Indentify age-appropriate behavior for children from birth through adolescence: These are discussed and reviewed in the online advocacy course.

Name the behavioral signs of attachment and lack of attachment in children.

Describe the concept of resiliency and identify protective factors

Recognize typical reactions of children and their parents to separation and loss.

Articulate a child’s need for permanence Recognize psychological issues that affect children and

identify indicators that a child might need professional assessment

Describe educational challenges faced by children in foster care

*Obtain a basic understanding of the TAL program (Utah Specific)

Abraham Harold Maslow was an American psychologist who was best known for creating Maslow's hierarchy of needs, a theory of psychological health predicated on fulfilling innate human needs in priority, culminating in self-actualization.

Maslow believed there are five categories of needs that all people have, and that these needs

have to be met in sequence from the first level on up.

Keep the child’s needs clearly in mind. The child’s needs are paramount.

Healthy growth and development depend on adequately meeting basic needs.

Children’s needs depend on their age, stage of development, attachment to their family/caregivers and what is happening around them.

One role of a CASA volunteer is to identify the child’s unmet needs and to advocate for those needs to be met.

› Is the child attending Court ordered therapy?

› How is the child doing in school?› How is the child doing in his placement?

There is a wide range of typical behavior. At any particular age 25% of children will not exhibit the behavior or skill, 50% will show it and 25% will have already mastered it.

Some behaviors may be typical in the sense of predictable responses to trauma, including the trauma of separation as well as abuse and neglect.

Prenatal and postnatal influences may alter development.

Other factors including culture, current trends, and values, also influence what is defined as typical. Why is this important?

Attachment is an enduring emotional and psychological connection between two people. Attachment refers to a strong, enduring bond of trust that develops between a child and the person(s) he/she interacts with most frequently. It develops intensely throughout the first three years of life. After age 3 children can still learn to attach but it is more difficult.

http://www.youtube.com/watch?v=kwxjfuPlArY

http://www.youtube.com/watch?v=rsRsmEDuqy8

Signs and symptoms in babies may include: Withdrawn, sad and listless appearance Failure to smile Lack of the normal tendency to follow others in the room

with the eyes Failure to reach out when picked up No interest in playing peekaboo or other interactive games No interest in playing with toys Engaging in self-soothing behavior, such as rocking or self-

stroking Calm when left alone

Signs and symptoms in toddlers, older children and adolescents may include:

Withdrawing from others Avoiding or dismissing comforting comments or gestures Acting aggressively toward peers Watching others closely but not engaging in social

interaction Failing to ask for support or assistance Obvious and consistent awkwardness or discomfort Masking feelings of anger or distress Alcohol or drug abuse in adolescents

As children with reactive attachment disorder grow older, they may develop either inhibited or disinhibited behavior patterns. While some children have signs and symptoms of just one type of behavior, many exhibit both types.

Inhibited behavior. Children with inhibited behavior shun relationships and attachments to virtually everyone. This may happen when a baby never has the chance to develop an attachment to any caregiver.

Disinhibited behavior. Children with disinhibited behavior seek attention from virtually everyone, including strangers. This may happen when a baby has multiple caregivers or frequent changes in caregivers. Children with this type of reactive attachment disorder may frequently ask for help doing tasks, have inappropriately childish behavior or appear anxious.

Have you known a resilient person? Please share.

Resiliency theory suggests that certain children (and adults) have qualities of personality, family relationships, outlooks, and skills that allow them to rise above enormous hardship.

Discuss Risk and Protective Factors. Choose a Protective Factor and share with the group how you, as a CASA program advocate can strengthen this protective factor.

How do children feel about being “taken away?”

http://www.youtube.com/watch?v=dn3lWob9u7I

The feelings of anxiety become so intense that these feelings interfere with the child’s ability to participate in daily activities.

Recurrent excessive distress when separation from home or caretakers occurs or anticipated

Persistent and chronic worry about loosing caretaker

Persistent worry that an event will lead to separation (getting lost, kidnapped)

Reluctance to go to school, friend’s house, etc.

Clinging, shadowing Fear of being alone Fear of

sleep/nightmares Physical symptoms Enuresis (wetting) &

encopresis (soiling)

Discuss “A Parent’s Feelings about the Separation Experience” V6-19” Share each stage: Denial, Anger, Sadness, Acceptance

Think about the issues addressed so far: children’s needs and development, attachment, resilience, and separation.

What does it mean? http://www.youtube.com/watch?

v=nb_xGcttdIk

Reunification (Return to Parent) Adoption by relative or non-relative

(Parental Rights Terminated) Placement and Custody or

Guardianship with Relatives Individualized Permanency (Aging

Out)

What is concurrent planning?

Youth feel empowered when they have a voice in panning for their future.

“Youth who exit out-of-home care will live successfully as adults” is the vision of Child and Family Services. Transition to Adult Living (TAL) services will be provided to youth 14 years and older to meet the challenges of transitioning to adulthood in accordance with Federal Chafee Foster Care Independence Program requirements [42 USC 677 (b)(2)].

TAL services are to be provided to all youth in Child and Family Services custody who are 14 years and older in accordance to an assessment of their individual strengths and needs. Youth will be offered TAL services regardless of permanency goal.

Assessments› Casey Life Skills Assessment› Child and Adolescent Needs & Strengths (CANS)› National Youth in Transition Database Survey

Additional Needs

Academic Support, Education Financial Assistance, Employment Programs or Vocational Training, Mentoring, Post-Secondary Education Support, Room and Board Financial Assistance, Other Financial Assistance

5 TAL Focus Areas

Designed to assess a youth’s skill level in 8 domains› Work and Study Skills› Work Life› Career Planning› Housing and Money Management› Daily Living and Home Life› Self Care› Communication› Social Relationships

www.caseylifeskills.org

Designed to assess a youth’s strengths and needs in 8 domains› Strengths› Child Risk Behaviors› Caregiver Strengths & Needs› Life Domain Functioning› School› Acculturation› Behavioral/Emotional Needs› Developmental Needs

http://praedfoundation.org

Two-fold› Collects data for federal government when youth are 17, 19,& 21. Out

comes of surveys directly correlates with Chafee dollars states receive› Helps Assess areas where youth needs improvement

7 Domains› Academic Support› Post Secondary Educational Supports› Career Preparation› Budget & Financial Management› Housing Education/Home Management Training› Health Education/Risk Prevention› Family Support/Healthy Marriage Education

https://nytdcommunity.acf.hhs.gov/

5 Domains that incorporate › Casey Life Skills› CANS› NYTD

Work/Career Planning and Education Housing and Money Management Home Life/Daily Living Self Care/Health Education Communication/Social

Relationships/Family & Marriage

Region Classes Youth in foster care

eligible for stipend when course is complete

9 week course Any youth with an

open case can participate

Youth should be at least 17 and a senior in high school

Preference will be given to youth who are in care preparing to age out

May not be the best place to learn skills

College or Technical Education› Eligibility determined by

Department of Workforce Services WIA program

› Up to $3,000 a year to pay for education

› Can increase to $5,000 with approval

Scholarship for youth who exit foster care› Specific requirements for youth› Youth can apply up till their 26th

birthday› Can be used on anything to help

youth complete their education› Can be used at a technical college

1. Services are not a substitute for a family. It’s not Either/Or

2. Transition to Adult Living is not a program: it is services for youth

There were1123 youth in Foster care 14 and older-fiscal year 2012

› Nearly half of all youth in care are TAL youth

467 have been in care 24 months or more

› Average length of stay 53 Months

Total SCF - 55% Total Youth 621

Total SCF – 45% Total Youth 499

53% have a primary goal of Individualized Permanency

21% have a concurrent goal of Individualized Permanency

Which means that 74% have a Primary or Concurrent goal to “Age Out” of Foster Care.

Let’s Watch http://www.youtube.com/watch?

v=3dWYIrLOgv4

More likely to live in the least “Family-Like” settings

Many have a “Goal” of “Emancipation”

More than 28,000 do emancipate each year

From AFCARS Data, and studies by Courtney, Wulczyn, Casey

12-22% become homeless from day one

Less likely to be employed

37% had not finished high school

1.8% completed a bachelors degree

From AFCARS Data, and studies by Courtney, Wulczyn, Casey

Poverty level incomes

More likely to have children outside of marriage

Post Traumatic Stress rates that are double the rate of war veterans

From AFCARS Data, and studies by Courtney, Wulczyn, Casey

Serious untreated health conditions

Higher rate of becoming victims of crime or engaging in criminal activity- › over 270,000 American prisoners

were once in foster careFrom AFCARS Data, and studies by Courtney Wulczyn, Casey

Please list three items that you have learned from our discussion of this chapter that you find most meaningful to you. You will be asked to share one with the class.

https://www.youtube.com/watch?v=sr1uS8KZbto

Name the basic elements of effective communication

Recognize that communication patterns differ across cultures

Recognize ways to resolve conflict Learn to establish rapport and trust Discover ways to validate and support

children Review Confidentiality

Respect Esteem or admiration

Credibility Believable or reliable

Make a list of way people communicate

What are your strengths? What areas might need improvement? What would be your plan to improve?

Verbal Communication Non Verbal Communication Feelings Which is the hardest to observe? Why is it important to be congruent

with all three?

Let’s Watch https://www.youtube.com/watch?

v=UTE0G9amZNk

Introduction as a CASA

What is it? “A perception that desired outcomes

are mutually exclusive.” What should I do as a CASA volunteer:

parents, caseworker, GAL, child?

Let’s watch Jose’s Story

A relationship is built on a sincere interest in the child as a person as well as the child’s well being

It takes time and energy Involves actively listening to the child’s

words and observation of non-verbal cues Requires honesty in all communication with

the child Is developed for the benefit of the child, not

the adult

Excerpts from Interviewing the Child Client

https://www.youtube.com/watch?v=OYLWkVHvgOM

Rapport building is a crucial phase because it lays the foundation for what is to follow

It facilitates and emotional connection Develop a style of how you introduce

yourself Use open ended questions Assess child’s body language and affect

Always introduce yourself to the child first

Let the child know what you do in terms they can understand

Get down on the child’s level Never raise your voice Don’t make promises about things you

have no control over or can’t keep.

Evaluate child’s language and speech Adapt your language and vocabulary to

fit the child’s (See handouts: Developmental

Considerations When Interviewing Children & The Development of Children’s Language)

Best Intro: Tell me why…we are together to talk today…you came to talk to me…you are here in this house.

Best Rapport Building: Tell me something you like to do. Oh, you like to ________. Tell me more about that. You said_____,tell me more about that.

Note-taking: I’m going to write down what you tell me so I can remember. Nod and verbals to show attention

Best Lead In: I heard from someone that something happened to _____tell me what happened.

Silence: Do not break silence. If you need to, after a minute or so, just repeat the same statement.

Best follow up: You said _______. Tell me more about that. What happened next?

(Tom Lyon is a professor of law and psychology at USC College of Law

Acknowledge and validate the realities of their situation and/or their pain (feelings of sadness, hurt, fear, grief) without judgment:

Ask: What was one of the saddest times for you? What kept you going? What keeps you going now?

Acknowledge their positive choices and actions (focus on specifics)

What exactly did you do? Whom did you talk to? What exactly did you say? Where did you go? Where did you get the idea to do what you did? How did you do that? How does that feel that you….? You must be so proud of yourself for…!

What is confidentiality as it applies to a CASA’s role?

No information may be given out except by express request from the Utah Office of Guardian Ad Litem & CASA.

Confidentiality Dilemmas

Please list three items that you have learned from our discussion of this chapter that you find most meaningful to you. You will be asked to share one with the class.

https://www.youtube.com/watch?v=SzGXyzP_CBw

https://www.youtube.com/watch?v=S2MSqL_bypA

https://www.youtube.com/watch?v=T1X_lh_Vouc