Activities & Experiences for Children in Out-of-Home … RPPS Training...Activities & Experiences...
Transcript of Activities & Experiences for Children in Out-of-Home … RPPS Training...Activities & Experiences...
Activities & Experiences for
Children in Out-of-Home Care:
Making “Reasonable &
Prudent” Parenting Decisions
Training for Caregivers: Resource Parents & Residential Facility Staff
Pennsylvania Council of Children, Youth & Family Services, © 2015
Welcome and Introductions
• Introductions
• Review agenda & materials
• Group agreements
• And where is the rest room . . . .?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Learning Objectives By the end of this session, participants will be able to:
• Define key terms
• List key elements of the Law – PA HB 477
• Describe responsibilities
• Describe WHY this is important
• List examples of activities for all children including:
– Pregnant, Parenting and LGBTQ youth
– Children & Youth with disabilities
– Youth with Justice System Involvement
• Utilize safety plans
• Utilize guiding questions
• Access additional resources
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Memory Walk ~ Activities that were
Important in My Life: • Ages 0-5
• Ages 6-11
• Ages 12-18
• Ages 19-21
• As a parent
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Examples of Age or Developmentally
Appropriate Activities
• Family life
• Peers and friends
• School
• Community
• Becoming independent
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
“No-No’s”
– Religious training
– Education placement
– Non-routine physical/mental health treatment
– Use of psychotropic medications
– Activities that violate case plan or court order
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Intent and Focus -
• Normalcy, healthy development & opportunities for
children & youth
• Clarity & guidance for caregivers
• Clarity of roles for agencies & courts
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
HISTORICAL BACKGROUND: WHY DO
WE NEED THESE LAWS & POLICIES?
Stories we’ve heard from youth
Some reasons it is hard for caregivers
Your turn – what are your experiences?
Cost of NOT providing normalcy
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
So – What do the Laws say?
PL 113-183 (Federal) & HB 477 ( PA
State)
List of Key provisions (Fed)
• Each child must have regular and ongoing opportunities to engage in age or developmentally appropriate activities
• Each youth over 14 has opportunities to gain skills and participate in plans for transition to adulthood
• State agency must take steps (including training of caregivers) to ensure that caregivers are applying reasonable and prudent parent standard
• Specifics will be reviewed at every permanency hearing
List of Key Provisions (PA State)
• Every child must be able to engage in age appropriate activities to greatest extent possible, including children with special needs
• Older youth must be able to gain skills related for successful transition to adulthood
• Caregivers must use a clear set of guiding questions for consideration when making decisions
• Caregivers must receive training
• Child’s service plan must reflect access to these activities
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Key Definitions
• Normalcy
• Reasonable & Prudent Parent Standard
• Age or developmentally appropriate activities
• A few others . . .
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Who does this law apply to?
• Dependent children and youth - no age limits
• Children and youth in foster family homes, kinship care
homes, pre-adoptive homes
• Children and youth in group homes and other residential
settings
• Youth in Transitional living and Independent Living
• Some youth in shared responsibility cases
Who does this law NOT apply to?
• Youth in locked detention facilities
• Youth in accredited psychiatric/mental health treatment
facilities
• Children or youth in hospitals
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
CONSENT VS. NOTICE – WHAT’S THE
DIFFERENCE?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
What Do I Need to Know?
• Developmental stages of children and youth including
– Cognitive
– Social & Emotional
– Physical
– Behavioral
• Talents, capacities, strengths and challenges of this particular child
• Impact of trauma or other special needs on participating in various
activities
– Recognizing trauma triggers
– Helping child develop safety plan
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Child Development – 0-5 – Major
Tasks
• Development of trust
• Language development &
communication
• Attachment/separation
• Resolve abandonment fears
• Body image and self-care
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Child Development – Ages 6 – 11 –
Major Tasks
• Mastery & achievement
• Abstract thinking
• Belonging
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Child Development –
Adolescents – Major Tasks
• Who Am I? Identity development
– Racial & ethnic
– Gender & sexuality
– Morals and values
• Fitting in with peers
• Coping with physical changes & body image
• Emerging independence
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Child Development & Children with
Special Needs
• Development may be uneven – ahead or “on track” in some areas,
behind in others
• Sees and wants to do the same things that age-group peers do
• How do we facilitate inclusion without stigmatizing?
• How do we facilitate growth and competence without increasing
risk?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Normalcy for Youth in Special
Circumstances ~ Providing Safety, Inclusion and Opportunity for
• Pregnant and parenting teens
• Young people who identify as LGBTQ or other non-
conforming expressions of gender and sexuality
• Youth with history of justice-system contact or involvement
• Other circumstances?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
How Does Trauma Affect The Child’s
Ability to Safely Engage in Activities
• Most of the time, the child will
behave and respond like a
typically developing child
• A trauma trigger can change
that
– The child can explode
– Or withdraw, shut-down
– Or simply take longer to settle
down and be ready to participate
• What examples have you seen?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Trauma Triggers & Safety Plans
• A child who experiences trauma triggers can still benefit from
participation in developmentally appropriate activities
• How can we ensure that the child and others around him will be safe
during the ball game, concert, mall-outing, sleep-over or other
activity?
• What can de do at home to prepare our child/youth to bring effective
coping skills into these situations?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
PUTTING THE KNOWLEDGE ALL
TOGETHER:
OBSERVING AND KNOWING THE
CHILD IN MY CARE
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
A Model for Decision Making
• Identify the Issue – What is the child really asking?
• Gather information
• Brainstorm
• Evaluate 0ptions
• Decide & act
• Later, reflect and learn
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
CASE SCENARIOS – SMALL GROUPS
So – Now It’s time to Practice
What questions will you ask yourself before you say yes or no?
Where will you look for guidance?
DECISION OPTIONS:
This is an appropriate situation for the caregiver to make a
decision, and the decision is YES
This is an appropriate situation for the caregiver to make a
decision, and the decision is NO
This is NOT an appropriate situation for the caregiver to make a
decision without consulting with the child’s caseworker
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Case Scenario De-Brief – Describe How
you Used the Decision-Making
Checklist: When and How were each of these factors relevant:
• Child's age, maturity and developmental level
• Appropriateness of the extracurricular, enrichment, cultural or social activity or experience.
• Child's wishes.
• Encouraging the child's emotional and developmental growth.
• Supporting the youth in developing skills to successfully transition to adulthood.
• Providing the child with the most family-like living experience possible.
• Any special needs accommodations, or trauma-safety plans that the child may need to safely and fully participate in the activity or experience.
• Potential risk factors to the child or to others
• Best interest of the child, based on information known by the caregiver.
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Does Saying “Yes” Guarantee a
Good Outcome?
• Trying and “failing” is an important part of life
• Pushing back against parental or other authority is age-
appropriate
• Sometimes “natural” consequences result in lasting life
lessons.
• How can you use these as “teaching opportunities?”
• Do you have examples?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Avoiding the “L” word (*liability )
• Keeping the “reasonable” and “prudent” in the “parenting” equation
will minimize liability
• Remember, activities cannot violate service plans or court orders
• Use the 3-part “sniff test”
– “My Mom”
– “Front Page”
– “My Child” or “Golden Rule”
• What other questions should you ask if liability is a concern?
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS
Agency Expectations
Standards, Consent vs. Notification requirements, Documentation
Becoming a “Reasonable
and Prudent” Parent
© 2015 PCCYFS