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National CASA Facilitator Manual Flex-‐Learning Edition Session 1

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Session 1: Getting Started—The Bleux Case

Contents

Online Learning Online Facilitation Tips 2 Online Prep/Facilitator Involvement 3 Session Overview and Objectives 4 Getting Started Online 5 The Role of the CASA/GAL Volunteer 7 The Development of Child Welfare Laws 10 An Introduction to the Child Welfare System 18 Court Report Writing 25 In-‐Person Training Advance Prep 27 Supplies Checklist 28 Getting Started In-‐Person 29 The Volunteer-‐Child Relationship 31 Understanding Child Abuse and Neglect 35 Attitudes, Values and Skills That Guide the Work 38 Participants in a Child Welfare Case 43 Session 1 Handouts 52


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Online Learning

Online Facilitation Tips In a blended-‐learning training environment, the facilitator must be adept and engaged not only in the in-‐person components but also in the online activity. The following online facilitation strategies are crucial in ensuring that participants stay engaged and learn the knowledge and skills necessary to complete their pre-‐service volunteer training prepared to take their first case:

Providing Technical Support: For some participants, this training will be the first time they have attempted to learn in an online environment. It’s important to monitor participation very closely, especially at the beginning of the training period. If participants don’t appear to be participating online, reach out to them to answer any questions or concerns they have about logging on or using the online tools.

Monitoring Online Participation: Just as facilitation of small and large group discussion is crucial in an in-‐person training environment, monitoring online discussion is essential in maintaining a safe and engaging blended-‐learning environment. At times, the online dialogue will revolve around sensitive or values-‐driven content; it is your responsibility as facilitator to ensure that conversations remain respectful and on task. In addition, you are responsible for holding volunteers accountable for full participation in the online components of this training curriculum. Just because participants complete the online components at their own pace and on their own time does not mean these components are optional.

Facilitating Online Dialogue: In a classroom setting, facilitators ask clarifying questions or in some cases play devil’s advocate in order to help participants think about all sides of an issue. Your role in facilitating online discussions is very similar. When participants are asked to post their thoughts online as part of an activity, your role is to monitor the online discussion. If participants’ posts are extremely brief, you should challenge them to dig deeper and expand on their thoughts (if appropriate). You should also engage participants online by asking clarifying questions or offering examples to reinforce how the content may play out in an actual case.

Community Resources: Prior to each online session, ask participants to research organizations or programs in your community that address a topic discussed in that session. For instance, in Session 1, participants might research legal resources related to child abuse and neglect. Ask each participant to post a three-‐ or four-‐sentence description of one resource in the online Community Resources section.

The Online Parking Lot: Encourage participants to post in the online Parking Lot any questions that arise while they are completing their online work. You can either post your answers online or address the questions at the next in-‐person session.


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Online Prep/Facilitator Involvement Activity 1.1:

• Post your own introduction. • Monitor to ensure participation.

Activity 1.2: • Make sure that all participants are able to download the Bleux case file. • Monitor online discussion.

Activity 1.3 • Provide your program’s CASA/GAL volunteer job description. • Provide your program’s code of conduct. • Monitor online discussion.

Activity 1.4 • Provide your state statutes defining child abuse and neglect. • Monitor online discussion.

Activity 1.5 • Provide information about your local court process and court hearings. • Monitor online discussion.

Parking Lot • Check to see if participants post questions. Post answers or make a note to address the

questions during the in-‐person portion of this session.

Community Resources • Remind participants to post information about the community resources they researched

for this session.

The self-‐guided online component of Session 1 is intended to take approximately 2 hours and 10 minutes.


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Session Overview This session introduces you to the online technology you’ll use throughout the training, to your fellow training participants and to information about child welfare and the role of the CASA/GAL volunteer.

Objectives By the end of this session, you will be able to…

• Demonstrate proficiency in the technologies used for the online components of this training course

• Identify your expectations for the training • Define the CASA/GAL role and the parameters of the volunteer-‐child

relationship • Explain the origins of child welfare law in the United States • Identify several significant laws that will impact your advocacy • Articulate what constitutes child abuse and neglect • Explain what is meant by “best interest” and “minimum sufficient level of

care” • Describe a child’s journey through the child welfare system • Describe your local child welfare situation, court process and participants in

a case • Explain how your personal values may affect your work as a CASA/GAL

volunteer • Identify attitudes, values and skills that will help you perform your

CASA/GAL volunteer work • Begin to consider how to ask the right questions to evaluate what’s in a

child’s best interest


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Getting Started Online

Activity 1.1: Introductions A large part of your training experience will involve using online tools to learn and engage with your fellow volunteers-‐in-‐training. In order to help you become more comfortable with the technology you will be using over the course of this training period, your first training assignment is to go online and post some information about yourself. The facilitator will provide the web address and login information so you can get online.

Part 1: Click on the link to Activity 1.1 in the online training to begin this activity. To use the online discussion tool, click on “Add a new discussion topic.” Take a few minutes to post the following information about yourself so that your fellow volunteers-‐in-‐training can get to know a little bit about you:

• Your name • Town/city where you grew up • A sentence or two about why you chose to become a CASA/GAL volunteer • One or two expectations you have as you head into this training • One thing you’d like your fellow volunteers-‐in-‐training to know about you

Activity 1.1: Introductions Anchor Visual/Kinesthetic Estimated Time: 20 minutes Goal: To allow participants to get to know each other and begin to grow comfortable with posting their thoughts and comments in an online discussion forum.

Model the type of response you expect from participants by being the first person to post in this online discussion forum.

Be sure to set clear deadlines by which participants much post their introductions. Follow up with any volunteers who do not post by the deadline. Check in with them, clarify any questions they may have about the technology and let them know participation online is not optional.


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Part 2: During the online portions of this training, you will be asked many times not only to post your thoughts and responses to certain topics and questions but also to engage in discussion with your fellow volunteers-‐in-‐training. To grow more comfortable in this process, read through your classmates’ posts. Ask a question (perhaps you want to know more about a person’s hometown) or make a comment (perhaps you are from the same hometown as a classmate) on at least two of your classmates’ posts.

Click on this box to introduce yourself to the rest of the training class.


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The Role of the CASA/GAL Volunteer

Activity 1.2: Testifying to the Impact of CASA/GAL Volunteers Part 1: Throughout the course of this training, you will be introduced to content related to child welfare and then asked to apply what you’ve learned in a practice setting so that you have a better understanding of when and how this content will be useful to you as you prepare to take your first case. The first practice case you will work on during training involves the Bleux family. Download the initial case file online by clicking on the link to Part 1 of Activity 1.2 and read the information provided. You will return to this case during the in-‐person portion of this session, so it’s important that you are familiar with these materials.

Part 2: Click on the link to Part 2 of Activity 1.2 to watch Making a Lifelong Difference, a video that gives a broad overview of the difference that a CASA/GAL volunteer can make in a child’s life. As you watch the video, think about the various elements you read in the Bleux case file.

Part 3: After watching the video, consider how you might go about making a difference if you were assigned as the CASA/GAL volunteer for the Bleux case. Post your thoughts in the online forum.

Activity 1.2: Testifying to the Impact of CASA/GAL Volunteers Anchor/Content Visual/Auditory/Kinesthetic Estimated Time: 25 minutes Goal: To introduce participants to some of the different roles they may play and to specific ways they may make a contribution as CASA/GAL volunteers.

Part 1: Be prepared to offer basic instructions on how to download a free copy of Adobe Acrobat Reader if participants do not already have it on their computers. In this activity, participants are introduced to the Bleux case, which they will revisit during the in-‐person portion of Session 1.

Part 2: Making a Lifelong Difference features children talking about what they want to be when they grow up and adults remembering the past. The running time is 6 minutes. If volunteers experience technical difficulties with the link to this video, it can also be seen on YouTube by going to http://www.youtube.com/watch?v=LFGCmqShvac.

Part 3: Check to be sure participants are posting to the discussion forum.


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Activity 1.3: The CASA/GAL Volunteer Role in Action Content/Application Visual/Auditory/Kinesthetic Estimated Time: 30 minutes Goal: To explore the key responsibilities of the CASA/GAL volunteer role.

Online Prep: Before participants begin the online component of Session 1, provide them with the following local program documents:

• Job description for CASA/GAL volunteer • Code of conduct for CASA/GAL volunteers

Part 1: This activity provides a good opportunity to encourage participants to self-‐screen: Just as not every job is a good match for every person, being a CASA/GAL volunteer is not a good match for everyone. A participant might look more closely at the description of the four core functions of a CASA/GAL volunteer and decide the role isn’t a good fit. You can emphasize in the discussion forum (Part 3) that training is part of the screening process; training allows the program to determine whether participants are a good fit for the program, and it allows participants to learn whether the volunteer commitment is right for them. The decision for participants to continue training must be mutual.

If at any point in your role as facilitator you have concerns about a particular volunteer, be sure to take that person aside and discuss your concerns. There are many ways to be involved in this work; being a CASA/GAL volunteer is only one way. If this role is not the right fit for a participant, that person may want to look into other opportunities with the program or elsewhere.

Part 2: Remember that “John’s Story” is part of Powerful Voices, a collaboration between National CASA and the Center for Digital Storytelling. These stories are the creation of the storytellers. National CASA cannot edit or censor how the youth describe their relationships to their CASA/GAL volunteers. In some cases, these stories may include actions by the volunteer that are prohibited in your particular program. Each state has different rules about interacting with children. You may want to briefly clarify in the discussion forum (Part 3) what is or is not allowed in your program (such as providing pocket change or clothes to a young person), but don’t spend too much time on these details. Keep the discussion focused on the overall message the youth is trying to convey.

Part 3: As you facilitate the online discussion, emphasize that the CASA/GAL volunteers do not act alone; they help create a network of resources for a child. Answer any questions participants have and clear up any confusion about the role of the CASA/GAL volunteer.

Part 4: When monitoring volunteers’ responses, emphasize that it is appropriate to empathize, build upon or ask questions about someone else’s thoughts or ideas. However, they should approach the online discussion from a place of genuine curiosity and desire to learn. This is not a forum in which it is acceptable to impose their values on others.


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Activity 1.3: The CASA/GAL Volunteer Role in Action Part 1: Click on the link to Part 1 of Activity 1.3 to learn about the four essential roles of a CASA/GAL volunteer.

Part 2: Click on the link to Part 2 to view “John’s Story” from Powerful Voices: Stories by Foster Youth. As you watch the video, ask yourself several questions:

• Who provides support to John? • What role does John’s CASA/GAL volunteer play in his life? • If you were John’s CASA/GAL volunteer, is there anything you might do

differently?

As you watch any of the youth videos from the Powerful Voices: Stories by Foster Youth series, be mindful that these videos were a collaboration between National CASA and the Center for Digital Storytelling. These stories are the creation of the storytellers. National CASA cannot edit or censor how the youth describe their relationships to their CASA/GAL volunteers. In some cases, these stories may include descriptions of actions by the volunteer that are prohibited in your particular program. Each state has different rules about interacting with children.

Part 3: Review the CASA/GAL volunteer job description and code of conduct provided by the facilitator. Then take a few moments to reflect on “John’s Story” and the four key roles of a CASA/GAL volunteer that you read about in Part 1. In the online discussion forum, post your responses to the questions you considered as you watched the video.

Part 4: Ask a question or make a comment on at least two other participants’ posts.

Remember: When you’re commenting on others’ posts, you may decide to empathize with, build upon or ask questions about someone else’s thoughts or ideas. However, when engaging your fellow classmates online, be sure that you’re approaching the online discussion from a place of genuine curiosity and desire to learn. This is not a forum in which it is acceptable to impose your values on others. Also keep in mind that when communicating online, body language and other nonverbal cues may get lost. Be sure to think about how attempts at humor or the tone/language you use may be interpreted or misinterpreted through this means of communication.


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The Development of Child Welfare Laws

Activity 1.4: An Introduction to Child Welfare Laws Part 1: Click on the link to Part 1 of Activity 1.4 and watch the short audio slideshow about the historical context of the treatment of children and the first documented case of child abuse in the United States.

Part 2: Read the following overview of child welfare laws in the United States. Then choose one of the laws and post a three-‐ or four-‐sentence summary of how that law may impact your work as a CASA/GAL volunteer. In formulating your post, you may choose to use only the information provided in this manual or you may choose to do additional research on your own (speaking with CASA/GAL program staff, looking up additional information online, etc.).

Part 3: Read the information about your state child abuse and neglect statutes provided by the facilitator.

Activity 1.4: An Introduction to Child Welfare Laws Anchor/Content Visual/Auditory Estimated Time: 20 minutes Goal: To establish the historical context within which a CASA/GAL volunteer works.

Online Prep: Go to the Child Welfare Information Gateway State Statutes Search website, www.childwelfare.gov/systemwide/laws_policies/state/, enter your state name and click on “Definitions of Child Abuse and Neglect.” Save the results of your search and provide the information to participants before they begin the online component of Session 1.

Part 1: This short audio slideshow introduces participants to the historical context of the treatment of children and the first documented case of child abuse in the United States. Be aware that some parts of the slideshow may evoke feelings or stir up memories. Be prepared to discuss participants’ feelings outside of the online environment.

Part 2: Read participants’ summaries of how child welfare laws will impact their work as CASA/GAL volunteers and answer any questions they have about the laws.

Part 3: Make sure participants know how to access the information you provided about your state child abuse and neglect statutes.


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Developments in Child Welfare • 1899: First juvenile court (Chicago) placed dependent and delinquent

children in homes for wayward youth or reform schools. • 1910: X-‐ray technology was developed, eventually allowing doctors to detect

subdural (under the skin) injuries and untreated fractures. • 1938: First legal rights of children: Fair Labor Standards Act imposed

restrictions on working hours and conditions. • 1962: Dr. C. Henry Kempe created the diagnosis for battered child syndrome. • 1965: Mandatory reporting laws were in place in all states.

Beginning in the 1970s, the United States Congress became aware (along with the rest of the nation) that the child welfare system was not adequately protecting children. From a historical perspective, it can be said that we are still relatively new to the concepts of protecting abused and neglected children and developing appropriate systems, methods and programs to cope with the problems these children face.

The chart on the following pages outlines information about federal child abuse and neglect laws. You do not need to memorize these laws; just become familiar with them.


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Federal Child Abuse & Neglect Laws

1974: Child Abuse Prevention & Treatment Act (CAPTA), P.L. 93-‐247, amended 1996 Created the National Center on Child Abuse and Neglect and earmarked federal funds for states to establish special programs for child victims of abuse or neglect. This law requires that states:

• Have child abuse and neglect reporting laws

• Investigate reports of abuse and neglect • Educate the public about abuse and

neglect • Provide a guardian ad litem to every

abused or neglected child whose case results in a judicial proceeding

• Maintain the confidentiality of child protective services records

For CASA/GAL volunteers • Learn whether you, as a CASA/GAL

volunteer, are a mandated reporter. • Learn whether the guardian ad litem has

to be an attorney in your state.

1978: Indian Child Welfare Act (ICWA), Public Law 95-‐608 • Recognizes that Indian children have

special rights as members of sovereign nations within the United States

• Responded to congressional hearings in the 1970s that revealed a pattern of public and private removal of Indian children from their homes, undermining their families and threatening tribal survival and Native American cultures.

• Was designed to implement the federal government’s trust responsibility to the nations by protecting and preserving the bond between Indian children and their tribe and culture

• Sets up placement preference schemes for foster care placements and adoptions of children who have been determined to be Indian children

• Establishes the right of certain entities, including the tribe and the Indian custodian, if one exists, to appear as parties to child welfare cases

• Determines when and if a case should be transferred to tribal court

• Describes rights of the Indian child and the child’s tribe

For CASA/GAL volunteers: • Ask whether every child has Native

heritage. • Investigate tribal resources and services

that can be of great benefit to the child. • Be aware that jurisdiction can be

transferred to the tribal court. • Pay attention to the heritage and

identity needs of the child. • Remember that ASFA timelines do not

apply to Indian children. • Keep in mind that ICWA takes

precedence over other federal and state law.

• The Cultural Competence/Diversity section of the National CASA Online Resource Library for volunteers provides articles and more in-‐depth information.

• The National Indian Child Welfare Association has several excellent packets of ICWA information available for a small charge.


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Federal Child Abuse & Neglect Laws

1980: Adoption Assistance and Child Welfare Act, Public Law 96-‐272

This law requires that states: • Recruit culturally diverse foster and

adoptive families • Comply with the Indian Child Welfare Act • Establish standards for foster family homes

and review the standards periodically • Set goals and plan for the number of

children who will be in foster care for more than 24 months

• Provide “reasonable efforts” to prevent or eliminate the need for removal of the child from his/her home or to make it possible for the child to return to his/her home

• Have a data collection and reporting system about the children in care

For CASA/GAL volunteers: • Consider possible placements that respect

child’s cultural heritage but do not limit his/her options.

• Learn the name of the data collection system used in your state:

1990: Indian Child Protection and Family Violence Prevention Act • Establishes federal requirements for the reporting and investigation of child abuse and neglect

on tribal lands • Requires background checks on individuals who have contact with Indian children (including

foster and adoptive families) • Authorizes funding for tribal child abuse prevention and treatment programs

1993: Court Improvement Legislation Encourages reform in the court system

1994: Multi-‐Ethnic Placement Act (MEPA) The goals of this law are to: • Decrease the time children wait to be adopted • Prevent discrimination on the basis of race, color, or national origin in the placement of children

and in the selection of foster and adoptive placements • Facilitate the development of a diverse pool of foster and adoptive families

1996: Child Abuse Prevention and Treatment Act (CAPTA) Amended Amended to include Court Appointed Special Advocates as guardian ad litem 1997: Adoption and Safe Families Act (ASFA), Public Law 105-‐89

This act embodies three key principles: • The safety of children is the paramount

concern. • Foster care is a temporary setting and not a

place for children to grow up. • Permanency planning should begin as soon

as the child enters foster care.

This act directs timelines within which the child welfare system operates: • Requires permanency plan within 12 months • Requires dispositional hearing within 12

months of placement • Requires court reviews every six months

1997: Volunteer Protection Act Limits liability of volunteers


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1999: Foster Care Independence Act Addresses needs of older youth in foster care, particularly those aging out of the system

This act does the following: • Allows states to serve youth up to age 21

regardless of whether or not they are eligible for the Title IV-‐E Foster Care Program.

• Increases federal funding to assist and serve young people transitioning from foster care.

• Establishes the John H. Chafee Foster Care Independence Program, which strongly supports the dependency system’s capacity to help youth make a healthy transition into adulthood (see information at right).

• Allows states to provide Medicaid to young people between the ages of 18 and 21 who were in foster care on their 18th birthday.

• Increases the youth-‐assets limit from $1,000 to $10,000 without jeopardizing the youth’s eligibility for Title IV-‐E–funded foster care.

• Ensures that foster parents have adequate preparation to care for the children placed in their home. This provision can be used to strengthen the preparation of foster parents to care for adolescents.

• Provides additional funding for adoption incentive payments.

• Mandates that states use a portion (up to 30%) of their independent-‐living program funds to provide room and board for youth aged 18 to 21 who have left foster care.

The John H. Chafee Foster Care Independence Program does the following: • States explicitly that “enrollment in

Independent Living Programs can occur concurrently with continued efforts to locate and achieve placement in adoptive families for older children in foster care,” thereby clarifying that independent-‐living services should not be seen as an alternative to adoption for teens.

• Requires states to train both foster and adoptive parents (as well as group-‐care workers and case managers) about the issues confronting adolescents preparing for independent living.

• Reinforces the importance of providing personal and emotional support for children aging out of foster care, through the promotion of interactions with mentors and other dedicated adults.

• Specifies that independent-‐living services may be provided to young people at “various ages” and various stages of achieving independence, “including children waiting for adoption or other permanent options.”

Other Laws That Affect CASA/GAL Volunteer Work The Health Insurance Portability and Accountability Act of 1996 (HIPAA) requires, among other things, permission or a court order to access “protected health information” for any individual. Your program will have information on how to access health records.

Special Immigrant Juvenile Status (SIJS) assists some children, including those in foster care, in obtaining legal permanent residency.

Title VI of the 1964 Civil Rights Act says that any entity that receives federal funds must provide a professional interpreter in court.


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Titles IV-‐B and IV-‐E of the Social Security Act: IV-‐E is the primary federal funding stream that partially reimburses states for foster care for qualified children. IV-‐B allots funding for targeted case management services. The state must pay all expenses for a child who is not IV-‐E eligible out of state general revenues. These expenses include foster care, therapy, etc.

The Victims of Child Abuse Act of 1990 (VOCAA) protects the privacy rights of child victims or witnesses during the investigation or prosecution of a federal crime.


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History of the CASA/GAL Volunteer Role

Guardian Ad Litem The term “ad litem” means “for the suit” or “for the court case.” It is an old concept—in Anglo Saxon times, at common law, the king appointed a guardian ad litem to speak on behalf of a child or incompetent person.

As part of their general powers, judges today have the discretion to appoint a guardian ad litem (GAL) in all types of court matters. Some states require that the guardian ad litem be an attorney; others do not.

In 1974, the Child Abuse Prevention and Treatment Act (CAPTA) mandated the appointment of a guardian ad litem in child abuse and neglect cases; it was no longer up to the judge’s discretion.

Volunteer Guardians Ad litem Judge David Soukup (Juvenile Court, King County, Seattle, Washington) was dissatisfied with the same case plans and same recommendations for child after child; he believed more individualized attention would produce better outcomes. Judge Soukup solicited ideas for system improvement from court staff. Out of these ideas evolved the idea for community volunteers to act as child advocates.

The Volunteer Guardian ad Litem Program began in King County in 1977. The guardian ad litem did not have to be an attorney. The program recruited volunteers from the community and provided training and support. Similar programs were developed in other states/localities as judges spread word of the concept.

National CASA The National Court Appointed Special Advocate Association (National CASA) was created in 1982 to support volunteer child advocate programs and increase the number of volunteer child advocates nationwide.

Hallmarks of a CASA/GAL volunteer program include:

• Advocacy for abused and neglected children in court • Volunteers who are recruited, screened, trained, supervised, and supported • Adherence to national standards

Programs go by many names—CASA, GAL, ProKids, Voices for Children, Child Advocates—but all have this in common: volunteers who advocate for abused and neglected children in the court system.


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National CASA Mission The National CASA Association, together with its state and local members, supports and promotes court-‐appointed volunteer advocacy for abused and neglected children so that they can thrive in safe, permanent homes.

National CASA standards describe the major criteria the CASA/GAL volunteer must meet. The following statements describe the CASA/GAL volunteer:

• An individual who has been screened and trained by the CASA/GAL program and appointed by the court to advocate for children who come into the court system primarily as a result of alleged abuse or neglect

• An individual who respects a child’s inherent right to grow up with dignity in a safe environment that meets that child’s best interests

• An individual who assures that the child’s best interests are represented in the court at every stage of the case.


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An Introduction to the Child Welfare System

Activity 1.5: A Child’s Journey Through the Child Welfare System Part 1: Click on the link to Part 1 of Activity 1.5 to watch an audio slideshow that introduces current information about child welfare in the United States and features a brief summary of the concepts of best interest and minimum sufficient level of care. Then read the following information.

Activity 1.5: A Child’s Journey Through the Child Welfare System Content/Application Visual/Auditory/Kinesthetic Estimated Time: 30 minutes Goal: To introduce participants to the child welfare system and the sometimes confusing nature of a child’s experience in the system.

Online Prep: Before participants begin the online component of Session 1, provide information that outlines your local court process and the hearings that occur at various points throughout the course of a dependency case.

Part 1: The audio slideshow and the information in the manual introduce participants to information about abuse and neglect and the concepts of best interest and minimum sufficient level of care.

Part 2: Participants go through a short e-‐learning component that introduces them to the maze that is the child welfare system.

Part 3: This is a sort of “exit card” to gauge where volunteers stand after going through the child welfare “maze.” While participants are not specifically asked to respond to one another’s posts, there is no reason why they can’t comment on each other’s thoughts here.


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The Facts About Child Abuse and Neglect In the United States in 2009:

• There were approximately 702,000 documented cases of abuse or neglect. • An estimated 1,770 children died as a result of identifiable abuse or neglect. • The majority of child abuse and neglect deaths were children younger than 4

years old. • Approximately 80% of abusers were the children’s own birth parents.

From http://www.acf.hhs.gov/programs/cb/pubs/cm09/cm09.pdf <Accessed 2/25/11> In the national CASA/GAL network in 2009:

• An estimated 237,095 children were served by all local CASA/GAL programs. • An estimated 70,919 volunteers participated in all programs. • An estimated 3,788 staff members were working alongside volunteers.

From National CASA Association Local Program Survey Report 2009. It is not the CASA/GAL volunteer’s role to determine whether or not certain actions constitute child abuse or neglect; the court will decide this. It is, however, necessary for CASA/GAL volunteers to be able to recognize signs of abuse and neglect in order to advocate for a safe home for a child. The following information will assist you in identifying potential signs of abuse or neglect.

What Constitutes Abuse and Neglect? Child abuse can be seen as part of a continuum of behaviors. At the low end of the continuum are behaviors you might consider poor parenting or disrespectful behavior; at the high end are behaviors that lead directly or indirectly to the death of a child. See the table on the following pages in order to examine some specific examples of various types of child maltreatment.


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Recognizing Abuse and Neglect Description Indicators Physical Abuse Intentionally harming a child, use

of excessive force, reckless endangerment. In 2009, about 18% of the victims of child maltreatment were victims of physical abuse.

• Unexplained bruises, welts, and scars

• Injuries in various stages of healing

• Bite marks • Unexplained burns • Fractures • Injuries not fitting

explanation • Internal damage or head

injury

Sexual Abuse Engaging a child in any activity for an adult’s own sexual gratification. In 2009, about 9.5% of the victims of child maltreatment were victims of sexual abuse.

• Age-‐inappropriate sexual knowledge

• Sexual acting out • Child disclosure of abuse • Excessive masturbation • Physical injury to genital

area • Pregnancy or STD at a

young age • Torn, stained, or bloody

underclothing • Depression, distress, or

trauma • Extreme fear

Emotional Abuse

The systematic diminishment of a child. It is designed to reduce a child’s self-‐concept to the point where the child feels unworthy of respect, friendship, love and protection, the natural birthrights of all children. In 2009, about 7.6% of the victims of child maltreatment were victims of emotional abuse.

• Habit disorders (thumb sucking, biting, rocking, enuresis)

• Conduct disorders (withdrawal or antisocial behavior)

• Behavior extremes • Overly adaptive behavior • Lags in emotional or

intellectual development • Low self-‐esteem • Depression, suicide

attempts


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Description Indicators Neglect Failure of a person responsible

for a child’s welfare to provide necessary food, care, clothing, shelter or medical attention. Can also be failure to act when such failure interferes with a child’s health and safety. In 2009, about 80% of the victims of child maltreatment were victims of neglect.

Physical Signs: • Malnourishment • Missed immunizations • Lack of dental care • Lack of supervision • Consistent dirtiness • Constant

tiredness/listlessness Material Signs:

• Insufficient/improper clothing

• Filthy living conditions • Inadequate shelter • Insufficient food/poor

nutrition

Statistics from www.acf.hhs.gov/programs/cb/pubs/cm09/cm09.pdf <accessed 2/25/11>

The “Best Interest” Principle—What It Means • A safe home • A permanent home • As quickly as possible

Parents typically decide what is best for their children and then provide it for them to the extent that they can. They are their children’s best advocates. The child protection system intervenes in families’ lives when parents cannot or will not protect, promote and provide for their children’s basic needs. A CASA/GAL volunteer becomes the advocate when the parents cannot—or will not—fulfill this role.

Judges use the “best interest of the child” standard when making their decisions in child abuse and neglect cases. Child welfare and juvenile court practitioners and scholars have debated the meaning of “best interest of the child” for years. Books have been written on the subject; however, there is still no concise legal definition for this standard. In cases where the Indian Child Welfare Act (ICWA) applies, the law presumes that it is always in the best interest of an Indian child* to have the tribe determine what is best for the child’s future.

*This curriculum uses the terms “Indian child” and “Indian custodian” in accordance with the legal definitions set out in the Indian Child Welfare Act.


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The Best Interest Principle: What National CASA Says The CASA/GAL volunteer is guided by the “best interest” principle when advocating for a child. This means that the volunteer knows the child well enough to identify the child’s needs. The volunteer makes fact-‐based recommendations to the court about appropriate resources to meet those needs and informs the court of the child’s wishes, whether or not those wishes are, in the opinion of the CASA/GAL volunteer, in the child’s best interest.

Minimum Sufficient Level of Care (MSL) Removing a child from his or her home because of abuse and/or neglect is a drastic remedy. Because removal is so traumatic for the child, both the law and good practice require that agencies keep the child in the home when it is possible to do so and still keep the child safe. Children should be removed only when parents cannot meet the “minimum sufficient level of care.” This standard describes what must be in place for the child to remain in his or her home. The same standard is also used to determine whether or not parents have made sufficient progress so that a child can be safely returned to the family home. The minimum sufficient level of care is determined by a number of factors, each of which must be looked at specifically in relation to the case at hand. Factors to consider include:

The Child’s Needs Is the parent providing for the following needs at a basic level?

• Physical (food, clothing, shelter, medical care, safety, protection) • Emotional (attachment between parent and child) • Developmental (education, special help for children with disabilities)

Social Standards Is the parent’s behavior within or outside commonly accepted child-‐rearing practices in our society? Here are some examples: In terms of discipline, whipping a child with a belt was generally thought to be appropriate during the first half of the twentieth century but is now widely considered abusive. Contemporary families frequently use a short “time out” as a punishment for young children. In terms of school attendance, it is a widely held expectation that parents send all children to school (or home-‐school them) until they reach the age limit at which attendance is no longer compulsory. Social standards also apply in medical care, where immunizations and regular medical/dental care are the standard.

Community Standards Does the parent’s behavior fall within reasonable limits, given the specific community in which the family resides?

Here are some examples: The age at which a child can be safely left alone varies significantly from urban to suburban to rural communities. The age at which a child


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is deemed old enough to care for other children is largely determined by cultural and community norms. Even something as simple as sending a 9-‐year-‐old child to the store might fall within or outside those standards, depending on neighborhood safety, the distance and traffic patterns, the weather, the child’s clothing, the time of day or night, the ability of the child and the necessity of the purchase.

Communities can be geographical or cultural. An example of a nongeographical, cultural community is a Native American tribe in which members live in a variety of locales but still share a common child-‐rearing standard. According to the Indian Child Welfare Act, the minimum sufficient level of care standard must reflect the community standards of the tribe of the Indian child.

Activity 1.5: A Child’s Journey Through the Child Welfare System Part 2: Click on the link to Part 2 of Activity 1.5 to learn about the child welfare system through the eyes of a child caught up in the system. Then read the information provided by the facilitator that outlines the court process in your area, including the hearings that occur at various points through the course of a dependency case.

Part 3: In the online discussion forum, post one word or phrase to describe how you feel after taking this short tour of the child welfare system.


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Activity 1.6: Introduction to the Court Report Content Visual Estimated Time: 5 minutes Goal: To introduce participants to basic information about the CASA/GAL volunteer court report.

The online and in-‐person portions of each session of this training include activities that gradually deepen volunteers’ knowledge about court reports and increase their skills for writing an effective report. This activity introduces basic information about court reports. You’ll have a chance to share your program’s court report template during the in-‐person portion of Session 2.

This activity marks the end of the online portion of Session 1. Be sure participants know where and when the first in-‐person session will take place.

Court Report Writing

Activity 1.6: Introduction to the Court Report Writing a clear and compelling court report is essential to your work as a CASA/GAL volunteer. Throughout this training, you will participate in activities that will gradually deepen your knowledge about court reports and increase your skills for writing an effective report. Click on the link to Activity 1.6 for an introduction to the CASA/GAL volunteer court report.


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Congratulations! You’ve just completed the first online component of the training. When you come together in person, you will have an opportunity to begin putting faces with the names of your fellow participants. You will also have a chance to ask the facilitator any outstanding questions you may have as you conclude this first online component.

Be sure to bring to class this manual and any other materials you printed out during this online session.


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In-‐Person Training

Advance Prep This session requires advance preparation. Be sure to begin the preparation for this session several days ahead of time; it does not lend itself well to being prepared at the last minute since you will need to copy handouts and create and/or print documents focused on your local situation.

• Activity 1.8: Create an “Alphabet Soup” (local/state acronym de-‐coder) handout (see activity instructions).

• Activity 1.9: Prepare a large Mentor/Advocate Venn diagram as a visual aid (see activity instructions).

• Activity 1.9: Make copies of the Volunteer-‐Child Relationship Dilemma cards. • Activity 1.10: Prepare “The Whole Child” flipchart (see activity instructions). • Activity 1.11: Prepare “Continuum of Abuse” flipcharts (see activity instructions). • Activity 1.11: Make copies of your state’s child abuse and neglect statutes (see activity

instructions). • Activity 1.12: Optional: Bring to class the 2007 edition Facilitator Toolkit DVD if available, or

create a flipchart or a PowerPoint presentation (see activity instructions). • Activity 1.13: Create four signs: “Strongly Disagree,” “Disagree,” “Agree” and “Strongly

Agree.” • Activity 1.13: Make copies of the Values Statement Exercise handout. • Activity 1.14: Create an information sheet that describes the key players in your local child

welfare system. • Activity 1.15: Make copies of the Assessment Checklist for Shelter Care/Detention Hearings

(or your program’s assessment checklist for initial case hearings). • Activity 1.16: Invite a judge, social worker and/or other participant in a CASA/GAL case to be

a guest speaker. • Wrap-‐Up: Make copies of the Session 1 Volunteer Training Evaluation.

The in-‐person component of Session 1 includes approximately 3 hours of activities (not including breaks).


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Supplies Checklist Item Activity # General (found with your local program) q Name tags q Flipchart and markers q Masking tape q Post-‐its

Flipchart Pages (facilitator must create) q Expectations q Parking Lot q Mentor/Advocate Venn diagram q The Whole Child q Continuum of Abuse

1.8 1.8 1.9 1.10 1.11

A/V Equipment (found with your local program) q Computer, LCD projector and screen (optional; see Activity 1.12) q Flipchart/easel

Handouts q Alphabet Soup de-‐coder (to create) q Volunteer-‐Child Relationship Dilemma cards (in Handouts) q State/local statutes defining abuse and neglect (to create) q Values Statement Exercise (in Handouts) q Key Players in local child welfare system (to create) q Assessment Checklist for Shelter Care/Detention Hearings

(in Handouts) q Session 1 Training Evaluation (in Handouts)

1.8 1.9 1.11 1.13 1.14 1.15 Wrap Up


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Getting Started In-‐Person

Activity 1.7: Putting a Face with the Name Part 1: In pairs, introduce yourself to your partner (do you remember anything about your partner from what he or she posted online?). Share the following with each other:

• One reason you want to become a CASA/GAL volunteer • One thing that stood out for you during the online portion of Session 1 • One thing you’re most excited about as you begin training • One concern that you have about volunteering

Part 2: Return to the large group and introduce yourself to your fellow participants by sharing your name and one word that describes your reason for volunteering.

Activity 1.7: Putting a Face with the Name Anchor Auditory/Kinesthetic Suggested Time: 15 minutes Goal: To allow participants to get to know each other and begin to grow comfortable with each other in a group setting.

Because this is the first in-‐person training session, allow volunteers to introduce themselves in pairs first and then in the large group in order to build safety and confidence. Be mindful of the time on this activity, and begin Part 2 after 10 minutes. In the large group, participants should stick to sharing their name and one word that describes their reason for volunteering. If volunteers share about themselves for more than 15–30 seconds, this activity could take up much more time than anticipated.


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Activity 1.8: Expectations Think back to the expectations for training that you posted online in Activity 1.1. Have any of them changed? In the large group, share your expectations. Then listen as the facilitator describes what will be expected of you during training.

Activity 1.8: Expectations Anchor Auditory/Kinesthetic Suggested Time: 12 minutes Goal: To set the tone for training and to allow participants to share their expectations.

Spend several minutes allowing participants to share their expectations of training. Record them on a flipchart (you will return to this flipchart during Session 5). If any of the participants’ expectations fall outside the parameters of this training, you may want to add these items to the Parking Lot at this point.

Introduce the Parking Lot, a flipchart page where you can note (or “park”) issues unrelated to the current chapter and make a plan to address them later. Post this flipchart at the front of the room. Inform participants that some items that carry over from the online discussion may also make their way to the in-‐class Parking Lot.

Create a list of group agreements that sets the tone for how participants will agree to work together both in-‐person and online (including items such as confidentiality, respect, etc.). Post these agreements on a flipchart and place them in a prominent spot in the training room.

Point out to learners that all activities for both the online and in-‐person components appear in the Volunteer Manual. The learners should know what they can expect the facilitator to do (e.g., establish an environment conducive to learning, keep things moving, adjust the activities or timing to better meet the needs of the group, be a resource, etc.). Participants also need to know what they will be expected to do (e.g., complete all online components, post to the online discussion board in a timely manner, attend the sessions, participate in the activities, ask questions, take responsibility for their own learning, etc.).

You may want to introduce basic names or acronyms that will appear throughout the training. For instance, the Volunteer Manual sometimes refers to child protection agencies as CPS. Inform them what this acronym stands for and let them know the name and acronym of the child welfare agency in your area, if it is not CPS. If you’ve created an “alphabet soup” handout listing key acronyms and what they stand for, give copies to participants at this time. You may also want to post it online.


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The Volunteer-‐Child Relationship

Establishing a relationship with the child for whom you’re advocating is one of the most important things you do as a CASA/GAL volunteer. The ideal relationship is one that maximizes your ability to advocate successfully for the child. The following guidelines describe the parameters for your relationship and contacts with the child:

As a CASA/GAL volunteer, you have direct and sufficient contact with a child to carry out an independent and valid investigation of the child’s circumstances, including the child’s needs and wishes, so as to be able to make sound, thorough and objective recommendations in the child’s best interest. This contact should occur in person to provide you with firsthand knowledge of the child and his/her unique personality, abilities and needs. While social contact is permitted with the child to develop trust and a meaningful relationship, you function as an objective advocate for the child and not as the child’s attorney, caseworker, counselor, mentor or parental figure. You do not provide direct services to the child, such as supervising visitation; however, it is appropriate for you to observe visitation. Under no circumstances shall you take the child into your home, provide shelter for the child or take the child on an overnight outing.


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Activity 1.9: Parameters of the Volunteer-‐Child Relationship Anchor/Content/Application Visual/Auditory/Kinesthetic Suggested Time: 23 minutes Goal: To help participants consider the differences between CASA/GAL volunteer work and other forms of service and to identify what is and isn’t appropriate in the CASA/GAL volunteer relationship with youth.

Advance Prep: Create a flipchart (or other large visual aid) with a Venn diagram (see drawing below) depicting the relationship between mentors and advocates.

Part 1—Mentoring vs. Advocacy (8 minutes): Post the Venn diagram on a wall in the training room. Introduce the activity by explaining the traditional view that mentoring and advocating are two different things.

Divide participants into groups of three to five people and give each group a stack of Post-‐its. Give them three minutes to write their ideas on Post-‐its. After three minutes, ask someone from each group to place the Post-‐its on the Venn diagram at the front of the room. Then ask all other participants to approach the Venn diagram to see what types of words each group posted as mentor-‐specific, advocate-‐specific or both.

Keep in mind that the point of this activity isn’t to quibble over definitions (in a room of 20 people, you may get 20 different definitions for these terms) but rather to illustrate that there will always be some elements of overlap between the role of a mentor and the role of an advocate. While CASA/GAL volunteers are engaged in some activities, such as relationship building, that are also a large part of mentor work, CASA/GAL volunteers must also remain focused on their work as an advocate (court-‐based, determining the child’s best interest even if it’s different from the child’s expressed wishes, etc.).


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Mentor

Activity 1.9: Parameters of the Volunteer-‐Child Relationship Part 1—Mentoring vs. Advocacy: There are some significant differences between the roles of mentor and volunteer advocate; yet there is also overlap. In small groups, use Post-‐its to record elements and characteristics that are unique to the role of mentor, elements and characteristics that are unique to the role of advocate, and elements and characteristics that are part of both roles. In the large group, you’ll post your ideas on a flipchart and compare them with those from other groups.

Advocate


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Activity 1.9: Parameters of the Volunteer-‐Child Relationship Part 2—Volunteer-‐Child Relationship Dilemmas: The facilitator will provide CASA/GAL Volunteer-‐Child Relationship Dilemma cards. Select one and read the dilemma. The facilitator will ask for volunteers to read aloud the situations on their cards. In the large group, brainstorm possible solutions to each dilemma.

Activity 1.9: Parameters of the Volunteer-‐Child Relationship (continued) Advance Prep: Before this session, make enough copies of the CASA/GAL Volunteer-‐Child Relationship Dilemmas (located in the Session 1 Handouts) for each participant to choose one dilemma.

Part 2—Volunteer-‐Child Relationship Dilemmas (15 minutes): Read the following statement as a way to introduce the activity:

As a CASA/GAL volunteer, you have direct and sufficient contact with a child to carry out an independent and valid investigation of the child’s circumstances, including the child’s needs and wishes, so as to be able to make sound, thorough and objective recommendations in the child’s best interest. This contact should occur in person to provide you with firsthand knowledge of the child and his/her unique personality, abilities and needs. While social contact is permitted with the child to develop trust and a meaningful relationship, you function as an objective advocate for the child and not as the child’s attorney, caseworker, counselor, mentor or parental figure. You do not provide direct services to the child, such as supervising visitation; however, it is appropriate for you to observe visitation. Under no circumstances shall you take the child into your home, provide shelter for the child or take the child on an overnight outing.

Place the cards face down on the tables and ask each participant to select one dilemma and read it. Then ask for volunteers to read the situations and dilemmas on their cards aloud to the group. Lead the group in brainstorming solutions. There are a number of possible solutions for each dilemma. The solutions listed below may not be the best solution. If there is a best way to handle each situation in your program or if local rules apply, let participants know what is expected. Go through all four dilemmas.

Possible Solutions: Dilemma #1: Harvey could include in his recommendations to the court that CPS assist Larry in getting his driver’s license. Dilemma #2: Martha should see the child today. Dilemma #3: Fran could get independent verification by obtaining copies of Darius’s drug screening reports. Dilemma #4: Rosita should work with her CASA/GAL volunteer supervisor on an advocacy plan for the four children and move from her role as advocate for the mother.


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Understanding Child Abuse and Neglect

Activity 1.10: Seeing the Whole Child In order to recognize child abuse or neglect, it’s important to look at all aspects of a child’s life and identify what makes for a happy, well-‐adjusted child. On the flipchart at the front of the room, you will see a circle divided into four quadrants. These quadrants represent four aspects of a child’s life: the intellectual, the spiritual, the physical and the emotional. In the large group, brainstorm ideas of what makes for a happy child in each of these areas of life.

Activity 1.10: Seeing the Whole Child Anchor/Content Visual/ Auditory/Kinesthetic Suggested Time: 8 minutes Goal: To help volunteers consider what contributes to a child’s happiness.

Advance Prep: Write “The Whole Child” at the top of a flipchart. Draw a large circle on it, and divide the circle into four quadrants. Label the quadrants “Intellectual,” “Spiritual,” “Physical” and “Emotional.”

Post the flipchart at the front of the room. If participants have trouble coming up with ideas, suggest that they think of a child they know who is well-‐adjusted. What contributes to this child’s happiness? At the end of the brainstorm, point out that their ideas on this topic may change over the course of this training. The one constant, however, is that a safe, permanent home contributes to a child’s happiness.

This activity is a good place to introduce the concept of a child’s sense of time: What may seem like a relatively short period of time to an adult (say, one year) can seem like an eternity to a child. It is important that volunteers keep this in mind as they work to ensure a safe, permanent home for a child as quickly as possible.


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Activity 1.11: The Continuum of Abuse Content Visual/Auditory/Kinesthetic Suggested Time: 25 minutes Goal: To help volunteers understand the continuum of behaviors that constitutes abuse and to allow them to examine how their beliefs compare to community standards and legal definitions.

Advance Prep: Draw a vertical straight line on four different flipchart pages. Write “Physical Abuse,” “Sexual Abuse,” “Emotional/Verbal Abuse” and “Neglect” at the top of the four lines. At the bottom of every line write “Poor Parenting.”

For Part 2, make copies of the state child abuse and neglect statutes that you looked up for Activity 1.4.

Part 1: Post the flipcharts at the front of the room. Point out that the top end of each continuum is always death because every form of abuse can be at least indirectly fatal. Ask participants to brainstorm abusive or neglectful behaviors. If they have trouble getting started, provide some examples, such as slapping, insulting, teasing, etc. Place each example on a continuum according to the group’s assessment of its severity. For example, routine spanking with a magazine might go about a third of the way up on the physical abuse line, since it involves using an item other than the hand but in most cases won’t leave bruises. Continue this exercise until participants get a sense of the range of behaviors that can constitute abuse and understand how to compare types and levels of abuse.

Part 2: Emphasize that behavior can be considered abusive without fitting the legal definition of abuse. Hand out copies of your state statutes defining child abuse and neglect. In the large group, discuss with participants which behaviors on the flipcharts meet the legal definition of abuse or neglect and which do not. Point out that there is a gray area of behaviors that are difficult to pin down as legally abusive or absolutely not abusive. Above the gray area are behaviors that clearly meet the legal definition, and below the gray area are what you might call “bad-‐day behaviors.” Emphasize to participants that knowing their own values and beliefs about child abuse and neglect—and how these values may differ from the legal definitions—will help them be more objective when working with families.

Part 3: Remind participants that it is not their role as CASA/GAL volunteers to diagnose abuse or neglect.


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Activity 1.11: The Continuum of Abuse Part 1: Child abuse can be seen as part of a continuum of behaviors. At the low end of the continuum are behaviors you might consider poor parenting or disrespectful behavior; at the high end are behaviors that lead directly or indirectly to the death of a child.

On the flipcharts at the front of the room, the facilitator has created continuums for physical abuse, emotional/verbal abuse, sexual abuse and neglect. In the large group, think of behaviors that you consider abusive or neglectful, and discuss where on the flipchart continuums they would fall.

Part 2: Look at the handout that contains your state statutes defining abuse and neglect. Still in the large group, identify which behaviors listed on the flipchart meet the legal definition of abuse or neglect and which do not.

Part 3: Consider what you read in the Bleux case. What behaviors described in that case would you consider abusive or neglectful?


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Attitudes, Values and Skills That Guide the Work

Activity 1.12: Attitudes and Skills That Enhance the Work Much of the information explored up to this point focuses on your role or duties as a CASA/GAL volunteer. Fulfilling duties is an important part of being a successful CASA/GAL volunteer, but it is only one part. Personal attitudes and skills are also very important.

Follow along as the facilitator presents information on attributes that will help you in your role as a CASA/GAL volunteer.

PROFESSIONALISM Ethics, accountability, confidentiality, resourcefulness, critical thinking and good judgment These skills/abilities can enhance your credibility and earn the respect of parties in a case. Professionalism and assertiveness can help you gain necessary information.

INTERPERSONAL COMPETENCE Open-‐mindedness, respect, collaboration, self-‐awareness and assertiveness These attitudes will help you be more successful in working with other people, particularly in gathering accurate information and making accurate interpretations

Activity 1.12: Attitudes and Skills That Enhance the Work Content/Future Use Visual/Auditory Suggested Time: 7 minutes Goal: To encourage participants to develop attributes that will help them be successful CASA/GAL volunteers.

Optional Advance Prep: You may wish to use a visual aid when facilitating this activity. If available, you can use the electronic presentation from the 2007 edition Facilitator Toolkit DVD (this presentation occurs in Activity 1J in the 2007 edition), or you can create a flipchart or a short PowerPoint presentation.

Present the three key attributes that enhance CASA/GAL volunteer work: professionalism, interpersonal competence and cultural competence.


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of situations. As a CASA/GAL volunteer, you are expected to demonstrate respect and open-‐mindedness in your interactions with all parties to the case. Gathering information from children requires skills and attitudes different from those required when working with adults. Children may be frightened or healing from trauma. They are different emotionally and developmentally from adults and also from other children. Your listening and observation skills will help you gather a full picture of the child’s situation.

CULTURAL COMPETENCE Respect, flexibility, knowledge, self-‐awareness and empathy What you do not understand may lead to inaccurate interpretations. Understanding your own culture and the differences between cultures will allow you to best serve children and their families. Your life experience (culture, era, geography, race, education, sexual orientation, socioeconomic status, family dynamics, etc.) has led you to develop a particular perspective. Your unique perspective always influences how you interpret what you observe. The more aware you become of your personal perspective, the better able you will be to understand that others have different perspectives. In observing children and families, it is important to understand that your perspective on families and parenting is likely to be different from those with whom you are working. (You will explore cultural competence in greater depth throughout this training.)

Adapted from materials from CASA for Children, Inc., Portland, Oregon.


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Exploring Personal Values Exploring the meaning and place of values in your work on behalf of children can assist you in seeing the range of values that people hold and the variety of reasons people have for their beliefs. It also increases your understanding that people can hold values very different from yours and be equally thoughtful and caring in their reasoning. Even when individuals appear to have similar values, they may actually have very different perspectives and reasons for having them.

Your work as a CASA/GAL volunteer cannot be free of values. You model your own and your community’s values every day through your actions (and inaction). Almost all interactions transmit values in some way—for instance, through how you dress, move, relate to others and communicate. As a CASA/GAL volunteer, you need to examine how values may affect your interactions with the children and families with whom you work. You need to acknowledge the plurality of values in your community and demonstrate respect for this diversity.

There are essentially two types of values: those that are universal and those that are not. Universal values are shared by an overwhelming majority of the community. Laws are often related to these values, but they are not the same things. The following exercise is an opportunity to explore your values and how they are similar to or different from the values of others.


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Activity 1.13: Recognizing Your Values Anchor/Application Visual/Auditory/ Kinesthetic Suggested Time: 30 minutes Goal: To help volunteers walk in someone else’s shoes.

Advance Prep: Make copies of the Values Statement Exercise (located in the Session 1 Handouts) and prepare signs with the words “Strongly Disagree,” “Disagree,” “Agree” or “Strongly Agree.”

Part 1: This activity requires very close attention to the instructions. Exploring one’s own values and examining the values of others requires respect. The questions in this exercise are intended to provoke dialogue.

Distribute copies of the Values Statement Exercise handout and have participants complete it anonymously. Collect all of the completed sheets and redistribute them to the group, asking them not to identify whether the answers in front of them are their own or someone else’s. Ask the volunteers to spend a moment noticing if the answers in front of them are similar to or different from their own. Do not ask them to share at this time. There will be time after Part 2 to share if they would like to.

If you are worried that your group will take this activity too personally or form judgments about other participants or that it will create irresolvable conflict, you might consider assigning small groups to write down reasons for each position rather than redistributing the worksheets. Collect the written responses and share them with the group.

Part 2: In the four corners of the room, post the signs you created. Read the first statement of the Values Statement Exercise and ask participants to go to the sign that represents the answer on their sheet. Emphasize that it is important for CASA/GAL volunteers to be able to see past their personal values and understand that people may have legitimate reasons to hold beliefs that differ from theirs. Allow a minute or so for each group to come up with their reasons, and then ask them to share. After a group shares, your role as the facilitator is to stay neutral and model respect for the range of beliefs of the people present in the room. You can simply say, “Thank you.” If a group or an individual gives a sarcastic reason, remind them that someone else in the room holds this belief. Help them create a reason that is positive. If no one is next to a particular sign, try to represent that particular belief using the same format mentioned above. Note that even when people are next to the same sign, they may have very different reasons for being there. Emphasize to participants that CASA/GAL volunteer work will often require that they be able to see things from someone else’s perspective. Make use of the Parking Lot flipchart if the group has trouble wrapping up the discussion.

The last statement, “All children deserve safe and permanent homes,” should represent a universal value. You can emphasize that this value unites participants in their role as CASA/GAL volunteers.


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Activity 1.13: Recognizing Your Values Part 1: Complete the Values Statement Exercise handout that the facilitator distributes. Do not put your name on the sheet. This is an anonymous/confidential activity. After completing this form, give it to the facilitator, who will redistribute all the forms as part of an activity to clarify values and build empathy.

When you receive a completed Values Statement Exercise, do not identify whether you received your form or someone else’s. Spend a moment noticing if the answers in front of you are similar to or different from yours.

Part 2: Around the room are posted signs representing four possible responses to the values statements: strongly disagree, disagree, agree and strongly agree. As the facilitator reads each statement, go to the sign that represents the answer on the sheet you have been given. With others in the group at your sign, think of the three most rational or respectful reasons a person might hold this belief. It may be especially difficult to come up with respectful reasons a person might hold a belief that is very different from your own, but remember that someone else in the room holds this belief. Show respect. This activity is an opportunity to walk in someone else’s shoes and perhaps gain insight into why people have beliefs that differ from yours.

As a group, share your three best reasons with the large group using the following format: “I believe [read the statement] because [give your three best reasons].” After going through all 14 statements, share any remaining concerns or questions in the large group.


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Participants in a Child Welfare Case

Activity 1.14: Who Participates in a Case? Listen as the facilitator describes the roles of those involved in a court case, which are outlined below. As you listen, note in the margin any differences in your jurisdiction and use the space provided to write in information relevant to your jurisdiction. If you have questions, share them in the large group.

Activity 1.14: Who Participates in a Case? Content/Application Visual/Auditory/ Kinesthetic Suggested Time: 20 minutes Goal: To introduce participants to the people involved in a juvenile court case.

Advance Prep: Before the session starts, gather information about the various people involved in a child abuse and neglect case, including their roles, when they are involved and what they bring to the case. For instance, in some states, the attorney general or the state’s attorney prosecutes the petition but does not represent the child protection agency. The role of the attorney for the child or for the CASA/GAL program, in particular, varies significantly from one jurisdiction to another. It is important that you share information that reflects the roles of the participants in your jurisdiction.

Give an overview of the people involved in a child abuse and neglect case. If the roles or processes in your jurisdiction differ from what appears in the Volunteer Manual, ask participants to mark changes in their manuals and use the space provided to write in information relevant to your jurisdiction. In order to build on the online component, connect any of these case participants with the key people volunteers read about in the Bleux case file.


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THE CHILD Why is the child’s case in court?

• A petition has been filed alleging abuse or neglect.

What does the child need during court intervention? • The child needs the court to order an appropriate intervention and treatment

plan so he/she can live in a safe, stable home without ongoing need for intervention from the child protection agency.

• The areas the child needs addressed include safety/protection, placement if the child is out of the home, family contact, belonging to a family, financial support, a support system, education, mental health and physical health.

• The child needs the court intervention to be focused and timely. • The child needs services provided that will meet his/her needs. • Other _____________________________________________________

CASA/GAL VOLUNTEER In my area this person is called ________________________________ What does the CASA/GAL volunteer do in the case?

• Independently investigates the child’s case • Determines the child’s needs • Explores family and community resources to meet the child’s needs • Makes recommendations to the court • Advocates for the child • Monitors the case • Is the voice for what is in the child’s best interest • Is the voice for the child’s expressed wishes • Other _____________________________________________________

What does the CASA/GAL volunteer bring to the case? • An interest in improving the life of the child through the court process • Time, energy and focus • Longevity (he/she often stays on the case from beginning to end) • An “outside the system” point of view and an independent perspective • The community’s standard for the care and protection of its children • Other _____________________________________________________

When is the CASA/GAL volunteer involved in the case? • In my jurisdiction: ________________________________________


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ATTORNEY FOR THE CASA/GAL PROGRAM OR CHILD In my jurisdiction this attorney represents [circle one]:

The child’s wishes The child’s best interest The CASA/GAL program What does the attorney for the program/child do in the case?

• Represents the child’s best interest and/or wishes and protects the child’s legal rights in court

• Translates the CASA/GAL volunteer’s research and recommendations into a form that the court can effectively use to address the child’s needs (within the law, within the scope of the volunteer role, fact-‐based, etc.)

• Provides legal consultation to the CASA/GAL volunteer and program staff regarding the case (if the attorney represents the program rather than the child directly)

• Files legal documents relevant to the child’s case • Other _____________________________________________________

What does the attorney for the program/child bring to the case? • Legal expertise, facilitation and negotiation skills and courtroom experience

When is the attorney for the program/child involved in the case? • From the petition filing through the end of the court case

PARENTS/CARETAKERS NAMED IN THE PETITION In my area this person is called ________________________________ Why are the parents/caretakers involved in the case?

• They have been forced into this court action because the child protection agency asked the court to intervene to protect the child from maltreatment and/or to have his/her basic needs met.

• They need to comply with the child protection agency’s intervention plan and correct the conditions that led to the child’s removal, thereby effectively protecting their child and/or enabling their child to return home.

• They need to follow the orders of the court or risk having their parental rights terminated.

What do the parents/caretakers bring to the case? • Love for the child; family ties; history of parenting; abilities, resources and

skills as parents; interactions with the child and each other; mental, emotional and physical health or illness; support system; housing and income; and their own issues/problems


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ATTORNEY FOR THE PARENT/CARETAKER What does the attorney for the parent/caretaker do in the case?

• Represents the wishes of the parent/caretaker he/she represents • Protects the legal rights of the parent/caretaker in court • Advises the parent/caretaker on legal matters • Files legal documents relevant to the case • Other _____________________________________________________

What does the attorney for the parent/caretaker bring to the case? • Legal expertise, facilitation and negotiation skills and courtroom experience

When is the attorney for the parent/caretaker involved in the case? • From the petition filing through the end of the court case

CHILD PROTECTION AGENCY CASEWORKER In my area this person is called ________________________________ What is the role of the child protection agency caseworker in the case?

• The caseworker has completed a risk assessment process and, based on risk and/or substantiated allegations of abuse and/or neglect, has determined the need for court intervention. The caseworker petitioned the court to intervene on the child’s behalf because:

o He/she has developed an intervention plan with the family, which has not resulted in eliminating the risk that child maltreatment will recur, or

o Due to risk of imminent danger, he/she has removed the child from his/her home to ensure the child’s safety.

• The caseworker needs the court to order that the agency’s intervention and treatment plan be followed by the parents/caretakers and other service providers so that the need for continuous agency intervention is not required to ensure the child receives proper care and protection.

• The caseworker is responsible for managing the case and arranging for court-‐ordered services to be provided to the child and the child’s family.

• Other _____________________________________________________

What does the child protection agency caseworker bring to the case? • Training in analyzing risk, assessing service needs and providing guidance

Direct services for families to provide them with the knowledge, skills and resources necessary for change

• Links to other service providers so that the family can access resources outside the child protective services system

When is the child protection agency caseworker involved in the case? • From the initial contact with the family and/or child until the agency’s

services are no longer needed


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ATTORNEY FOR THE CHILD PROTECTION AGENCY OR THE COUNTY OR THE STATE In my area this person is called ________________________________ In my jurisdiction this attorney represents [circle one]: The child protection agency The county The state

What does this attorney do in the case? • Represents the position of the agency/county/state in court • Protects the agency/county/state from liability • Advises the agency/county/state regarding its responsibilities as outlined in

the law • Files legal documents relevant to the case • Other _____________________________________________________

What does this attorney bring to the case? • Legal expertise, facilitation and negotiation skills and courtroom experience

When is this attorney involved in the case? • From the petition filing through the end of the case

INDIAN CHILD’S TRIBE What does the Indian child’s tribe do in the case?

• Represents to the court the “best interest of the child” as defined by the Indian Child Welfare Act (ICWA)

• Ensures that the parents, the child and the tribe have all the rights they are afforded pursuant to ICWA

• Brings to the attention of the court culturally relevant service options and dispositional recommendations

• Protects the tribe’s interest in the child and ensures the preservation of the child’s ties to the tribe and its resources

• Where appropriate, offers or requires that the tribe take jurisdiction of the matter

• Files legal documents when it is necessary • Other _____________________________________________________

What does the tribe bring to the case? • A very special perspective on preservation of the child’s ties to the tribe • Knowledge of relevant cultural practices and culturally relevant services that

can be considered as potential resources for the child


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JUDGE What does the judge do in the case?

• Determines if there is a continued safety issue for the child that necessitates continued out-‐of-‐home placement if the child has been removed from home

• Decides if the child is abused or neglected, and if so, orders services that will address the needs of the child

• Orders appropriate reviews • Hears testimony, motions, etc., regarding the case • Approves the permanent plan for the child • Orders termination of parental rights when appropriate • Settles disputed adoption cases • Closes the court case when there is no longer a need for court intervention or

the permanent plan has been achieved • Other _____________________________________________________

When is the judge involved in the case? • From the request for emergency custody at the petition filing until the court

case is closed (or, if the child is not removed from home, from the arraignment or adjudication hearing, depending on jurisdiction, until the court case is closed)


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Activity 1.15: Asking the Right Questions Part 1: Listen as the facilitator briefly recaps the key facts in the Bleux case. Write down questions you want to answer in order to determine what is in Deshawn Bleux’s best interest. What information do you need in order to make recommendations?

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Activity 1.15: Asking the Right Questions Application/Future Use Visual/Auditory/Kinesthetic Suggested Time: 15 minutes Goal: To help participants learn to formulate the right questions to gather the information they need to determine a child’s best interests.

Advance Prep: Make copies of the Assessment Checklist for Shelter Care/Detention Hearings. If your program uses a different assessment checklist for the initial case hearing, feel free to copy that instead.

Part 1: Give a brief recap of the key facts from the Bleux case file, which participants read during Activity 1.2.

Part 2: At the beginning of the small group work, distribute the assessment handout and give a brief overview about how best to use the information in it. Participants can use to it to prioritize their list of questions and add any that they may not have thought of during Part 1.


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Part 2: In small groups, share with each other the questions you generated. Then together make a list of questions you want to answer in order of priority. You may want to refer to the assessment handout to help with your list. What information is most important to gather first?

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Activity 1.16: Guest Speaker—Case Participant Listen as a guest speaker (or speakers) representing another role in a child abuse or neglect case talks about the value of the CASA/GAL volunteer in these cases and how you will be able to partner with them over the course of your advocacy.

Wrap Up Fill out the Session 1 Training Evaluation and give it to the facilitator before you leave.

Be sure to complete the online work for Session 2 by the deadline the facilitator specifies.

Wrap Up Suggested Time: 5 minutes In summary, you can review (or ask participants to review) the objectives found at the beginning of the chapter to check in about volunteers’ comfort level with the content. Answer any questions that arise during the review.

Hand out copies of the Session 1 Training Evaluation and collect them before participants leave.

Finally, review the date of the next in-‐person training session and remind participants of the deadline to complete the online portion of Session 2.

Activity 1.16: Guest Speaker—Case Participant (Judge, Social Worker, Etc.) Application/Future Use Visual/Auditory Suggested Time: 25 minutes Goal: To allow participants to hear the experiences and perspectives of another person (or people) who is involved in CASA/GAL cases.

Advance Prep: Invite a judge, social worker and/or other participant in a CASA/GAL case to come to this session. Ask the guest speaker(s) to share information regarding his/her experiences and perspectives about the value of CASA/GAL volunteer service and how volunteers can serve as partners in ensuring a safe, permanent home for abused and neglected children.

Allow time for participants to ask questions at the end of the guest speaker’s talk.

National CASA Facilitator Manual Flex-‐Learning Edition Session 1 Handouts

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Session 1 Handouts

For Activity 1.9


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CASA/GAL Volunteer-‐Child Relationship Dilemmas

Make copies of the dilemma cards and cut apart.

CASA/GAL Volunteer-‐Child Relationship DILEMMA #1 Situation: Harvey Stone is the CASA/GAL volunteer for 15-‐year-‐old Larry, who currently lives in a group home. Larry has asked Harvey to take him to the Division of Motor Vehicles next Wednesday to get Larry’s driver’s license on his 16th birthday. Harvey has agreed. Dilemma: Harvey is providing services; it is beyond his role as an advocate.

CASA/GAL Volunteer-‐Child Relationship DILEMMA #2 Situation: CASA/GAL volunteer Martha Spivey has four years of experience with the program. Recently she was assigned to the case of a 6-‐year-‐old boy who is alleged to be neglected. The disposition hearing for this case is scheduled for tomorrow. Martha has had four similar cases during her tenure as a CASA/GAL volunteer. She has not seen the child in this case because she has been busy. She feels she can judge the situation based on her past experience with other children. Dilemma: Martha has had no direct contact with the child.

CASA/GAL Volunteer-‐Child Relationship DILEMMA #3 Situation: After reading the caseworker’s notes in the CPS case file, CASA/GAL volunteer Fran Blankenship agrees that 14-‐year-‐old Darius has a severe addiction to crack cocaine. Fran includes drug treatment for Darius among her recommendations to the court. Dilemma: Fran has made no independent investigation of Darius’s drug use.

CASA/GAL Volunteer-‐Child Relationship DILEMMA #4 Situation: Rosita Lopez has been the CASA/GAL volunteer for the four Suarez children (ages 6, 4, 3 and 2) for the last nine months. CPS has been providing services to the family since the birth of the 2-‐year-‐old. The children were placed in foster care after their mother, Maria Suarez, became angry with them and locked them out of the house for a night last February. As a CASA/GAL volunteer, Rosita has had weekly contact with Maria, has been taking Maria to her church and has had at least monthly contact with the children. During this time she has become quite close to Maria and has come to feel that CPS should give Maria the benefit of the doubt. Even though Maria’s past and present compliance with the CPS service plan has been minimal at best, Rosita believes that the children will be safe at home with their mother. Rosita has found her to be basically a nice person who has financial worries and has understandably lost her temper with the kids a few times. Dilemma: Rosita is advocating for the mother.

For Activity 1.15


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Values Statement Exercise Worksheet

1. I believe that there should be a 10 p.m. curfew for all children 16 years of age and under. Strongly Disagree Disagree Agree Strongly Agree

2. I believe that every child should be able to sleep in his/her own bed. Strongly Disagree Disagree Agree Strongly Agree

3. I believe that a safe home is a happy home. Strongly Disagree Disagree Agree Strongly Agree

4. I believe that the judicial system is unfair to people of color. Strongly Disagree Disagree Agree Strongly Agree

5. I believe that a gay or lesbian couple should be able to adopt children. Strongly Disagree Disagree Agree Strongly Agree

6. I believe that interracial adoption is wrong. Strongly Disagree Disagree Agree Strongly Agree

7. I believe that a family that prays together stays together. Strongly Disagree Disagree Agree Strongly Agree

8. I believe that a parent’s use of corporal punishment reflects his/her inability to communicate with children. Strongly Disagree Disagree Agree Strongly Agree

9. I believe that mothers who stay in abusive relationships are guilty of child abuse. Strongly Disagree Disagree Agree Strongly Agree

10. I believe that people who use or abuse drugs should be incarcerated. Strongly Disagree Disagree Agree Strongly Agree

11. I believe that people on welfare are generally lazy. Strongly Disagree Disagree Agree Strongly Agree

12. I believe that teen parents cannot do an adequate job. Strongly Disagree Disagree Agree Strongly Agree

13. I believe that drinking alcohol during pregnancy is child abuse. Strongly Disagree Disagree Agree Strongly Agree

14. I believe that all children deserve safe and permanent homes. Strongly Disagree Disagree Agree Strongly Agree

For Activity 1.15


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Assessment Checklist for Shelter Care/Detention Hearing

Assessment of Risk 1. What harm has the child suffered?

2. Classify the degree of harm (i.e., severe, moderate, mild).

3. With what frequency and over what period of time has harm occurred?

4. Are the consequences, physical and emotional, likely to be short-‐term, long-‐term or permanent?

5. What is the likelihood of recurrence and why?

6. What kind of long-‐term or permanent damage could result if the situation goes unchecked?

7. Was removal of the child necessary for his or her protection?

8. What services, short of removal, are necessary to adequately reduce risk?

9. Which of these services are available in this area?

10. Are there waiting lists for any needed services?

11. How would the family access these services?

12. Which services were made available to this family prior to removal (or prior to this hearing)? What outcome was observed for each service?

13. Are professional assessments necessary to fully answer any of these questions?

14. List any additional factors that increase the level of risk (i.e., substance abuse, domestic violence, caregiver abused as a child, history of court involvement with other children, etc.).

Assessment of Primary Caregiver 1. What is the caregiver’s understanding of the situation?

2. Is the caregiver motivated to make necessary changes?

3. Is there substance abuse on the part of the caregiver?

4. If there has been substance abuse, what is the duration, severity and recovery history?

5. If there has been substance abuse, what is the impact on caregiving ability?

6. What is the health status of the caregiver?

7. What is the caregiver’s intellectual level?

8. What is the caregiver’s level of parenting skills?

9. Describe the caregiver’s current emotional state.

For Activity 1.15


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10. What kind of support is available from spouse, significant other, extended family and/or friends?

11. If one of the child’s parents has not been involved, what is the history and current status of the relationship between the caregiver and the other parent? Has the caregiver made any effort to contact the other parent? Why or why not?

12. How has the caregiver demonstrated cooperation (or lack of cooperation) with service providers?

13. Does the caregiver have the ability to protect the child or remedy the situation?

14. Are professional assessments necessary to fully answer any of these questions?

Assessment of Child 1. Are basic food and clothing provided for the child when he or she is in the caregiver’s home?

2. Does the home contain serious hazards to the child’s health and safety? Is the caregiver’s current home adequate?

3. How does the caregiver meet the child’s health and medical needs?

4. What level of supervision does the caregiver provide?

5. What indications of caregiver-‐child attachment have been observed?

6. What is the child’s relationship with his or her siblings?

7. What is the child’s experience with discipline, limit setting and consequences in the home?

8. Does the caregiver have realistic expectations of the child?

9. In what ways are emotional nurture and intellectual stimulation provided by the caregiver?

10. How does the child perform in school academically and behaviorally? Have there been any significant changes recently?

11. Is the child seen as a cause of problems in the home, school or community?

12. Describe any history of delinquent behavior.

13. Is family income sufficient to meet the child’s basic needs?

14. What is the child’s understanding of the situation? 15. Is the child requesting out of home placement?

16. Does the child have other extended family members? What kind of relationship have they had with the child? 17. Are professional assessments necessary to fully answer any of these questions?

For Activity 1.15


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Assessment of Out-‐of-‐Home Placement 1. List all the losses that the child would suffer by being removed from the home.

2. Would siblings be placed together? 3. What is the most appropriate type of placement for this child?

4. Is such a placement available, and if so, how soon?

5. What efforts have been made to locate possible relative placements especially the biological father and his relatives if the paternal side of the family has not previously been involved with the child? 6. How has the appropriateness of any relative placement been assessed?

7. What will out-‐of-‐home placement provide for the child? What will out-‐of-‐home placement provide for the parent? 8. What visitation arrangements would be made between child and parent(s) (e.g., location, frequency, length, transportation, supervision, etc.)? What arrangements for sibling visitation, if applicable? 9. What is the expected duration of placement?


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Session 1 Volunteer Training Evaluation

Online Component It was easy for me to log on to the online components of this session. Strongly Disagree Disagree Agree Strongly Agree

The technology involved in the online components of this session was easy and straightforward to use. Strongly Disagree Disagree Agree Strongly Agree

I found the online discussion forums a useful learning tool as I shared my thoughts and opinions. Strongly Disagree Disagree Agree Strongly Agree

I learned something from my fellow training participants by interacting with them in the online discussion forums. Strongly Disagree Disagree Agree Strongly Agree

The online component helped prepare me for some of the discussions and materials we covered during the in-‐person component of Session 1. Strongly Disagree Disagree Agree Strongly Agree

The facilitator’s comments were valuable during the online discussion forum activities. Strongly Disagree Disagree Agree Strongly Agree

I understand and can define “best interest.” Strongly Disagree Disagree Agree Strongly Agree

I understand and can describe “minimum sufficient level of care.” Strongly Disagree Disagree Agree Strongly Agree

I am familiar with current child welfare laws and can describe one law in particular. Strongly Disagree Disagree Agree Strongly Agree

I understand and can describe the four components of the CASA/GAL volunteer role. Strongly Disagree Disagree Agree Strongly Agree


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One thing that I really enjoyed about the online component was: One thing that would have made this online component better for me: Additional Comments about the Online Component:

In-‐Person Component The facilitator was well-‐prepared and engaging. Strongly Disagree Disagree Agree Strongly Agree

The content of this session will be useful to me in my work. Strongly Disagree Disagree Agree Strongly Agree

I understand the parameters of the CASA/GAL volunteer’s relationship with a child. Strongly Disagree Disagree Agree Strongly Agree

I recognize the importance of understanding my own values and the values of others I will work with in my CASA/GAL volunteer role. Strongly Disagree Disagree Agree Strongly Agree

I can describe attitudes and skills that will help me in my CASA/GAL volunteer role. Strongly Disagree Disagree Agree Strongly Agree

I can name the various participants in a child welfare case. Strongly Disagree Disagree Agree Strongly Agree

One thing that I really enjoyed about the in-‐person component was:


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One thing that would have made this in-‐person component better for me: Additional Comments about the in-‐person component:

Overall Comments I found the format of this session, which allowed for me to learn a portion of the material at my own pace and on my own time, worked better for me than having to receive all of this information in-‐person, at a set place and time. Strongly Disagree Disagree Agree Strongly Agree

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