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Concurrent Planning:Concurrent Planning:Multiple Pathways to PermanenceMultiple Pathways to Permanence

Version 2.0, 2010Version 2.0, 2010Module AModule A

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Goals for the TrainingGoals for the Training

In this training we will cover:In this training we will cover:

Essentials of Concurrent PlanningEssentials of Concurrent Planning

Values in Concurrent PlanningValues in Concurrent Planning

Collaboration toward PermanencyCollaboration toward Permanency

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DefinitionsDefinitions

Concurrent planningConcurrent planning

Permanency outcomesPermanency outcomes

Emotional vs. Legal PermanencyEmotional vs. Legal Permanency

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Concurrent Planning ValuesConcurrent Planning Values

Every child deserves permanency.Every child deserves permanency.

Requires emotional risks.Requires emotional risks.

Foster placement as a service, not an Foster placement as a service, not an outcome.outcome.

Requires collaboration.Requires collaboration.

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Learning ObjectivesLearning Objectives

Knowledge:Knowledge: Define Concurrent Planning and PermanenceDefine Concurrent Planning and Permanence Identify the emotional, developmental effects of separationIdentify the emotional, developmental effects of separation Recognize best practice modelsRecognize best practice models

ValuesValues Permanency as best outcomePermanency as best outcome Concurrent planning as a method for timely permanencyConcurrent planning as a method for timely permanency Ongoing concurrent planningOngoing concurrent planning Emotional/relational permanency, pre-existing attachmentsEmotional/relational permanency, pre-existing attachments Child-, youth-, and family-centeredChild-, youth-, and family-centered

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DataData

Retrieved from the Center for Social Retrieved from the Center for Social Services Research at the UC BerkeleyServices Research at the UC Berkeley

http://http://cssr.berkeley.edu/ucb_childwelfarecssr.berkeley.edu/ucb_childwelfare//

Part of the effort to improve outcomes for Part of the effort to improve outcomes for children and families in the Child Welfare children and families in the Child Welfare SystemSystem

77

66%

33%

1%

Foster Home, Group Home, Other

Kinship Care

Unspecified

Placement DataPlacement Data

In California on July 1, 2009…In California on July 1, 2009… 59,686 children & youth were in child welfare 59,686 children & youth were in child welfare

supervised foster care.supervised foster care.

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Placement DataPlacement Data

Number of placements for children & youth who remain in foster care for

more than 24 months

23%

77%

1 placement

2 or more placements

65%65% of those who of those who enter and stay at least enter and stay at least five days in placement five days in placement are still in out-of-home are still in out-of-home care one year later.care one year later.

25%25% of those who of those who enter foster care enter foster care remain in care longer remain in care longer than 24 months.than 24 months.

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Placement DataPlacement Data

430

502516

350

400

450

500

550

Days

Median Length of Time in Placement (CA, 2006)

All Children

African American Children

Native American Children

60% of youth who age out of the system at age 60% of youth who age out of the system at age 18 were in care for 3 years or longer.18 were in care for 3 years or longer.

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DiscussionDiscussion

What do you see as your role in improving What do you see as your role in improving outcomes for children and youth, given the outcomes for children and youth, given the issues that were presented in the video issues that were presented in the video and the data?and the data?

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Attachment TheoryAttachment Theory Attachment status sets stage for developing autonomy.Attachment status sets stage for developing autonomy.

Attachment deficits lead to:Attachment deficits lead to: Separation anxietySeparation anxiety Inability to meet developmental challengesInability to meet developmental challenges Re-experiencing of rage from early lossesRe-experiencing of rage from early losses

Attachment helps the child to:Attachment helps the child to: Attain full intellectual potentialAttain full intellectual potential Develop a conscienceDevelop a conscience Trust othersTrust others Increase self-reliance and feelings of self worthIncrease self-reliance and feelings of self worth Cope with stress, frustration and jealousyCope with stress, frustration and jealousy Overcome common fears and worriesOvercome common fears and worries

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Separation and PlacementSeparation and Placement

InfantsInfants

Cognitive limitationsCognitive limitations

Become extremely distressed by:Become extremely distressed by:• changes in the environmentchanges in the environment• the absence of trusted caregiversthe absence of trusted caregivers

Experience the absence of caregivers Experience the absence of caregivers as immediate, total, and completeas immediate, total, and complete

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Separation and PlacementSeparation and Placement

PreschoolersPreschoolers

Immature conception of timeImmature conception of time

Assumption that parents will not returnAssumption that parents will not return

Damages self esteem and increases anxietyDamages self esteem and increases anxiety

Feelings of helplessness and loss of control Feelings of helplessness and loss of control interfere with the development of self-interfere with the development of self-directed, autonomous behaviordirected, autonomous behavior

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Separation and PlacementSeparation and Placement

School age childrenSchool age children Need concretenessNeed concreteness

May experience feelings of:May experience feelings of:

• responsibility, guilt and anxietyresponsibility, guilt and anxiety

• confusion, hostility, and resentmentconfusion, hostility, and resentment

• worry about familyworry about family

May become lonely and isolated after the loss May become lonely and isolated after the loss of best friends and peersof best friends and peers

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Separation and PlacementSeparation and Placement

AdolescentsAdolescents

An emotionally chaotic period; An emotionally chaotic period; Additional stress may precipitate crisis.Additional stress may precipitate crisis.

May experience:May experience:• Guilt, anxiety, depressionGuilt, anxiety, depression

May interfere with development of May interfere with development of autonomy.autonomy.

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Decreasing Placement TraumaDecreasing Placement Trauma Slow down, explain.Slow down, explain. Removal calmly facilitated by parent.Removal calmly facilitated by parent. Parent-Child phone call, visit before leaving home.Parent-Child phone call, visit before leaving home. Familiar people to provide emotional support.Familiar people to provide emotional support. Comfort items.Comfort items. Build relationship between biological and foster parent.Build relationship between biological and foster parent. Place child as soon as possible.Place child as soon as possible. Child knows placement is not his/her fault.Child knows placement is not his/her fault. Maintain connections between siblings.Maintain connections between siblings. Attend same school, or arrange good-bye with friends.Attend same school, or arrange good-bye with friends. Appropriate and prompt trauma services.Appropriate and prompt trauma services.

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Decreasing Placement TraumaDecreasing Placement Trauma

Summary:Summary:

Keep child connected to family, loved onesKeep child connected to family, loved ones

Frequency of contactFrequency of contact

Timely permanency through reunification, Timely permanency through reunification, adoption, or guardianshipadoption, or guardianship

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Federal and State LegislationFederal and State Legislation

Adoption and Safe Families Act of 1997Adoption and Safe Families Act of 1997

The Chafee Foster Care Independence ActThe Chafee Foster Care Independence Act

California AB 3088California AB 3088

California Welfare and Institutions CodeCalifornia Welfare and Institutions Code WIC 16501.1(f)(9)WIC 16501.1(f)(9) WIC 358.1(b)WIC 358.1(b) WIC 361.3WIC 361.3

WIC 366.21WIC 366.21 WIC 706.6(k)WIC 706.6(k)

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Concurrent Planning:Concurrent Planning: Key Components Key Components

Full DisclosureFull Disclosure

Reasonable EffortsReasonable Efforts

Timelines for ReunificationTimelines for Reunification

Substantial Probability for ReunificationSubstantial Probability for Reunification

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Full DisclosureFull Disclosure

Provide family members with information Provide family members with information and possible outcomes that will be and possible outcomes that will be upsetting to the family members.upsetting to the family members.

Required by lawRequired by law

Clinically beneficialClinically beneficial

Who is included in full disclosure?Who is included in full disclosure?

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Reasonable EffortsReasonable EffortsTasks include:Tasks include: Document the problems which necessitated removal.Document the problems which necessitated removal. Work with biological parents on:Work with biological parents on:

MSLC expectation, service plan, and visitation planMSLC expectation, service plan, and visitation plan Refer parents to service providers.Refer parents to service providers. Review progress at least monthly with parents.Review progress at least monthly with parents. Document all parental participation.Document all parental participation.

Documentation includes:Documentation includes: Date of referrals to services.Date of referrals to services. Evaluations and/or progress reports.Evaluations and/or progress reports. Dates and outcomes of contact with relatives.Dates and outcomes of contact with relatives.

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Timelines for ReunificationTimelines for Reunification

Begin reunification and permanency Begin reunification and permanency efforts immediatelyefforts immediately

Length of reunification plan is determined Length of reunification plan is determined by:by: Child’s age at time of removalChild’s age at time of removal Parent’s progress in the planParent’s progress in the plan

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Assessing for ReunificationAssessing for ReunificationImportant considerations:Important considerations:

What has the parent done to comply with the What has the parent done to comply with the reunification plan? What can be documented?reunification plan? What can be documented?

What does the parent still need to do?What does the parent still need to do?

What is the visitation plan for the parent?What is the visitation plan for the parent?

Is the parent following through with visitation? What Is the parent following through with visitation? What can be documented?can be documented?

How is the child responding to visits with the How is the child responding to visits with the parent?parent?

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Contact PointsContact Points

Concurrent planningConcurrent planning

Starts with the initial contact with familyStarts with the initial contact with family

Continues and evolves throughout the Continues and evolves throughout the life of the caselife of the case

Does not end until permanency is Does not end until permanency is achievedachieved

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Concurrent Planning:Concurrent Planning:Promising PracticesPromising Practices

Early formal search for relatives, absent parents.Early formal search for relatives, absent parents.

Early compliance with ICWA.Early compliance with ICWA.

Regular collaborative case reviews.Regular collaborative case reviews.

Frequent communication between social workers.Frequent communication between social workers.

Intensive early services to biological parents.Intensive early services to biological parents.

Individualized assessment, targeted services.Individualized assessment, targeted services.

Documented full disclosure.Documented full disclosure.

Parent / child visitation plans.Parent / child visitation plans.

Build relationship: parents & substitute care providers.Build relationship: parents & substitute care providers.

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Working TogetherWorking Together

Child’s attorneyChild’s attorney

Biological parent’s attorneyBiological parent’s attorney

Foster parent/relative caregiverFoster parent/relative caregiver

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Activity: Best PracticeActivity: Best Practice

Directions:Directions: Read vignetteRead vignette Work in table groups to identify missed Work in table groups to identify missed

opportunities to engage in concurrent opportunities to engage in concurrent planning.planning.

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Practice Constants andPractice Constants andPractice ChangesPractice Changes

Changes to practiceChanges to practice

Remain the same:Remain the same: Services to ChildrenServices to Children Services to Birth ParentsServices to Birth Parents Services to RelativesServices to Relatives