohol use within the family, including information regarding treatment and recovery for their parents.


Preparation for Adult Living Skill Development (applies only to children 13 and over). The child, according to age and ability, is gaining skills, education, work experience, long-term relationships and connections, income, housing, and other capacities necessary for functioning upon adulthood. Preparation also includes adolescent sexual health and awareness.

A. Child excels at developing long-term life skills, supportive relationships and connections. Child is motivated in his/her life skill development, and recognizes the significance of developing life skills. Child has an identified support network to assist in achieving life skill development. According to age and ability, child is developing necessary life skills for adult living.

B. Child is making adequate progress with developing long-term life skills, relationships and connections. Child displays motivation, but requires assistance with maintaining motivation. Child has a support network in place to assist in achieving life skill development and motivation. According to age and ability, child has gained adequate life skills for adult living.

C. Child is making less than adequate progress with developing life skills, long-term

supportive relationships and connections. Child is minimally engaged with life skill development, despite the level of support present. Child may or may not have a support network in place for life skill development. According to age and ability, child is beginning to gain life skill capacities that are not yet adequate.

D. Child is making very limited progress with developing life skills, long-term supportive

relationships and connections. OR Child is not aware of the need for developing life skills, long-term supportive relationships, and connections. Child may or may not have a support network in place for life skill development According to age and ability, child is not gaining necessary life skill capacities.


Emotion/Trauma

Slide Purpose:

1. To provide a visual for the child need of emotion/trauma.

Trainer Reference Material:

1. Child Strengths and Needs Reference Guide (Contained in Trainer Guide)

Trainer Note: 1. Trainers will utilize the child strengths and needs reference guide to

facilitate the debrief with participants. Exercise/Activity Debrief:

1. Begin debrief with review of child need for emotion and trauma.

2. Review slide points as you review the need of emotion and trauma

with participants.


3. Following the review of the strength and needs on the reference

guide, solicit volunteers from each group to share their examples

of how the strength and/or need could be or has been identified in

practice.

4. Validate examples of strengths/needs that are representative of the

child strength and need as defined in the reference guide.

5. Transition to next child strength/need.


Behavior

Slide Purpose:

1. To provide a visual for the child need of behavior.



Trainer Note: 1. Trainers will utilize the child strengths and needs reference guide

to facilitate debrief with participants.

Exercise/Activity Debrief:

1. Begin debrief with review of child need for behavior.

2. Review slide points as you review the need of behavior with

participants.





practice.






Slide Purpose:

1. To provide a visual for the child need of development/early

learning.




to facilitate the debrief with participants.

Exercise/Activity Debrief: 1. Begin debrief with review of child need for development/early

learning.


2. Remind participants that this strength and need only applies to

children 0-6.

3. Review slide points as you review the need of development/early

learning with participants.




practice.





Academic Status Slide Purpose:

1. To provide a visual for the child need of academic status.




to facilitate debrief with participants.


1. Begin debrief with review of child need for academic status

2. Remind participants that this strength and need applies to children

6-17.


3. Review slide points as you review the need of academic status with

participants.




practice.





Positive Peer/Adult Relationships

Slide Purpose:

1. To provide a visual for the child need of positive peer/adult

relationships.






1. Begin debrief with review of child need for positive peer/adult

relationships.


2. Review slide points as you review the need of positive peer/adult

relationships with participants.




practice.






Slide Purpose:

1. To provide a visual for the child need of family relationships.





Exercise/Activity Debrief: 1. Begin debrief with review of child need for family relationships.

2. Review slide points as you review the need of family relationships

with participants.





practice.





Physical Health

Slide Purpose:

1. To provide a visual for the child need of physical health.





Exercise/Activity Debrief: 1. Begin debrief with review of child need for physical health.

2. Review slide points as you review the need of physical health with

participants.





practice.





Cultural Identity

Slide Purpose:

1. To provide a visual for the child need of cultural identity.





Exercise/Activity Debrief: 1. Begin debrief with review of child need for cultural identity.

2. Review slide points as you review the need of cultural identity

with participants.





practice.





Substance Awareness Slide Purpose:

1. To provide a visual for the child need of substance awareness.



Trainer Note: 1. Trainers will need to utilize the child strengths and needs reference

guide to facilitate the debrief with participants.

Exercise/Activity Debrief: 1. Begin debrief with review of child need for substance awareness.

2. Review slide points as you review the need of substance awareness

with participants.





practice.





Preparation for Adult Living

Slide Purpose:

1. To provide a visual for the child need of preparation for adult

living.





Exercise/Activity Debrief: 1. Begin debrief with review of child need for preparation for adult

living.


2. Review slide points as you review the need of preparation for adult

living with participants.




practice.




Trainer Narrative:

1. Inquire of participants if they have any questions or comments

regarding the review and exercise addressing child strengths and

needs assessment.

2. Address any questions or concerns and transition to next slide,

introduction to Session 6.


Child Needs: Assessment and Scaling

Session 6 Time: 2 Hours Slide Purpose:


Trainer Narrative:

1. In Session 6, we will be discussing our assessment skills, as well as

the scaling criteria developed to measure progress when working

with families.

2. During the next two sessions, we will continue to build upon the

knowledge we have gained thus far in understanding child

development.



Information Collection: Drives Decision Making

Slide Purpose: 1. To illustrate the implications for information collection in driving

decision making.

Trainer Narrative: 1. The collection of information is the driving factor in our decision

making.

2. These are decisions regarding safety, the areas of needs for families,

and, in particular, the necessary interventions to address the needs of

children to ensure not only their safety, but also their permanence

and well-being.

3. We engage not only the family, but also friends, and external

resources. We review information from others, and make

observations.



Assessing: Caregiver Protective Capacity-CPI and CM

Slide Purpose:

1. To illustrate the differences in assessing child needs at CPI and

CM.

Trainer Narrative:

1. There are distinct differences between the CPI and Case Manager

assessments, during the assessment of families.

2. As our families move through the stages of change, we should

anticipate that their behavior would change, thus affecting their

demonstration of behavioral, cognitive, and emotional caregiver

protective capacities.

3. At CPI, we are often working with families that are in the pre-

contemplation stage of change.


4. Often the family is still in a state of crisis, while the CPI gathers

sufficient information to assess the danger threat and make the

decision that children are unsafe. During this time, the

identification of the child needs is limited in the context of

determining child-functioning and assessing to what degree needs

may or may not have been met.

5. The case manager is tasked with delving deeper into the

assessment to determine to what degree children needs are being

addressed or not addressed.

6. This is done through not only engaging families, but also through

the engagement of others that are familiar with the family, and,

more importantly, the observation of the family interaction.

7. Review slide points with the participants.

8. Emphasize that the assessment of the family is a continual process,

and that just because the CPI has identified an area of concern for

the child during their assessment, does not necessarily mean that

that need will be the same, and vice versa.

9. The assessment is based upon the Case Manager’s assessment and

also recognizes that families can and do change during this time.

10. The assessment is also based upon the ability of the case manager

to utilize his/her core assessment skills.



Skills and Competencies

Slide Purpose:

1. To link case manager strategies and skills for assessing caregiver

protective capacities.

Trainer Narrative:

1. Review the three core competencies/skills with participants.

2. Inquire of participants what each one means to them:

a. Engagement

i. What does engagement mean in practice?

ii. Validate examples of engagement in practice.

b. Observation

i. What does observation mean in practice?

ii. Validate examples of observation in practice.


c. Critical thinking

i. What does critical thinking mean in practice?

ii. Validate examples of critical thinking in practice.

3. Point out for participants that the arrows in the diagram are double-

sided.

a. This is to provide the visual that each of these

competencies is related, and that without utilizing all three,

information collection and our assessment would be

incomplete.

4. Inform participants that we will be exploring each competency

further.



Engagement: Utilization of Skills

Slide Purpose:

1. To describe engagement as a skill for assessing.

Trainer Narrative:

1. The competency of engagement is critical when working with

families.

2. There are various skills - techniques that, as case managers, we

often have to employ based upon the family with which we are

working.

3. Some core skills associated with engagement are:

a. Probing means that we often have to seek information

from our families that may require finding different ways to

ask different questions.


b. Probing is often associated with going beyond what is

said, which may require that we clarify information.

c. Clarifying information seeks to identify the meaning or

explanation of information.

d. This often requires that we have to reflect content, feeling

and, at times, the meaning of the information back to the

person we are assessing. An example is, “What I hear you

saying….is this right?”

e. Key to our ability to probe, clarify, and reflect is our ability

to be engaged and active in our listening.

f. Active listening requires remaining focused on the person

or situation we are assessing; being present.

g. All of these require that we are self-aware in our actions

and responses. Being mindful of being present, being

respectful, being open-minded.

4. Inform participants that the competencies are not new to us, but we

are taking the time to reflect on the critical nature of the

application of those skills to information collection.



Observation: Utilization of Skills

Slide Purpose:

1. To define observation in assessing.

Trainer Narrative:

1. Review slide points with participants.

2. Emphasize that the skill of observation utilizes a combination of

our senses:

a. Sight: What we see.

b. Hearing: What we hear.

c. Smell: What we smell—sometime what we do not want to

smell.


3. As we observe our families, we take information in—we analyze

that information, and we use our observations to inform our further

engagement with families.

4. Central to our assessment of children, especially young children,

are our observation skills.

5. Key considerations when observing children are how they respond

to, interact with and engage with others.

6. Remind participants that each skill is interrelated when assessing

families.

7. Inquire if there are any questions regarding observation.

8. Address any questions or comments.

9. Transition to the next slide.


Critical Thinking: Utilization of Skills

Slide Purpose:

1. To define critical thinking.

Trainer Narrative:

1. We have heard the term critical thinking consistently throughout

the implementation of the methodology.

2. You may have even heard that the methodology is a “thinking”

model. It is, indeed a “thinking” model.

3. Critical thinking, as defined by Scriven and Paul (1987):

a. Is the intellectually disciplined process of actively and

skillfully conceptualizing, applying, analyzing,

synthesizing, and/or evaluating information, gathered


from, or generated by, observation, experience, reflection,

reasoning, or communication.

4. There are four components to critical thinking:

5. Open-mindedness:

a. We should consider this first in our approach to engaging

with families.

b. What are our biases that may affect our open-mindedness?

c. What information do we have that may have led us to

preconceived notions?

d. Being open-minded means that we are open to all

possibilities based upon information; and

e. That we can conceive that there may be more than one

meaning to either observations that we encounter and/or

information we receive.

f. Think of it as the book or a movie, we contemplate and

anticipate various endings to the story as we read/watch.

6. Logic:

a. In considering logic, we take the information we receive and

contemplate the logical sequence or explanations based

upon that information.

b. We often apply rules of logic when we do this.

c. For example, watching a movie that is described as a

comedy probably will not equate to death and sadness. It is

logical to anticipate that the viewer will leave happy and

amused.

7. Analysis:

a. When we analyze information we are differentiating

information along the lines of relevance.

b. We are concluding what information is pertinent and what

information is not pertinent in regard to our assessment.


c. Think of this in regard to our Family Functioning

Assessments; what is relevant and what is not relevant to

conclude that a child is or is not safe?

8. Applying Reason:

a. As Child Welfare Experts, we have a plethora of

knowledge regarding child development, family conditions,

societal norms, law, policy, procedure, etc.

b. All of our knowledge and expertise informs our ability to

reason.

c. We take into account what we know across a variety of

topics/areas to determine the meaning of information.

d. For example, a mother who has blood-shot eyes, slurred

speech, and drug paraphernalia in her possession, and has a

history of substance abuse, is most likely not suffering from

an allergy attack.

e. Here we have taken our knowledge of substance use, what

we know of the physical symptoms of a person under the

influence, and what we know of the person, and applied

both logic and reason to draw our conclusion regarding the

current status of the parent.

9. All four components of critical thinking are engaged when we use

this skill.

10. How we engage with families, the focus of our observations, the

questions we ask, are all derived from the utilization of our critical

thinking.

11. We logically link questions to information collection, based upon

responses from parents and our observations; we analyze

information to determine what is relevant to support our

conclusion regarding the child’s needs

12. We also use this information to formulate how we will engage with

parents regarding how to address the child’s needs.


13. Inquire of participants if they have any questions or comments

regarding critical thinking.

14. Clarify any questions or comments and then inform participants

that, as we have done with the past two skills, we will spend some

time practicing observation and critical thinking as a skill.



Practice: Observation as Assessing Slide Purpose:

1. To provide instructions for the practice exercise of assessing and

scaling child strengths and needs.

Trainer Note:

1. This activity requires that you load the video located at:

https://www.youtube.com/watch?v=TzDdVh_3ylY&index=8&list

=PLRLqU5ggDf1A_Rv0OwNAFOfm1WPOrUe7l

2. The link is also located on the PPT under the notes section.

Exercise/Activity Instructions: 1. We will be practicing our assessment, which includes our

observational skills.

2. Inform participants that this is a large group activity.

https://www.youtube.com/watch?v=TzDdVh_3ylY&index=8&list=PLRLqU5ggDf1A_Rv0OwNAFOfm1WPOrUe7l

https://www.youtube.com/watch?v=TzDdVh_3ylY&index=8&list=PLRLqU5ggDf1A_Rv0OwNAFOfm1WPOrUe7l


3. We will be viewing a video of three children that are six years old.

4. Although the video is dated, it demonstrates some key areas of

development that we have discussed thus far in the training.

5. You should take notes regarding your observations of the

children’s interactions.

6. The children did not know that they were being videotaped at the

time.


Activity Report Out

Slide Purpose:

1. To provide a visual for the activity report out.

Trainer Narrative:

1. Begin debrief inquiring of participants their impressions of the

interaction between the three children.

2. What did they notice about how the children were interacting?

3. What were some indicators of development for the school-age

child that we saw being demonstrated here?

4. Engage participants in open conversation regarding their

observations of the children.

5. Conclude the exercise with identifying for participants the

utilization of both our observation skills and critical thinking—our


debrief was an exercise in critical thinking about the behaviors and

interaction of the three young children.


Trainer Note:

1. Responses should be sought that are reflected of the development

of a six year old: Complex fine and gross motor skill development;

language as a form of communication to express self;

communication that is reciprocal; discrimination of behavior and

intent; considering the needs and feelings of others; rule

identification; cause and effect relationships; development of self-

control and awareness.

2. Notice the one girl who says, “I’m telling,” resulting in the

awareness of rules and intent. The boy with the ice cream cone

looks to the other boy for consideration of his feelings; he

recognizes that if he gives the girl some, then he has to give the

boy some, too; this is an awareness of cause and effect.

3. We also see that the communication between the three of them is

purposeful, rather than random talk.


Scaling of Child Needs: Purpose

Slide Purpose:

1. To provide a visual for the purpose of scaling child needs.

Trainer Narrative:

1. We have discussed the focus of assessing child needs - to ensure

that children have safety, to establish permanency, and to ensure

that their overall well-being is being addressed when involved with

child welfare.

2. Similar to how we view caregiver protective capacities, we first

have to understand what the child’s need is, and to what degree

assistance is needed to address the child’s overall well-being.


3. Each of the child’s strengths and needs are focused on ensuring

their physical, cognitive, emotional, and social development is

being achieved.

4. This aligns with the domains of child development that we learned

about yesterday.

5. Scaling of the child needs was part of the development of the

hybrid methodology.

6. The concept that child needs are often not simply yes or no, but

rather a process of development.

7. The focus on the scaling is twofold:

a. The need/strength itself, AND

b. The parent/caregivers attention to the need.



Scaling: Child Needs-Needs Met

Slide Purpose:

1. To provide a visual for scaling of child needs.

Trainer Narrative:

1. The scaling is built upon four scales with an A rating being the

highest functioning, and the D rating being the most impaired.

2. Review scaling points with participants using the first slide as a

reference.

3. Refer participants to their Child Strengths and Needs Reference

Guides for familiarization with the scales that are contained for

each child strength and need.

4. Emphasize the need to utilize the reference guide definitions as

part of the assessment process.

5. Child’s Strengths would be characterized as those that receive an A

or B rating.

6. Those areas would not typically be addressed on the child’s case

plan; these areas of development are being addressed and/or

functioning.


8. Child’s Needs would be characterized as those that receive a C or

D rating.


9. Those areas would be seen on the child’s case plan, and may also

be reflected in the parent’s case plan, as they often are related to a

parent’s diminished caregiver protective capacities.


Trainer Narrative:

1. Inquire if there are any questions regarding the scaling.

2. Inform participants that we will be practicing the scaling of child

needs, using our critical thinking skills.



Practice: Assessing Child Strengths and Needs

Slide Purpose:

1. To provide instructions for the practice exercise of assessing and

scaling child strengths and needs.

Exercise/Activity Handout:

1. Child Strengths and Needs Reference Guide (Participants

should have the guide with them.)

2. Croft CPI Family Functioning Assessment - Loose Handout

3. Croft Ongoing Family Functioning Assessment - Loose

Handout

4. Practice Exercise Worksheet - Located in the Participant’s

Guide, pages 79-82.


Exercise/Activity Instructions:

1. We will be practicing our assessment, which includes our critical

thinking, when determining the scaling of the child strengths and

needs for the Croft children.

2. Inform participants that we will be working in groups of four (4).

3. This is a group exercise, and we will be working together to

achieve the outcome of assessing and scaling child strengths and

needs for the Croft children.

4. Review the activity worksheet with participants, including the

instructions for the activity.

Trainer Note:

1. Explain to participants that the scaling that is identified is NOT

accurate on the Ongoing FFA. This form was generated as part of

the paper tools for implementation and the automatic default is to

A.


Instructions for Identifying Child Strengths and Needs

Purpose: The purpose of this exercise is to provide an opportunity for participants to practice assessing and scaling child strengths and needs in relation to information collection. Materials Needed:

• Child Strengths and Needs Reference Guide • Croft Case Study: CPI and Ongoing FFA

Instructions:

1. Working within your groups, you will review the CPI FFA and the Ongoing Family Functioning Assessment for the Croft Family.

2. Following the group review of the Ongoing Family Functioning Assessment, the group will review the child strengths and needs for each of the Croft Children, and record their analysis and decisions on the attached worksheet.

3. Groups will need to identify a reporter for group debrief.


TRAINER VERSION Assessing Child Strengths and Needs

Mackenzie Thomas Strength/Need Scaling Information to Justify Scaling Emotion/Trauma B While angry and frustrated with the current circumstances

with both her parents, the anger and frustration are not to a degree that it is inhibiting her ability to engage with others, form friendships, or affecting her educational milestones.

Behavior A She is able to display empathy, in particular with her brother. Her school performance, while educationally struggling, is not affecting sociability; she is characterized as a good child.


A Not applicable due to her age.

Academic Status D This is an area where we see that neglect has affected Mackenzie significantly. She struggles with basic concepts due to missing school and not having support at home. Educationally, she has not been receiving the support she needs to achieve her educational milestones.

Physical Health A Despite her teeth needing attention, overall she is in good physical health. There are no reported concerns, and she does not display any indicators that she has medical conditions that are being untreated.


C Anger and aversion towards her parents, as well as taking the role of caretaker are both considered for this area. Mackenzie has been the caretaker to her sibling, and she exhibits resentment, anger, and frustration with her parents.

Peer/Adult Relationships

B Area of strength when relationships are not contained in the household, such as with her parents. Based upon her age, she is forming friendships, engaging in social activities through school, and does not display an area of concern in regard to her ability to engage and interact with others.

Cultural Identity B Based upon her age, this is an area where we would rely on the parent’s information to inform how the cultural development of the child will be shaped. Due to both her parents still being engaged, as well as relatives that are supportive, there is the ability to address cultural identity.

Substance Awareness

B Aware of the effects of drugs, in particular in regard to her mother. Is aware of treatment and the potential for treatment as a means for her mother to get help.

Life Skills Development

A Not applicable to Mackenzie due to her age.


Micah Thomas Strength/Need Scaling Information to Justify Scaling Emotion/Trauma B Periods of time where emotions for Micah are heightened

are surrounding the evening time and his separation anxiety with Mackenzie. Other than these periods of time, he is not inhibited in his ability to function as a result of trauma.

Behavior B Overall his behavior is manageable and does not present as unmanageable. Child will seek out caregivers for validation.


B May be some developmental delays, notably due to neglect, such as potty training and social skill development; however, needs are being addressed through current caregiver and social skills development and potty training.

Academic Status A Not applicable due to his age. Physical Health A Despite being exposed to drug manufacturing, overall

health for Micah is good. A medical provider has been established through current caregiver and there is an established plan for continued medical coverage.


B Micah’s bonding is in relation to Mackenzie, primarily. He views her as his caregiver and exhibits his comfort with Mackenzie rather than others in the home. Mackenzie is his safety and security.

Peer/Adult Relationships

C This is an area of need for Micah as he has limited social skills when interacting with children his own age. He will seek out adults, rather than engage in play with his peers. Absence of parallel play, as well as interactive play, are exhibited.

Cultural Identity B Based upon his age, this is an area where we would rely on the parent’s information to inform how the cultural development of the child will be shaped. Due to both his parents still being engaged, as well as relatives that are supportive, there is the ability to address cultural identity.

Substance Awareness

A This is due to his age.

Life Skills Development

A Not applicable to Micah due to his age.


Activity Report Out

Slide Purpose:

1. To provide a visual for the activity report out.

Trainer Note:

1. Use the trainer versions of Croft Case Study (CPI FFA and

Ongoing FFA) and worksheet for facilitating debrief.

Trainer Narrative:

1. Begin debrief using the trainer worksheet.

2. Proceed through each child strength and need, requesting a

volunteer from each group to share their findings and their

justification regarding the scaling determination.

3. Provide feedback to groups during the group debrief.


4. Clarify any points that may be missed or about which participants

are unclear.

5. Encourage groups to ask questions and to analyze the child

strengths/need and associated scaling.

6. Conclude debrief by informing participants that we will be

continuing our practice of assessing information by applying our

training to the cases that they brought with them.



Practice: Applying Concepts to Practice Session 7 Time: 90 Minutes

Slide Purpose: 1. To provide participants an opportunity to practice applying concepts.

Exercise Materials/References:

1. Ongoing Family Functioning Assessment: Participant brought

to training with them.

2. Instructions and Worksheet-located in Participant Guide on

pages 85-88.

3. Child Strengths and Needs Reference Guide (Brought to training

by participant.)


Exercise Instructions: 1. Remind participants that we completed this activity today with the

Croft Family.

2. Now we are applying assessing and scaling to our own practice.

3. Refer participants to the worksheet located in their Participant’s

Guide for the first part of the exercise.

4. Working in pairs, you will complete the exercise for both cases.

This will require that you review each other’s Ongoing FFA’s as

part of the exercise.

5. Review Instructions for exercise with participants:

a. Review the Ongoing Family Functioning Assessment.

b. Identify information that supports the identified child

strengths and needs.

c. Identify the scaling for each child strength and need:

i. If you are unable to determine a scaling for a

strength/need, identify what information is missing,

and what strategy would be used to gather the

necessary information.

ii. For completed scaling of child strengths/needs,

update/revise the scaling based upon your analysis

of the information, and your discussion with you

partner, if necessary.

6. The group will have 90 minutes to complete the exercise for both

cases.

7. Inform participants that the trainer will be available to each group

to assist in the exercise.

8. Inquire if there are any questions regarding the exercise.


Instructions for Assessing and Scaling Child Strengths and Needs

Purpose: The purpose of this exercise is to provide an opportunity for participants to practice assessing and scaling child strengths and needs based upon information collection. Materials Needed:

• Child Strength and Needs Reference Guide • Ongoing Family Functioning Assessment: Assigned Family • Exercise Worksheet - Located in the Participant’s Guide, pages 85-88.

Instructions:

1. Working in pairs, you will review both of the Ongoing Family Functioning Assessments brought to training.

2. The worksheet illustrates examples of both child strength and needs that are either supported or that you may feel you still need information about, in order to make a scaling determination.

3. During the exercise you should identify a minimum of three (3) child strengths/needs that are supported, and, if applicable, one that is not supported, and identify the focus of information collection needed to complete the scaling.

4. When the pair has concluded the exercise worksheet for the first case, proceed to the second case.

a. The pair will need to identify a reporter for the large group report out.


Child Strength and Need Assessment and Scaling Worksheet

When reviewing the Ongoing Family Functioning Assessment, each participant should be considering: • Information that supports the child strengths and needs.

Example: Child Strength/Need Information to

Support Scaling OR Information needed to Complete Child Needs Scaling

Scaling of Child Strengths and Needs

New Scaling Decision

Preparation for adult living

Youth is 15 years old and information is missing regarding this area of functioning. Child is enrolled in school, but with unclear attendance. Will need to engage youth and caregiver regarding what strategies have been used to prepare youth for adult living.

B Unable to Scale due to lack of information


Child/Youth: Child Strength/Need Information to

Support Scaling OR Information needed (Include Plan)

Scaling New Scaling Decision


Youth/Child: Child Strength/Need Information to

Support Scaling or Information Needed (Include Plan)

Scaling New Scaling Decision


Activity Report Out

Slide Purpose:

1. To provide a breaking point for exercise debrief and report out.


1. Conduct debrief through engaging the participants in reflection of

the exercise.

a. What were some insights that participants had

regarding information collection and the identified child

strengths and needs?

i. Were there any examples where people felt that

they might need more information?

ii. If so, what did they find was missing in their

information collection?


2. Solicit volunteers to share their identified child strengths and needs

scaling.

a. What was the rationale for the scaling? If they changed

the scaling, what was the rationale for the change?

3. Conclude debrief by seeking feedback from the participants

regarding the exercise and how they envision applying these

concepts to working with their families in the future.

4. Allow participants to share their feedback.

5. Inform participants that this concludes the training. Before we end

for the day, however, we will be completing our post-test

assessment, and we ask that participants complete the training

evaluation.



Baseline Knowledge Assessment and Training Evaluation

30 Minutes

Slide Purpose:

1. To provide a rationale for Post-test and Evaluation.

Trainer Note:

1. Provide both the evaluation and post-test at the same time, to allow

for participants to complete both, before dismissing the class.

2. Do not dismiss the class until after the post-test and the evaluation

are completed.

Trainer Narrative:

1. The curriculum objectives are to enhance professional growth and

development of child welfare staff, and increasing competence,

confidence, and expertise surrounding assessing and scaling child

strengths and needs.

2. Inform participants that this is not a test but, rather, a gauge of

their knowledge base, post-training delivery.

3. The assessment will be used to inform further assistance and staff

development activities, at a global and individual level for

participants.


Activity/Exercise:

1. Hand out the competency post-test assessment for participants.

a. Loose Handout.

2. Handout the training evaluation.

a. Loose Handout

3. Allow participants 20 minutes to complete the worksheet and

evaluation.

4. Have participant’s hand in their worksheets to the facilitator.

5. Transition to closing slide.

6. Thank participants for their time and attention over the last two

days, and dismiss the participants.


Thank you for your time and attention!

Trainer Note:

1. Per the contract requirements, the following will need to be

completed:

a. All sign in sheets need to be scanned and emailed to the

Region Contact and OCW Contract Managers.

b. All training evaluations need to be scanned and emailed to

the Region Contact and OCW Contract Managers.

NOTE: Trainer Post-test and survey follow.


TRAINER VERSION – Assessing and Scaling Child Needs: Case Management Post-test

Name: ________________________

1. What are the ongoing family functioning intervention stages? ____ A) There are no intervention stages in ongoing case management. ____ B) Exploration and Case Planning. ____ C) Introduction, Exploration, Case Planning, and Progress Evaluation. ____ D) Preparation, Introduction, Exploration, and Case Planning. ____ E) Case Planning and Progress Evaluation.

2. Child needs are related to what areas of child welfare? ____ A) Safety ____ B) Well-Being ____ C) Case Plan Compliance ____ D) Permanency ____ E) Safety, Well-Being and Permanency 3. What is the primary basis for ongoing case management intervention? ____ A) The parents want services. ____ B) Parents’ protective capacities are diminished and help is needed. ____ C) Children are unsafe due to impending danger and diminished protective

capacities. ____ D) A and B ____ E) B and C 4. The four ages and stages of child development are: ____ A) Birth, Baby, Child, Teen. ____ B) Baby, Pre-school, Pre-Teen, Teen. ____ C) Birth to 3, Pre-School, School Age, Adolescence. ____ D) Birth, School, Teen, Adult. ____ E) None of the above. 5. The three developmental domains for children are: ____ A) Cognitive, Physical, and Emotional. ____ B) Education, Learning, and Play. ____ C) Ages, Stages, and Development.


____ D) Heredity, Environment, and Cognition. ____ E) None of the above. 6. The following are all examples of Child Needs, as defined by Florida Safety

Methodology, except:

____ A) Academic Status. ____ B) Substance Awareness. ____ C) Physical Health. ____ D) Behavior. ____ E) All are examples of child needs. 7. Assessing is: ___ A) Timely. ___ B) A one-time occurrence to complete the Ongoing Family Functioning Assessment. ___ C) Continual and dynamic. ___ D) Record based information collection. ___ E) Completed without the family. 8. Getting information about objects, events, moves, attitudes and phenomena using one or

more senses is: ___ A) Being alert. ___ B) Asking a lot of questions. ___ C) An essential skill Case Managers. ___ D) Observation. ___ E) C and D 9. Scaling of child needs is based upon: ___ A) Not sure what the scaling is based upon. ___ B) A determination of degree of functioning from limited to extensive and the

consideration of the parent/caregiver meeting the child’s needs. ___ C) Compliance. ___ D) We don’t scale the child needs. ___ E) None of the above. 10. All C/D child need ratings are optional to address during case management. ___ True ___ False


Florida Safety Methodology Training Workshops Evaluation Survey Contract #LJ 949

TRAINING DATE: _______________ REGION/CIRCUIT: _____________________ TRAINER’S NAME: _____________________________________ WORKSHOP TITLE: Assessing and Scaling Child Needs: Case Management Please respond to each question using the following scale:

1 =Strongly Disagree 2 = Disagree 3 = Unsure/Neutral 4 = Agree 5 = Strongly Agree Please circle the number that most appropriately answers the following questions regarding the TRAINER’S presentation: 1. The quality of the presentation was good.

1 2 3 4 5 2. Participation was encouraged.

1 2 3 4 5 3. The trainer used various tools to match various learning styles (exercises, PowerPoint, lecture, multimedia,

etc.). 1 2 3 4 5

4. The trainer was knowledgeable about both the Florida Safety Methodology and child welfare systems.

1 2 3 4 5 5. Overall, I was satisfied with the trainer’s performance.

1 2 3 4 5 Additional Comments: Please circle the number that most appropriately answers the following questions regarding the evaluation of the TRAINING CONTENT: 1. I have a clear understanding of the information presented.

1 2 3 4 5 2. The information presented was useful to my work.

1 2 3 4 5 3. The information presented was well organized.

1 2 3 4 5 4. I understand the components of this concept of the Florida Safety Methodology.

1 2 3 4 5 5. I learned specific practice skills as a result of this training workshop.

1 2 3 4 5 6. Overall, I was satisfied with the curriculum contents.

1 2 3 4 5 Additional Comments:

assessing and scaling child needs: case …centerforchildwelfare.fmhi.usf.edu/preservice...assessing...

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