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Version 1.0 | 2015Use Test Version 1.0 for Evaluation

Common Core 3.0 Assessing for Key Child Welfare Issues

Trainer’s Guide

Table of Contents

Table of Contents............................................................................................................2

Acknowledgements.........................................................................................................3

Introduction.....................................................................................................................4

Tips for Training this Curriculum.....................................................................................7

Evaluation Protocols.......................................................................................................8

Agenda............................................................................................................................9

Learning Objectives......................................................................................................10

Lesson Plan..................................................................................................................12

Segment 1: Assessing Child Safety in the Context of Violence....................................15

Segment 2: Assessing Safety in a Home with Intimate Partner Violence.....................17

Segment 3: Assessing Safety in a Home with Substance Abuse.................................20

Segment 4: Assessing Safety in a Home with Mental Health Concerns.......................22

Segment 5: Torres Family Safety Mapping...................................................................24

Segment 6: Torres Family Safety Assessment.............................................................27

Segment 7: Torres Family Additional Interviews...........................................................29

Segment 8: Torres Family Risk Assessment................................................................31

Segment 9: Trauma Assessment and Collaboration.....................................................33

Segment 10: Trauma and Assessment.........................................................................34

Segment 11: Wrap Up..................................................................................................36

Materials Checklist........................................................................................................37

Appendix 1: SDM Policy Manual Content.....................................................................38

Appendix 2: Trauma and Assessment Questions Key..................................................45

California Common Core Curriculum v3.0 | Assessing for Key Child Welfare Issues v1.0 | 2015Trainer Guide 2

Acknowledgements

California’s Common Core Curricula for Child Welfare Workers is the result of the invaluable work and guidance of a great many people throughout the child welfare system in California and across the country. It would be impossible to list all of the individuals who contributed, but some groups of people will be acknowledged here.

The Content Development Oversight Group (CDOG) a subcommittee of the Statewide Training and Education Committee (STEC) provided overall guidance for the development of the curricula. Convened by the California Social Work Education Center (CalSWEC) and the California Department of Social Services (CDSS), CDOG membership includes representatives from the Regional Training Academies (RTAs), the University Consortium for Children and Families in Los Angeles (UCCF), and Los Angeles County Department of Children and Family Services.

In addition to CDOG, a Common Core 3.0 subcommittee comprised of representatives from the RTAs, the Resource Center for Family Focused Practice, and counties provided oversight and approval for the curriculum development process.

Along the way, many other people provided their insight and hard work, attending pilots of the trainings, reviewing sections of curricula, or providing other assistance.

California’s child welfare system greatly benefits from this collaborative endeavor, which helps our workforce meet the needs of the state’s children and families.

The curriculum is developed with public funds and is intended for public use. For information on use and citation of the curriculum, please refer to: http://calswec.berkeley.edu/CalSWEC/Citation_Guidelines.doc

FOR MORE INFORMATION on California’s Core Curricula, as well as the latest version of this curriculum, please visit the California Social Work Education Center (CalSWEC) website: http://calswec.berkeley.edu


http://calswec.berkeley.edu/CalSWEC/Citation_Guidelines.doc

Introduction Please read carefully as a first step in preparing to train this curriculum.

IMPORTANT NOTE: Each curriculum within the Common Core series is mandated and standardized for all new child welfare social workers in the state of California. It is essential that all trainers who teach any of the Common Core Curricula in California instruct trainees using the standardized Training Content as provided. The training of standardized content also serves as the foundation for conducting standardized testing to evaluate and improve the effectiveness of new social worker training statewide.

GENERAL INFORMATIONThe Common Core Curricula model is designed to define clearly the content to be covered by the trainer. Each curriculum consists of a Trainee’s Guide and a Trainer’s Guide. Except where indicated, the curriculum components outlined below are identical in both the Trainee’s and Trainer’s Guides. The Trainee’s Guide contains the standardized information which is to be conveyed to trainees.

The Trainer’s Guide includes guidance to assist the trainer in presenting the standardized information.

For an overview of the training, it is recommended that trainers first review the Learning Objectives and Suggested Lesson Plan. After this overview, trainers can proceed to review the Training Activities section in the Trainer’s Guide and the content in the Trainee’s Guide in order to become thoroughly familiar with each topic and the suggested training activities. The components of the Trainer’s and Trainee’s Guides are described under the subheadings listed below.

The curricula are developed with public funds and intended for public use. For information on use and citation of the curricula, please refer to the Guidelines for Citation: http://calswec.berkeley.edu/CalSWEC/CCCCA_Citation_Guidelines.doc

Please note that each individual curriculum within the Common Core Curricula is subject to periodic revision. The curricula posted on the CalSWEC website are the most current versions available. For questions regarding the curricula, contact Melissa Connelly [email protected] or Phyllis Jeroslow [email protected], or call CalSWEC at 510-642-9272.


mailto:[email protected]

mailto:[email protected]

COMPONENTS OF THE TRAINER’S AND TRAINEE’S GUIDES

Learning ObjectivesThe Learning Objectives serve as the basis for the Training Content that is provided to both the trainer and trainees. The Learning Objectives are subdivided into three categories: Knowledge, Skills, and Values. They are numbered in series beginning with K1 for knowledge, S1 for skills, and V1 for values. The Learning Objectives are also indicated in the suggested Lesson Plan for each segment of the curriculum.

Knowledge Learning Objectives entail the acquisition of new information and often require the ability to recognize or recall that information. Skill Learning Objectives involve the application of knowledge and frequently require the demonstration of such application. Values Learning Objectives describe attitudes, ethics, and desired goals and outcomes for practice. Generally, Values Learning Objectives do not easily lend themselves to measurement, although values acquisition may sometimes be inferred through other responses elicited during the training process.

AgendaThe Agenda is a simple, sequential outline indicating the order of events in the training day, including the coverage of broad topic areas, pre-tests and/or post-tests, training activities, lunch, and break times. The Agenda for trainers differs slightly from the Agenda provided to trainees in that the trainer’s agenda indicates duration; duration is not indicated on the agenda for trainees.

Suggested Lesson Plan (Trainer’s Guide only)The suggested Lesson Plan in the Trainer’s Guide is a mapping of the structure and flow of the training. It presents each topic in the order recommended and indicates the duration of training time for each topic. The suggested Lesson Plan is offered as an aid for organizing the training.

Evaluation ProtocolsIt is necessary to follow the step-by-step instructions detailed in this section concerning pre-tests, post-tests, and skill evaluation (as applicable to a particular curriculum) in order to preserve the integrity and consistency of the training evaluation process. Additionally, trainers should not allow trainees to take away or make copies of any test materials so that test security can be maintained.

Training Activities (Trainer’s Guide only)The Training Tips section is the main component of the Trainer’s Guide. It contains guidance and tips for the trainer to present the content and to conduct each Training Activity. Training Activities are labeled and numbered to match the titles, numbering, and lettering in the suggested Lesson Plan. Training Activities contain detailed descriptions of the activities as well as step-by-step tips for preparing, presenting, and processing the activities. The description also specifies the Training Content that accompanies the activity, and the time and materials required.


Occasionally, a Trainer’s Supplement is provided that includes additional information or materials that the trainer needs. The Trainer’s Supplement follows the Training Activity to which it applies.

Trainer Supplemental MaterialsSupplemental Materials are clearly titled and appear in both the Trainer’s and Trainee’s Guides. Supplemental Handouts refer to additional handouts not included in the Training Content tab of the Trainee’s Guide. For example, Supplemental Handouts include PowerPoint printouts that accompany in-class presentations or worksheets for training activities. Some documents in the Supplemental Handouts are placed there because their size or format requires that they be printed separately.

References and BibliographyThe Trainer’s Guide and Trainee’s Guide each contain the same References and Bibliography. The References and Bibliography tab indicates the sources that were reviewed by the curriculum designer(s) to prepare and to write the main, supplemental and background content information, training tips, training activities and any other information conveyed in the training materials. It also includes additional resources that apply to a particular content area. The References and Bibliography tab is divided into three sections:

All-County Letters (ACLs) and All-County Information Notices (ACINs) issued by the California Department of Social Services (CDSS);

Legal References (as applicable); and General References and Bibliography

In certain curricula within the Common Core series, the References and Bibliography may be further divided by topic area.

Materials Checklist (Trainer’s Guide only)In order to facilitate the training preparation process, the Materials Checklist provides a complete listing of all the materials needed for the entire training. Multi-media materials include such items as videos, audio recordings, posters, and other audiovisual aids. Materials specific to each individual training activity are also noted in the Training Tips and Activities section of the Trainer’s Guide.

Posters (Trainer’s Guide only)Some curricula feature materials in the Trainer’s Guide that can be used as posters or wall art. Additionally, several of the handouts from the curriculum Framework for Child Welfare Practice in California can also be adapted for use as posters.


Tips for Training this Curriculum

This module introduces trainees to challenges related to assessing families who are experiencing substance abuse, mental health, and / or intimate partner violence. It is strongly recommended that trainees complete the foundation block and all other 100 level assessment block content prior to attending this module.

This training is activity based and relies on the trainer to include content identified as “Key points for trainers” in the facilitation of the activities.

The appendix includes key information from the SDM Policy Manual about substance abuse, mental health, and intimate partner violence. Trainers should be very familiar with this information prior to training this module.

Some content in this curriculum was developed by NCCD and the Northern California Training Academy as part of the Safety Organized Practice Curriculum. Safety Organized Practice (SOP) is a collaborative practice approach that emphasizes the importance of teamwork in child welfare. SOP aims to build and strengthen partnerships with the child welfare agency and within a family by involving their informal support networks of friends and family members. A central belief in SOP is that all families have strengths. SOP uses strategies and techniques that align with the belief that a child and his or her family are the central focus, and that the partnership exists in an effort to find solutions that ensure safety, permanency, and well-being for children. Safety Organized Practice is informed by an integration of practices and approaches including:

Solution-focused practice1

Signs of Safety2

Structured Decision making3

Child and family engagement4

Risk and safety assessment research Group Supervision and Interactional Supervision5

1 Berg, I.K. and De Jong, P. (1996). Solution-building conversations: co-constructing a sense of competence with clients. Families in Society, pp. 376-391; de Shazer, S. (1985). Keys to solution in brief therapy. NY: Norton; Saleebey, D. (Ed.). (1992). The strengths perspective in social work practice. NY: Longman.2 Turnell, A. (2004). Relationship grounded, safety organized child protection practice: dreamtime or real time option for child welfare? Protecting Children, 19(2): 14-25; Turnell, A. & Edwards, S. (1999). Signs of Safety: A safety and solution oriented approach to child protection casework. NY: WW Norton; Parker, S. (2010). Family Safety Circles: Identifying people for their safety network. Perth, Australia: Aspirations Consultancy.3 Children’s Research Center. (2008). Structured Decision Making: An evidence-based practice approach to human services. Madison: Author.4 Weld, N. (2008). The three houses tool: building safety and positive change. In M. Calder (Ed.) Contemporary risk assessment in safeguarding children. Lyme Regis: Russell House Publishing.5 Lohrbach, S. (2008). Group supervision in child protection practice. Social Work Now, 40, pp. 19-24.


Appreciative Inquiry6

Motivational Interviewing7

Consultation and Information Sharing Framework8

Cultural Humility Trauma-informed practice

6 Cooperrider, D. L. (1990). Positive image, positive action: The affirmative basis of organizing. In S. Srivasta, D.L. Cooperrider and Associates (Eds.). Appreciative management and leadership: The power of positive thought and action in organization. San Francisco: Jossey-Bass.7 Miller, W.R. & Rollnick, S. (2012). Motivational Interviewing, (3rd Ed.). NY: Guilford Press.8 Lohrbach, S. (1999). Child Protection Practice Framework - Consultation and Information Sharing. Unpublished manuscript; Lohrbach, S. & Sawyer, R. (2003). Family Group Decision Making: a process reflecting partnership based practice. Protecting Children. 19(2):12-15.


Evaluation Protocols


Agenda

Segment 1: Welcome and Review of the Agenda 9:00 - 9:30

Segment 2: Assessing Safety in a Home with Intimate Partner Violence 9:30 - 10:00

Segment 3: Assessing Safety in a Home with Substance Abuse 10:00 - 10:30

Break

Segment 4: Assessing Safety in a Home with Mental Health Concerns 10:45 - 11:15

Segment 5: Torres Family Safety Mapping 11:15 - 12:00

Lunch

Segment 6: Torres Family Safety Assessment 1:00 - 1:15

Segment 7: Torres Family Additional Interviews 1:15 - 1:45

Segment 8: Torres Family Risk Assessment 1:45 - 2:15

Break

Segment 9: Trauma Assessment and Collaboration 2:30 - 3:00

Segment 10: Trauma and Assessment 3:00 - 3:45

Segment 11: Wrap up 3:45 - 4:00


Learning Objectives

Knowledge

K1. The trainee will be able to identify how assessment can be impacted by:

a. Caregiver substance abuseb. Mental health issuesc. Intimate partner violenced. Trauma and deprivation

K2. The trainee will be able to identify the role of teaming with experts in working with families to assess issues related to:

a. Caregiver substance abuseb. Mental health issuesc. Intimate partner violenced. Trauma and deprivation

K3. The trainee will be able to describe how cultural differences and historic trauma can affect assessment and the assessment relationship.

K4. The trainee will be able to recognize how the use of authority can affect the process of conducting an assessment.

Skill

S1. Using a vignette the trainee will be able to conduct a balanced and accurate assessment that focuses on child and youth safety and risk and addresses:

a. Caregiver substance abuseb. Mental health issuesc. Intimate partner violenced. Trauma and deprivatione. Child and youth well-being

S2. Using a vignette, the trainee will be able to describe a process for consulting and collaborating with health care providers, educators, mental health providers, and other community members regarding medical needs, educational needs and mental health needs of foster children and foster youth.

S3. Using a vignette, the trainee will be able to differentiate between child and youth safety and risk of maltreatment to a child or youth in a situation involving substance abuse.


Values

V1. The trainee will value being sensitive to factors that affect assessment such as:

a. Fair, careful, and transparent use of authority b. Establishing productive relationships with families c. The possible history of oppression experienced by the family

V2. The trainee will value assessment as an ongoing collaborative process with families and their support networks / family teams.

V3. The trainee will value a rigorous assessment process that that considers the family’s strengths, protective capacities, and safety needs in the effort to achieve child and youth safety.


Lesson Plan

Segment Methodology and Learning Objectives

Segment 130 min9:00 – 9:30 am

Watch Video and DiscussWelcome and Review of Agenda

Assessing Child Safety in the Context of ViolenceVideo and discussion related to child safety and violence.

WelcomeIntroduce goals of the training and explain logistics, as well as review the agenda and learning objectives.

PowerPoint slides: 1-4Learning Objectives: K1

Segment 230 min9:30 – 10:00 am

Discussion and Report Out

Assessing Safety in a Home with Intimate Partner ViolenceReview content related to domestic violence and assessment.

PowerPoint slides: 5-9Learning Objectives: K1, V3

Segment 330 min10:00 – 10:30 am


Assessing Safety in a Home with Substance AbuseReview content related to safety when substance abuse is present.

PowerPoint slides: NoneLearning Objectives: K1, V3

10:30 – 10:45 am15 minBREAK

Segment 430 min10:45 – 11:15 am


Assessing Safety in a Home with Mental Health ConcernsReview content related to assessment in a home with mental health concerns.

PowerPoint slides: NoneLearning Objectives: K1, V3

Segment 545 min11:15 – 12:00 pm


Torres Family Safety MappingRead vignette and discuss SDM policy related to the family’s assessment

PowerPoint slides: 10Learning Objectives: K4, S3, V1


Segment Methodology and Learning Objectives

12:00 – 1:00 pm60 minLUNCH

Segment 615 min1:00 – 1:15 pm

Activity and Discussion

Torres Family Safety AssessmentComplete Safety Assessment Tool and process the activity as a group.

PowerPoint slides: 11-12Learning Objectives: S1


Role Play and Discussion

Torres Family Additional InterviewsRead Part Two and role-play conversations between the social worker and the mother.

PowerPoint slides: 13Learning Objectives: V2


Activity and Report Out

Torres Family Risk AssessmentComplete SDM Risk Assessment Tool and answer questions related to risk factors.

PowerPoint slides: NoneLearning Objectives: S1

2:15 – 2:30 pm15 minBREAK


Vignette and Discussion

Trauma Assessment and CollaborationRead a vignette about the Torres Family and discuss causes of behavior and building a support team.

PowerPoint slides: 14Learning Objectives: K2, S2



Trauma and AssessmentRead Trauma and Assessment, answer questions and share with the group.

PowerPoint slides: 15Learning Objectives: K3



Evaluation

Embedded EvaluationConduct Evaluation

PowerPoint slides: 16


Segment 1: Assessing Child Safety in the Context of Violence

Estimated Segment Time: 30 minutes

Materials:

Trainee Content:

Chart pad, markers, and tape (if doing group agreements),

Video Link

Agenda (page 6 in the Trainee’s Guide)

Learning Objectives (pages 6-7 in the Trainee’s Guide))

Slides: 1-4

Description of Activity:The trainer will conduct a review of the agenda, introductions and show the participants a video entitled, “Through Our Eyes: Children, Violence, and Trauma – Introduction.”

Before the activity

Decide whether or not you will establish group agreements as part of this activity. If you plan to develop group agreements, prepare your chart pad in advance with some initial agreements as described below. Leave space for the group to develop their own group agreements.

Prepare the link for the video, ensuring that the sound is loud enough for the room. https://www.youtube.com/watch?v= z8vZxDa2KPM

During the activity

Welcome the participants to the training and introduce yourself.

If this is the first training for a cohort, you may wish to spend some time on logistics related to the training site (parking, bathrooms, etc.) and helping to set a productive tone through the development of group agreements.

Offer the following group agreements9 as needed (this will depend on whether or not this group has already worked to establish group agreements). This activity provides a model for the group work social workers will do with child and family teams, so you may wish to make that connection as well.

o Collaboration - We need partnership to have engagement and that works best if we trust each other and agree we are not here to blame, or shame. We are here because we share a common concern for the safety and well-being of children. Remind them how this skill will be needed when working with families as they are the experts

9 Shared by trainer Betty Hanna


https://www.youtube.com/watch?v=%20z8vZxDa2KPM

on their family so social workers have to be able to foster collaboration to be able to do a good assessment of the situation. Families will need to feel a little bit of trust before they will genuinely go inside themselves and be able to look at a problem from their part in it.

o Ask lots of questions - Point out that the trainer can’t make the training relevant for each person because there are many people in the room with different experiences and different needs. So participants have to make it relevant for themselves by asking lots of questions and deciding how the experience might be helpful or not helpful to them.

o Enjoy have fun - Explain that when people are relaxed we are able to be present and learn more. When our brains are relaxed and ready we can join up and get more out of the day.

o What the Heck attitude - As professionals we feel more comfortable and competent sticking with what we know. We don’t always like it when new things come along. Sometimes it feels uncomfortable to try new things so we tend to back away from the new thing telling ourselves things like “she doesn’t know what she’s talking about...she has never worked in our community with the people we work with...” But to learn something new we have to go through the uncomfortable stage to get to the other side where it feels natural and comfortable. With this group agreement, they are agreeing to say “What the Heck!” and try new things even if they feel uncomfortable.

o Make Mistakes - As professionals we don’t like to make mistakes. And when we make mistakes we feel discouraged and beat ourselves up. But, if we are going to learn new things, we have to make mistakes. Mistakes are informative; they tell us which path to go down and they point the way.

o Confidentiality - This is just a reminder that information about families or other trainees shared in the training room should be kept confidential.

Review the goal of the training – to further explore assessment by focusing on complicating factors (intimate partner violence, mental health issues, substance abuse) and how they impact assessment.

Show video, https://www.youtube.com/watch?v= z8vZxDa2KPM .


https://www.youtube.com/watch?v=%20z8vZxDa2KPM

Instruct participants to introduce themselves and share one word that stands out from the video.

Video: Through Our Eyes: Children, Violence, and Trauma—Introductiono Office from Victims of Crimeso Published on Feb 27, 2013o This video discusses how violence and trauma affect children,

including the serious and long-lasting consequences for their physical and mental health; signs that a child may be exposed to violence or trauma; and the staggering cost of child maltreatment to families, communities, and the Nation. Victims lend their voices to this video to provide first-hand accounts of how their exposure to violence as children affected them.

o Show video: 7 min 53 secondso https://www.youtube.com/watch?v=z8vZxDa2KPM

Transition to the next segment

Move on to the next segment, on domestic violence.


https://www.youtube.com/watch?v=z8vZxDa2KPM

Segment 2: Assessing Safety in a Home with Intimate Partner Violence


Materials:

Trainee Content:

Chart paper, markers

Assessing Safety in a Home with Intimate Partner Violence (pages 8-9 in the Trainee’s Guide)

Assessing Safety in a Home with Intimate Partner Violence Worksheet (pages 10-11 in the Trainee’s Guide)

SDM IPV Content (Trainee’s Guide Appendix)

Slides: 5-10

Description of Activity:The trainer will facilitate an activity related to assessment of intimate partner violence.

During the activity

Discuss key information about intimate partner violence. According to the National Coalition Against Domestic Violence (NCADV):

o One in every four women will experience domestic violence in her lifetime.

o An estimated 1.3 million women are victims of physical assault by an intimate partner each year.

o 85% of domestic violence victims are women.o Historically, females have been most often victimized by

someone they knew.o Females who are 20-24 years of age are at the greatest risk of

nonfatal intimate partner violence.o Most cases of domestic violence are never reported to the

police.o Children who live with domestic violence are also at increased

risk to become direct victims of child abuse.

Exposureo They may hear one parent/caregiver threaten the othero Observe a parent who is out of control or reckless with angero See one parent assault the othero Live with the aftermath of a violent assault.

Not all children exposed to violence are affected equally or in the same ways. For many children, exposure to domestic violence may be traumatic, and their reactions are similar to children's reactions to other traumatic stressors.


o Short Term Effects Generalized anxiety Sleeplessness Nightmares Difficulty concentrating High activity levels Increased aggression Increased anxiety about being separated from a parent Intense worry about their safety or the safety of a

parento Long Term Effects

Physical health problems Behavior problems in adolescence (e.g., juvenile

delinquency, alcohol, substance abuse) Emotional difficulties in adulthood (e.g., depression,

anxiety disorders, PTSD)o Impacts on Development

Score lower on assessments of verbal, motor and cognitive skills

Slower cognitive development Lack of conflict resolution skills Limited problem solving skills Pro-violence attitudes Believe in rigid gender stereotypes and male privilege

Comprehensive assessment regarding children’s experiences and trauma symptoms, as well as the protective factors present, should inform decision-making regarding the types of services and interventions needed for individual children and families living with violence.

Instruct each table to review the trainee content Assessing Safety in a Home with Intimate Partner Violence and the SDM content related to IPV in the appendix.

Ask the tables to work together using the trainee content to resolve the following questions (they may use the trainee worksheet to record their conversation for reporting out):

o What parent behaviors does a social worker need to see to say violence is happening in the home AND that violence is creating a safety concern for the child?

o What acts of protection does a social worker need to see in a home to mitigate the potential harm from intimate partner violence? Use the protective capacities in the SDM Policy manual to write two or three sentences linking caregiver protective capacities to intimate partner violence.

Facilitate a report out activity.



Move on to the next segment, which involves assessing safety in a home with substance abuse.


Segment 3: Assessing Safety in a Home with Substance Abuse


Materials:

Trainee Content:


Assessing Safety in a Home with Substance Abuse (page 12 in the Trainee’s Guide)

Assessing Safety in a Home with Substance Abuse Worksheet (pages 13-14 in the Trainee’s Guide)

SDM Substance Abuse Content (Trainee’s Guide Appendix)

Slides: 11-12

Description of Activity:The trainer will lead the trainees through a discussion and report out related to assessment of safety in relation to substance abuse in a home.

During the activity

Discuss key factors related to substance abuse1. Children from homes characterized by parental substance abuse

often experience considerable chaos and an unpredictable home life. They may receive inconsistent, emotional responses and inconsistent care from substance‐using adults resulting in specific emotional challenges:

a. Issues of abandonment and emotional unavailability are themes one finds in children of substance‐abusing parents.

b. The parental alcohol or drug use may be treated as a family secret; children may feel guilt, shame, and self‐blame.

c. Children respond in different ways to their parental substance abuse. Teachers and others may see a child as withdrawn and shy. Conversely, a child may be explosive and express rage. Some children strive to be perfect. Others become family caretakers by assuming responsibility for other siblings and by “parenting” their parents.

d. Emotionally and developmentally, an abused or neglected child of parents with substance use disorders is likely to develop issues with trust, attachment, self‐esteem, and autonomy.

e. If a mother used substances during pregnancy, the child could be affected in a variety of ways, depending on the type of substance used, the amount used, and the stage of pregnancy during which the substance use occurred.

2. Relapse is not the same as treatment failure. Recurrence of substance use can happen at any point during recovery. When a


parent relapses, it is important to help the parent recognize the difference between a lapse (a period of substance use) and relapse (the return to problem behaviors associated with substance use), and to work with the parent to re‐engage him or her in treatment as soon as possible. It is also important to note that a urine toxicology screen will not tell you whether the individual has had a lapse versus a relapse. (Breshears et al, 2009)

Instruct each table to review the trainee content Assessing Safety in a Home with Substance Abuse and the SDM content related to substance abuse in the appendix.

Ask the tables to work together to use the trainee content to resolve the following questions (they may use the trainee worksheet to record their conversation for reporting out):

o What parent behaviors does a social worker need to see to say there is substance abuse happening in the home AND that substance abuse is creating a safety concern for the child?

o What acts of protection does a social worker need to see to mitigate the potential harm from substance abuse in the home? Use the protective capacities in the SDM Policy manual to write two or three sentences linking caregiver protective capacities to substance abuse.



Move on to the next segment, an activity related to assessing safety in a home with mental health concerns.


Segment 4: Assessing Safety in a Home with Mental Health Concerns


Materials: Chart paper, markers

Trainee Content: Assessing Safety in a Home with Mental Health Concerns (page 15 in the Trainee’s Guide)

Assessing Safety in a Home with Mental Health Concerns Worksheet (pages 16-17 in the Trainee’s Guide)

SDM Mental health Content (Trainee’s Guide Appendix)

Slides: 13-14

Description of Activity:The trainer will instruct tables to review content and report out their findings.

During the activity

Discuss key factors associated with mental health concerns and child welfare. (Brockington et al, 2011)

o Mental health disorders affect parenting in varying degrees based on the severity of their impact and how chronic their impacts are on the parent. It is very important to avoid making judgments about parenting based on diagnosis. The parent’s capacity to function effectively must be the factor that determines the impact of the mental disorder on the child. Parents with severe disorders can still provide excellent parenting. Although the comments below describe different types of mental disorders and their impact on children, social workers must complete an individual assessment to determine impacts.

o Mental disorders and their impact on parenting: Psychosis - Parents with chronic psychosis may

exhibit erratic and intermittent parenting. They may be emotionally distant from the child and lack empathy.

Depression - Depression can affect attachment as parents with depression may show less affection and be less responsive. This can negatively affect child development, especially in infancy. Some studies have linked maternal depression to low infant weight and malnourishment. Parents


experiencing depression may have low energy and be unable to effectively monitor child safety.

Anxiety disorders - Anxiety disorders may impact children by limiting their access to the surrounding world and inducing a fearful outlook.

Factitious disorder by proxy - Parents who exhibit factitious disorder by proxy may purposefully induce illness or injury in their child to gain attention from the medical community. This can include lying about symptoms causing illness through poisoning.

Instruct each table to review the trainee content Assessing Safety in a Home with Mental Health Concerns and the SDM content related to mental health in the appendix.

Ask the tables to work together to resolve the following questions (they may use the trainee worksheet to record their conversation for reporting out):

o What parent behaviors does a social worker need to see to say there is a mental health concern in the home AND that mental health concerns is creating a safety concern for the child?

o What acts of protection does a social worker need to see to mitigate the potential harm from untreated mental illness in the home? Use the protective capacities in the SDM Policy manual to write two or three sentences linking caregiver protective capacities to untreated mental illness.



Move on to the next segment, the Torres Family vignette.


Segment 5: Torres Family Safety Mapping


Materials:

Trainee Content:

Chart pads, markers

Torres Family Vignette, Part One (pages 18-19 in the Trainee’s Guide)

Torres family Safety Map (pages 20 in the Trainee’s Guide)

Slide: 15

Description of Activity:The trainer will instruct the groups to read a vignette and ask questions related to SDM Policy.

Before the activity

Prepare chart pads with three columns labeled (What are we worried about? / What’s working well?/ What needs to happen?)

During the activity

Instruct each participant to read the Torres Family Vignette, Part One.

Facilitate a discussion about the vignette. Start by developing a simple genogram to identify who’s in the family. Then use a chart pad paper divided into four quadrants (What are we worried about? / What’s working well? / Complicating Factors / Strengths). Trainees can use the trainee content Torres Family Safety Map. Use the following prompts to complete the quadrants:10

o Ask why the children got referred to CWS and write the answer under the “What are we worried about?” section. Ask if there are additional worries. Ask what the family might say in answer to this question.

o Ask the groups to describe what’s working well for the family. Try to link things that have worked well in the past to the reason for the current intervention. For example, ask about how the parents have maintained sobriety in the past. Ask what the family might say in answer to this question.

o As there will be missing information, use a separate sheet of chart pad paper to build a list of follow up questions for the family.

Once you have the chart pad pages filled with behavioral detail about what’s working well and the worries, it’s time to sort the list.

10 Adapted from Skills for Mapping Handout downloaded from https://sharepoint.nccdcrc.org/Projects/ProjectDocuments/USA/California/632SanDiego/Modules/5 Introduction to Mapping/Facilitation Skills for Mapping Handout.docx © 2012 by NCCD, All Rights Reserved


o Sort the “worries” into harm statements, danger statements and complicating factors.

o Remember, harm statements describe actual experiences of past or current harm to a child by a caregiver. Harm statements include who reported it, what happened, the impact on the child. Danger statements describe resulting concerns and worries about what may happen in the future. Danger statements include who is worried, what parental behavior the worry is about, and the possible impact on the child.

o Complicating factors are those issues that make it harder to keep the child safe, but are not linked to direct harm from the caregiver. These can be warning signs, red flags, or more general concerns. Some may have no or little current impact on the children.

o Sort the “working well” into safety, protective capacities and strengths. Safety refers to times the family was able to keep the children safe in relation to the existing dangers. Strengths are positive elements or factors in a child or family’s life that are good for that family, that support that family, but in and of themselves do not directly address or minimize the current dangers. Consider things like coping strategies, extended family or community, past history of recovery, participation in services. These are all important things that can built upon, but if they don’t translate into clear actions that protect children from the current dangers, they are strengths, not safety.

o Using the genogram chart pad page, note who is in the family’s Safety Network.

Next, scale the safety for the children in the home (if needed, ensure the trainees understand 1-10 scaling). After determining where the safety scale for each child, identify what would need to happen to increase one point on the scale and write safety goals for the family. Discuss what needs to happen next for the children to be safe. Focus the discussion on behaviors the parents, family supports or children will do. Be sure that all the things that need to happen are linked to the reason for CWS involvement. Ask what the family might say in answer to this question. Remember, safety goals are clear, behavioral statements about what the caregivers and extended network will be doing differently in their care of the children to address the danger statement and for how long to show everyone involved that the children will be protected.

Key points for the trainer

o Intimate Partner Violence: What types of behavioral indicators would the participants see in the children indicating they’ve been exposed to violence in the home? What would mediate the behaviors?

o Mental Health: What concerns do the participants have about Greg’s bipolar condition? How might this contribute to the home’s


functioning? What about the mental health needs of the children? Emphasize the importance of providing mental health screening to children in care and teaming with their mental health providers to plan the best course of treatment for them.

o Substance Abuse: How worried are the participants about Maria’s drug use? Are you worried this is going to continue or is this is a one time “slip”? Why? What would mediate the worries?


Move on to the next segment, a safety assessment for the Torres Family.


Segment 6: Torres Family Safety Assessment


Materials:

Trainee Content:

Easels, chart pad, markers

Torres Family Vignette Part 1 (pages 18-19 in Trainee’s Guide)

Supplemental Materials: SDM Safety Assessment Tool

SDM Policy Manual

Slides: 16

Description of Activity:The trainer will help facilitate a table group activity regarding the safety and assessment tool.

During the activity

Refer the participants to the Safety Assessment Tool for the Torres family.

Explain that the next activity involves working in table groups to complete the safety and assessment tool for the family.

Identify one person to be the “voice” of SDM for the activity11. That person should have the SDM Policy Manual and refer to definitions as needed throughout the discussion. The “voice” of SDM should ask to pause if:

o The group is spending more than a few moments on information that is not relevant

o The group is getting stuck on whether something is a danger or complicating factor or a strength or safety.

o The group is misidentifying something as a danger or complicating factor or safety or strength.

o If pausing, the “voice” should read the relevant item and/or definition. The trainer should then direct questions to help surface the necessary information.

After the participants work together to complete the tool, process the activity as a large group.

Ask class, what are the safety concerns for the family?o What was the safety decision for the family?o What is the safety plan for the family?

11 Adapted from Introducing safety Organized Practice 2012 by NCCD, All Rights Reserved downloaded from http://bayareaacademy.org/wp-content/uploads/2013/05/SOP-Handout-Booklet-9-20-12.pdf


o Spend some time discussing the safety network for the family and how the minimal safety network developed during the first open CPS case may have contributed to the current situation.

Facilitate a brief discussion of the use of authority in conducting an assessment. Ask the trainees to reflect on different methods for interacting with families to gather information needed to make an assessment. Ask what might be valuable about using a process such as safety mapping with a family.

Key points for the trainer

o Child protective services (CPS) are an expression of a community’s concern for the welfare of its citizens. Child protective services are provided because the community recognizes that children have the right to safety and that parents have obligations and responsibilities. The authority to provide these services is vested in the CPS agency and staff through laws and government policies. Competent CPS practice involves using this authority effectively.

o The use of CPS authority has special relevance at the initial assessment or investigation stage of the casework process, but is applicable at all other stages as well. In fact, effective use of authority is an essential ingredient in establishing helping relationships with all involuntary clients.

o Authority, whatever its source, can impede or enable the development of trust between the CPS caseworker and the children and family. The constructive and positive use of authority involves (1) stating one’s purpose and function clearly at all times, (2) supporting and challenging the children and family, and (3) expressing feelings. This approach provides the children and family with a feeling of confidence that the caseworker: 12

Knows what he or she is doing; Is secure in his or her position; Intends the best for the child, parents, family, and society.


Move on to the next segment, a role-play and report out on the activity.

12 DePanfilis, D., and Salus, M. (2003). Child Protective Services: A Guide for Caseworkers downloaded from https://www.childwelfare.gov/pubs/usermanuals/cps/cps.pdf


Segment 7: Torres Family Additional Interviews


Materials: Chart paper, markers

Trainee Content:

Supplemental Materials:

Torres Family Vignette - Part Two (pages 21-22 in the Trainee’s Guide)

Safety House Worksheet (page 23 in the Trainee’s Guide)

Safety House Instructions (page 24 in the Trainee’s Guide)

SDM Policy Manual

Slides: 17

Description of Activity:The trainer will help the participants with role plays while using the Safety House Worksheet at their table related to the Torres Family.

During the activity

Instruct participants to read the Torres Family Vignette, Part Two.

Ask the trainees to use the content in the Torres Family Vignette Part Two and work in triads to role play an additional conversation between the social worker and Monica using the Safety House worksheet in the trainee content. The trainees will either be the social worker, Monica, or an observer in the role play.

Explain that the Safety House is tool that can be used to bring the child’s voice into safety planning. It has five sections that help the child voice his or her ideas about how to be safe. There are instructions in the trainee content to help trainees use the worksheet. If the group has never used the safety House before, go over the following steps as a large group.

Work through the sections of the house as follows:a. Inner circle:

i. Who lives with you in this Safety House?ii. Imagine that your home with ___ (Mom, Dad, siblings,

etc.) was safe and you felt as safe and as happy as possible there. What sorts of things would ___ (Mom, Dad, siblings, etc.) be doing?

iii. What are the important things ___ (Mom, Dad, siblings, etc.) would do in your safety house to make sure you


are safe?iv. Are there any important things that should be with you

in your safety house to be sure you are safe?b. Outer semi-circle around the house:

i. Who would come to visit your Safety House to make sure you are safe?

ii. When they come to visit what are the important things they need to do to keep you safe?

c. Red circle to the side:i. Who should not be allowed in?

ii. When you go home to live with __ (Mom, Dad, siblings, etc.), is there anyone who might live with you or come to visit who you would not feel completely safe with?

d. The roof:i. What kind of rules does a house like this need to make

sure you always feel safe?ii. What would the rules of the house be so that you and

everyone would know that nothing like ___ (use specific worries) would ever happen again?

iii. What else?iv. If your ___ (sister, brother, grandmother) were here

what would she or he say?e. The path:

i. If the beginning of the path is where everyone is worried and ___ (known danger) is happening and the end of the path is where the Safety House exists, and no one is worried, where are you now?

ii. What do adults need to do so you can be one step closer to this house?

After 5 minutes, ask the trainees to shift roles. Wait another 5 minutes and ask them to shift roles again.

Ask trainees to share their experience of the role play

Facilitate a report out activity emphasizing the voice of the children in the assessment process. Ask how the information gathered in the role plays could have changed the way they filled in the SDM Safety Assessment Tool.


Move on to the next segment, which involves completing the SDM Assessment Tool.


Segment 8: Torres Family Risk Assessment


Materials:

Trainee Content:


Torres Family Vignette Part 2 (pages 21-22 in Trainee’s Guide)

Supplemental Materials: SDM Risk Assessment Tool

SDM Policy Manual

Slides: 18-19

Description of Activity:The trainer will help the tables facilitate a discussion about risk factors and assessment.

During the activity

Ask the trainees to complete the SDM Risk Assessment Tool for the Torres family.


What risk factors do we see?o General Neglecto Substance Abuseo Mental Healtho Povertyo Domestic Violence

Review the SDM findings.o What was their risk level?o Were there any policy overrides?o What was the final risk level?o What is the planned action?o Promote to open case or not?

Engage in a group discussion about the family and the social worker’s task to discern the following:

o Poverty: What do you need to know about the family to determine the impact of poverty? Does poverty represent a complicating factor?

o The impact of trauma: What traumatic experiences have the Torres children experienced? What impacts do the participants see on the children from the traumas they’ve experienced?


o The impact of mental health and substance abuse: What have the Torres children experienced related to the substance abuse and mental health concerns in their family?

Key points for trainerso Children who experience severe neglect or deprivation are

More likely to experience cognitive problems, academic delays, deficits in executive function skills, and difficulties with attention regulation.

At greater risk for emotional, behavioral, and interpersonal relationship difficulties later in life.

At risk for abnormal physical development and impairment of the immune system Center on the Developing Child, 2012).

o Chronic neglect can alter the development of biological stress response systems in a way that compromises children’s ability to cope with adversity and leads to lifelong problems in learning, behavior, and health.

o Children who experience significant trauma and do not receive treatment to help them overcome and resolve the trauma are at greater risk for

Learning problems Sensory integration problems Substance use disorders Challenges in employment and self-sufficiency in

adulthood Impulsivity and risk-taking Difficulty modulating emotional responses Difficulty weighing possible outcomes and making

decisions (Streeck-Fischer and van der Kolk, 2000)


Move on to the next segment, which will provide information about identifying physical abuse.


Segment 9: Trauma Assessment and Collaboration


Materials:

Trainee Content:

None

Torres Family Vignette Part Three (page 25 in Trainee’s Guide)

Seeking Help for Randy (page 26 in the Trainee’s Guide)

Slides: 20

Description of Activity:The trainer will ask the participants to read a vignette and have a conversation about the needs of the family.

During the activity

Instruct participants to read the Torres Family Vignette Part Three

Instruct each table to discuss what the social worker should do to address Randy’s problems.

o What sort of screening should Randy have?o What service providers should the social worker engage?o What might be the causes of Randy’s behavior?

Exposure to violence Separation from parents Separation from his sister, Monica Unknown trauma Rule out ADHD or other attention issue Depression and/or anxiety

Expand the conversation to include building a team to support the Torres family in their recovery efforts. Ask the trainees to work together in their groups to use identify whom they should engage for the Torres family team. Ask them to consider whom the family would want to include as well.


Move on to the next segment, which involves trauma assessment.


Segment 10: Trauma and Assessment


Materials:

Trainee Content:


Trauma and Assessment (pages 27-31 in the Trainee’s Guide)

Trauma and Assessment Questions (pages 32-34 in the Trainee’s Guide)

Slides: 21

Description of Activity:The trainer will instruct the participants to read a handout on trauma and assessment and work together to answer questions.

During the activity

Instruct participants to read Trauma and Assessment. In the Trainee’s Guide Instruct each table to work together to answer the Trauma and Assessment

Questions in the handout. The answers to these questions can be found in Appendix 2 of the Trainer’s Guide.

Complete a report out activity to score the questions and process feelings and thoughts related to the content. Ask the group how they feel about Dana’s situation and how it would impact assessment.

Key Pointso Screen for trauma history in the assessment process by asking

about current and past history of abuseo Work to assess the how families are impacted by violence, abuse,

and victimizationo Use a trauma lens when interacting with families and trying to

understand behavioro Build empathy with trauma survivors and engage in collaborative

efforts in assessment and service planning


Move on to the next segment regarding evaluation.


Segment 11: Wrap Up


Materials:

Trainee Content:

None

None

Slides: 22

Description of Activity:Trainer will engage the trainees in a discussion regarding their future application of the training material.

During the activity

Engage in a large group discussion. Ask for volunteers to share something they learned during the activities today. Ask if they are left with any lingering questions or comments.

End of the Training


Materials Checklist

Materials:

• Chart paper, preferably with self-adhesive• Markers• Tape


Appendix 1: SDM Policy Manual Content

Assessing Safety in a Home with Intimate Partner Violence

SDM policies suggest that intimate partner violence impacts safety as follows:

Safety Threats

1. The child was previously injured in domestic violence incident. 2. The child exhibits severe anxiety (e.g., nightmares, insomnia) related to situations associated with

domestic violence. 3. The child cries, cowers, cringes, trembles, or otherwise exhibits fear as a result of domestic violence in

the home. 4. The child is at potential risk of physical injury. 5. The child’s behavior increases risk of injury (e.g., attempting to intervene during violent dispute,

participating in the violent dispute). 6. Use of guns, knives, or other instruments in a violent, threatening, and/or intimidating manner. 7. Evidence of property damage resulting from domestic violence.

Related Child Protective Capacities:

1. Child has the cognitive, physical, and emotional capacity to participate in safety interventions.2. The child has an understanding of his/her family environment in relation to any real or perceived

threats to safety and is able to communicate at least two options for obtaining immediate assistance if needed (e.g., calling 911, running to neighbor, telling teacher).

3. The child is emotionally capable of acting to protect his/her own safety despite allegiance to his/her caregiver or other barriers.

4. The child has sufficient physical capability to defend him/herself and/or escape if necessary.

Related Caregiver Protective Capacities:

1. Caregiver has the cognitive, physical, and emotional capacity to participate in safety interventions. The caregiver has the ability to understand that the current situation poses a threat to the safety of the child. He/she is able to follow through with any actions required to protect the child. He/she is willing to put the emotional and physical needs of the child ahead of his/her own. He/she possesses the capacity to physically protect the child.

2. Caregiver has a willingness to recognize problems and threats placing the child in imminent danger. The caregiver is cognizant of the problems that have necessitated intervention to protect the child. The caregiver is able and willing to verbalize what is required to mitigate the threats that have contributed to the threat of harm to the child and accepts feedback and recommendations from the worker. The caregiver expresses a willingness to participate in problem resolution to ensure that the child is safe.

3. Caregiver has the ability to access resources to provide necessary safety interventions. The caregiver has the ability to access resources to contribute toward safety planning, or community resources are available to meet any identified needs in safety planning (e.g., able to obtain food, provide safe shelter, provide medical care/supplies).


4. Caregiver has supportive relationships with one or more persons who may be willing to participate in safety planning, AND caregiver is willing and able to accept their assistance.

5. The caregiver has a supportive relationship with another family member, neighbor, or friend who may be able to assist in safety planning. Assistance includes, but is not limited to, the provision of child care or securing appropriate resources and services in the community.

6. At least one caregiver in the home is willing and able to take action to protect the child, including asking offending caregiver to leave. The non-offending caregiver understands that continued exposure between the child and the offending caregiver poses a threat to the safety of the child, and the non-offending caregiver is able and willing to protect the child by ensuring that the child is in an environment in which the non-offending caregiver will not be present. If necessary, the non-offending caregiver is willing to ask the offending caregiver to leave the residence. As the situation requires, the non-offending caregiver will not allow the offending caregiver to have other forms of contact (telephone calls, electronic correspondence, mail, or correspondence through third-party individuals, etc.) with the child.

7. Caregiver is willing to accept temporary interventions offered by worker and/or other community agencies, including cooperation with continuing investigation/assessment. The caregiver accepts the involvement, recommendations, and services of the worker or other individuals working through referred community agencies. The caregiver cooperates with the continuing investigation/assessment, allows the worker and intervening agency to have contact with the child, and supports the child in all aspects of the investigation or ongoing interventions.

8. There is evidence of a healthy relationship between caregiver and child. The caregiver displays appropriate behavior toward the child,

9. Demonstrating that a healthy relationship with the child has been formed. There are clear indications through both verbal and non-verbal communication that the caregiver is concerned about the emotional well-being and development of the child. The child interacts with the caregiver in a manner evidencing that an appropriate relationship exists and that the child feels nurtured and safe.

10. Caregiver is aware of and committed to meeting the needs of the child. The caregiver is able to express the ways in which he/she has historically met the needs of the child for supervision, stability, basic necessities, mental/medical health care, and developmental/education. The caregiver is able to express his/her commitment to the continued well-being of the child.

11. Caregiver has history of effective problem solving. The caregiver has historically sought to solve problems and resolve conflict using a variety of methods and resources, including assistance offered by friends, neighbors, and community members. The caregiver has shown an ability to identify a problem, outline possible solutions, and select the best means to resolution in a timely manner.


Assessing Safety in a Home with Substance Abuse

SDM policies suggest that substance use disorders impact safety as follows:

Safety Threats

1. Drug-exposed infant — There is evidence that the mother used alcohol or other drugs during pregnancy AND this has created imminent danger to the infant. Indicators of drug use during pregnancy include: drugs found in the mother’s or child’s system; mother’s self-report; diagnosed as high risk pregnancy due to drug use; efforts on mother’s part to avoid toxicology testing; withdrawal symptoms in mother or child; pre-term labor due to drug use. Indicators of imminent danger include: the level of toxicity and/or type of drug present; the infant is diagnosed as medically fragile as a result of drug exposure; the infant suffers adverse effects from introduction of drugs during pregnancy.

2. Caregiver’s current substance abuse seriously impairs his/her ability to supervise, protect, or care for the child. The caregiver has abused legal or illegal substances or alcoholic beverages to the extent that control of his/her actions is significantly impaired. As a result, the caregiver is unable, or will likely be unable, to care for the child; has harmed the child; or is likely to harm the child.

Related Child Protective Capacities include:





Related Caregiver Protective Capacities include:












11. Caregiver has history of effective problem solving. The caregiver has historically sought to solve problems and resolve conflict using a variety of methods and resources, including assistance offered by friends, neighbors, and community members. The caregiver has shown an ability to identify a problem, outline possible solutions, and select the best means to resolution in a timely manner.


Assessing Safety in a Home with Mental Health Concerns

SDM policies suggest that mental health concerns impacts safety as follows:

Safety Threats

1. Caregiver describes the child in predominantly negative terms or acts toward the child in negative ways that result in the child being a danger to self or others, acting out aggressively, or being severely withdrawn and/or suicidal. Examples of caregiver actions include the following:

a. The caregiver describes the child in a demeaning or degrading manner (e.g., as evil, stupid, ugly).

b. The caregiver curses and/or repeatedly puts the child down.c. The caregiver scapegoats a particular child in the family.d. The caregiver blames the child for a particular incident or family problems.e. The caregiver places the child in the middle of a custody battle.

2. Caregiver’s emotional stability, developmental status, or cognitive deficiency seriously impairs his/her current ability to supervise, protect, or care for the child. Caregiver appears to be mentally ill, developmentally delayed, or cognitively impaired, AND as a result, one or more of the following are observed:

a. The caregiver’s refusal to follow prescribed medications impedes his/her ability to parent the child.

b. The caregiver’s inability to control emotions impedes his/her ability to parent the child.c. The caregiver acts out or exhibits a distorted perception that impedes his/her ability to parent

the child.d. The caregiver’s depression impedes his/her ability to parent the child.e. The caregiver expects the child to perform or act in a way that is impossible or improbable for

the child’s age or developmental stage (e.g., babies and young children expected not to cry, expected to be still for extended periods, be toilet trained, eat neatly, expected to care for younger siblings, or expected to stay alone).

3. Due to cognitive delay, the caregiver lacks the basic knowledge related to parenting skills such as:a. not knowing that infants need regular feedings;b. failure to access and obtain basic/emergency medical care;c. proper diet; ord. adequate supervision.

Related Child Protective Capacities include





Related Caregiver Protective Capacities include












11. Caregiver has history of effective problem solving. The caregiver has historically sought to solve problems and resolve conflict using a variety of methods and resources, including assistance offered


by friends, neighbors, and community members. The caregiver has shown an ability to identify a problem, outline possible solutions, and select the best means to resolution in a timely manner.


Appendix 2: Trauma and Assessment Questions Key

1. What percentage of children entering foster care experienced at least one traumatic event?a. 100%b. 90% c. 80%d. 75%e. 50%

2. Which of the following is linked to traumatic experiences?a. Mental health related problemsb. Substance use problemsc. Problems with interpersonal relationshipsd. Parenting problemse. All of the above

3. How can trauma-related mental health diagnoses impact child welfare interactions in the assessment process?

a. Gender related differences lead to mistrustb. PTSD and depression can affect the ability to establish a working relationship c. Thought disorders make building alliances hardd. Medication can affect the ability to identify which experiences are the source of the

traumae. None of the above

4. How does a history of trauma impact parenting?a. It does not directly impact parenting, it impacts receiving parenting helpb. Trauma survivors are more lenient parentsc. The parent may be less likely to believe a disclosure of abuse by a child d. Trauma survivors are more likely to exploit their childrene. All of the above

5. How is the experience of personal trauma impacted by experiences of historical trauma?


a. Intergenerational experiences of racism can intensify the effects of interpersonal trauma

b. It does not have a related effect; both are bad, but in different waysc. Intergenerational experiences of racism can offset the effects of interpersonal traumad. Researchers are unsure how the two experiences interacte. None of the above

6. What racial differences are there in experiences of interpersonal traumatic events?a. For African American women the traumatic event was more violent b. For African American women traumatic events were more likely to occur between siblingsc. For African American women traumatic events were more likely to be perpetrated by a

strangerd. A and Be. A and C

7. Why does it matter if a traumatic event happens earlier or later in childhood?a. Younger victims experience more physical symptoms of traumab. Younger victims have more external expressions of traumac. Older victims take more blame for the event d. Older victims fare better because they can get helpe. It doesn’t make a difference when the event happens

8. Which of the following is an external expression of trauma?a. Poor self-imageb. Anger c. Mental illnessd. Self-injurye. Abandonment

9. Which of the following is an internal expression of trauma?a. Fightingb. Mental illnessc. Alcohol abused. Shame e. Running away

10. What function does self-blame serve for trauma survivors?


a. It allows them to maintain good family relationshipsb. It helps them build support systemsc. It helps them see their own shortcomings and work to address themd. It allows them to feel more in control and less helpless e. None of the above

11. How does self-blame negatively impact assessment?a. It leads to anger at the service provider who completes the assessmentb. It does not negatively impact assessment, it helps the survivor see what they need to

changec. It pushes people away and makes the circle of support harder to identifyd. It limits ability to recognize strengths and protective capacities e. None of the above


Bibliography

Blakey, J. M. & Hatcher, S. S. (2013). Trauma and substance abuse among child welfare involved African American mothers: A case study. Journal of Public Child Welfare, 7(2), pp. 194-216.

Brockington, I., Chandra, P., Dubowitz, H., Jones, D., Moussa, S., Nakku, J., Quadros Ferre, I. (2011). WPA guidance on the protection and promotion of mental health in children of persons with severe mental disorders. World Psychiatry 10: 2, pp. 93–102.

Breshears, E.M., Yeh, S. & Young, N.K. Understanding Substance Abuse and Facilitating Recovery: A Guide for Child Welfare Workers. U.S. Department of Health and Human Services. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2009.

Center on the Developing Child at Harvard University. (2012). The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain: Working Paper 12. www.developingchild.harvard.edu

DePanfilis, D., and Salus, M. (2003). Child Protective Services: A Guide for Caseworkers downloaded from https://www.childwelfare.gov/pubs/usermanuals/cps/cps.pdf

NCCD Children’s Research Center. (2012). Introducing Safety Organized Practice. http://bayareaacademy.org/wp-content/uploads/2013/05/SOP-Handout-Booklet-9-20-12.pdf

Skills for Mapping Handout downloaded from https://sharepoint.nccdcrc.org/Projects/ProjectDocuments/USA/California/632SanDiego/Modules/5 Introduction to Mapping/Facilitation Skills for Mapping Handout.docx © 2012 by NCCD, All Rights Reserved

Streeck-Fischer, A., and van der Kolk, B. (2000). Down will come baby, cradle and all: diagnostic and therapeutic implications of chronic trauma on child development Australian and New Zealand Journal of Psychiatry 34:903–918


http://www.developingchild.harvard.edu/

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