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Phase I • Child Welfare Training Institute • Pre-Service Institute • Workbook

Child Welfare Training Institute

PRE-SERVICE INSTITUTE

PHASE I Workbook

First Edition March 2014


MODIFIED SETTLEMENT AGREEMENT (MSA) QUIZ

1. Who sued Michigan? When and

why?

2. What is the first priority of the

child welfare system?

A. Finding a loving foster home

for maltreated children

B. Assuring the mental health of

children

C. Preserving child safety

D. Building on family strengths

3. What is “Permanency”?

A. Working to keep children

safely in their own homes

B. Reuniting children with their

parents quickly and safely

C. Moving toward adoption if

reunification is not an option

D. All of the above

4. What percentage of maltreatment

by foster parents is “allowable”?

A. 1%

B. 5%

C. 10%

D. 25%

5. How many out-of-home

placements for children meet

settlement conditions within 12

months?

A. No more than one placement

B. No more than two placements

C. No more than three

placements

D. There are no limitations

6. With regard to a child abuse

reporting hotline:

A. Each county is different and

can design its own system

B. The large designated

counties have their own

hotline number

C. There is a centralized

statewide number

D. Reports should be made to

local police departments

7. How often are supervisors

mandated to meet with

caseworkers?

A. Once a month

B. Weekly

C. Daily

D. Quarterly

8. How often should a caseworker

have contact with a child in foster

care?

A. As needed

B. Weekly in the first month, and

every other month thereafter

C. Weekly in the first month,

and monthly thereafter

D. Twice in each of the first two

months, and monthly

thereafter

9. What is concurrent planning?

10. List three placement standards.


IDENTIFYING DIFFERENCES – EXERCISE

Instructions:

Step 1: In the left hand column, list factors from each layer that have had

significant impact on your life such as race/ethnicity, social class, age,

gender, education, workload.

Step 2: In the right hand column, identify one factor that you think has had a major

impact on your life, and answer the following questions:

What is it about this factor that has had such a great influence on your

life?

How has this factor been an advantage for you?

What are/have been the challenges associated with this factor?

Step 1:

List of diversity factors that have had significant impact on my life

Step 2:

More detail about a selected factor


LABELS – EXERCISE

Think about the Diversity Kaleidoscope especially as it applies to race, culture,

ethnicity, and class, and answer the following questions:

1. Four words that I would use to describe my background, including race, culture,

ethnicity, and class:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. One experience that I had that helped me to form this description of myself was:

_________________________________________________________________________

_________________________________________________________________________

3. One thing that I like about being (include the four words from question #1) is:

_________________________________________________________________________

_________________________________________________________________________

4. One thing that I find difficult about being (include the four words from question

#1) is:

_________________________________________________________________________

_________________________________________________________________________

5. How did it feel to be required to label yourself in terms of your race, culture,

ethnicity and class?

Was it hard to do?

Did you experience any resistance to putting labels on yourself?

Do you think that others label you in the way you label yourself?

6. As a child welfare worker, do you sometimes apply labels to your

clients/customers?

Are these labels that serve you and the client/customer well?

How might these labels limit or increase your expectations for the

client/customer?


LISTENING SKILLS QUIZ – EXERCISE

1. When someone talks to me, I pretend to listen even if I become distracted or

my thoughts drift. _____

2. When I know what the person is going to say, I answer right away, before

he/she has finished talking. _____

3. I find myself interrupting to interject a thought or a question. ____

4. I have a hard time encouraging people to talk about their feelings when

discussing a case. _____

5. When trying to explain something, I don’t think to ask the other person if they

understand what I am saying. _____

6. When I am unsure of what a person is trying to say to me, I find it hard to ask

for clarification. _____

7. I find it difficult to see things from the other person’s point of view. _____

8. I routinely use sarcasm or jokes when communicating with others. ____

9. I get so caught up in thinking about how I am going to respond to the other

person talking that I forget to listen to what is being said. _____

10. When someone talks to me about a problem, my first response is to offer a

solution to the problem. _____

11. I find myself coming to a conclusion even before I have heard all of the

information. _____

12. I respond to suggestions or opinions of the other person with “yes, but…” ____

13. I find it difficult to put off responding even when I need time to think about

what I am going to say. _____

14. I make assumptions about the thoughts and/or feelings of the person who is

talking. ____

15. When I don’t have time to give the person my full attention, I have a hard time

telling him/her that we will need to schedule a time later in the day to talk.

_____


PRACTICING LISTENING – EXERCISE

1. How did it feel to have to wait before you added your thought?

2. Did you find it easy or hard to wait to talk?

3. Did you change your mind in the five seconds regarding what you were going

to say?


USING CLARIFYING QUESTIONS – EXERCISE

Instructions:

1. Think of one troublesome interaction that you have had with someone in the last week

and write a brief description of that interaction in Box 1.

2. In Box 2 write down all the thoughts and feelings you had during that interaction.

3. In Box 3 write down what you remember saying during the interaction.

4. In Box 4 write down what you would like to say if you could redo the interaction. Be sure

to ask as many clarifying question as you can think of that you could have used in that

interaction.

5. Do you think the situation you experienced may have ended differently if you asked more

clarifying questions during the interaction?

Box 1 Box 2

The difficult situation was:

What I may have been thinking or

feeling during this situation:

Box 3 Box 4

What I said during the interaction:

What I wish I had said: (Include

clarifying questions)


CLOSED VS. OPEN QUESTIONS – EXERCISE

Instructions:

1. Look at the examples of closed vs. open questions in the chart below.

2. In your small group change the closed questions listed to open questions. Give as many

examples as you can of open-ended questions.

Closed Question Open Question

Do you need help preparing for court?

What would be most helpful to you as you

get ready for the next court hearing?

Did you have a problem with Johnny’s

foster mother yesterday?

I am wondering what happened between

you and Johnny’s mother yesterday when

you left the visiting room angry?

Is there a problem between you and

your foster mother?

If you had a better working relationship

with foster mother, what would be

different?

Did you talk to the mother about using

time out before she uses corporal

punishment?

Did you have a question about the

resources I sent you?

Is Dean settling into your family?


ASKING FEELING QUESTIONS – EXERCISE

Instructions:

1. As a group, look at the examples of situations and corresponding feeling questions in the

chart below.

2. Fill in feeling questions for the situations listed. List as many questions as you can for each

situation listed.

Situation Feeling Question

Adoptive mother is frustrated about the

foster parents’ lack of cooperation

around setting up a visitation schedule

for their soon to be adopted son.

I know the last time we talked, you were

pretty frustrated over the Smith’s

indecisiveness about setting up the visitation schedule for Shawn. How are

you handling things?

Birth mother after a frustrating day in

court.

Foster parent who has had an

unpleasant phone conversation with an

angry birth parent.

Youth who is having difficulty engaging

in his new residential treatment

program.


PRACTICING EMPATHY – EXERCISE

Instructions:

Please review the table that follows and do the following:

1. Read each statement and write down the message that underlies what was said.

2. As a small group, decide what you think the person’s feelings or underlying concerns are

and write them down.

3. Formulate an initial question or tentative statement and write it in the appropriate column.

4. Formulate an empathetic response and write that in the appropriate column.

Statement Underlying

Message

Unstated

Feelings and/or

Underlying

Concerns

Initial

Inquiry

Empathetic

Response

The Situation: You are visiting a new foster mother.

“Johnny is way

too much for me

to handle. The

therapist says he

is traumatized. I

am not a

therapist, how

am I supposed to

help him?”

I don’t have

enough

experience to

be able to

handle this

child. Please

help me!

Fear of failure.

Concern that

he/she is not

getting the

training they

need to be

successful.

It sounds like

you are telling

me that you

are

overwhelmed

by Johnny’s

behaviors.

Children’s behaviors

can be

overwhelming. It is

especially hard

when you are a new

foster parent. It can

take a while before

you feel confident. I

am here to support

you while you gain

experience.

The Situation: The birth mother has just missed a parenting class.

“You expect too

much from me.”

The Situation: Youth who says he doesn’t want to be adopted.

“I don’t want to

be adopted by

the Jones family.

They will be just

like everyone

else. They say

they want to

keep me, but

they won’t.”


Statement Underlying

Message

Unstated

Feelings and/or

Underlying

Concerns

Initial

Inquiry

Empathetic

Response

The Situation: Auntie who is hesitant to provide a home for her nephew.

“I want to take in

my nephew, but

my sister is

never going to

allow me to raise

that boy. She

says she wants

me to, but I know

that she will try

to interfere with

everything I

want to do for

him.”

The Situation: Foster mother who is opposed to her foster child’s goal of

reunification.

I know Sharon

says she wants

Mitchell back,

but I am telling

you, she is never

going to make it

with him. You

want me to

support this plan,

but I have seen

this happen too

many times, a

birth mother who

is never going to

change.


USING COMMUNICATION SKILLS IN PRACTICE – EXERCISE

Amanda and Mrs. Hanson: A Case Study

Amanda is running late to get to Mrs. Hanson’s house. She has a million things on her

mind: getting the physicals on the Cummins kids, completing the USP on Nathan

Green, not to mention all of the other things she has to do in her busy life. She likes

to multi-task, and as a foster care worker, she has become pretty good at it. The only

problem is that she just feels slammed this month with all that has to get done.

To make matters worse, Mrs. Hanson has always seemed so reasonable. She has had

some pretty tough placements and has always done well. It is just not like her to be

so demanding of Amanda’s time. Amanda figured she needed to get out to see Mrs.

Hanson after the email she got from her yesterday. It looks like eight-year-old

Bobby, who Amanda placed six weeks ago, is really causing problems in the home.

But as far as Amanda is concerned, Mrs. Hanson should be able to handle things. It

kind of made her angry when Mrs. Hanson’s email threatened to ask for Bobby’s

removal if things didn’t change.

When she arrives, Mrs. Hanson shows Amanda into the kitchen.

Amanda: So you want Bobby removed.

Mrs. H.: I never said that. I said he was turning our family upside down and that I

don’t know how to handle him!

Amanda: Well, it sure sounded like you wanted him out in the email you sent me.

Mrs. H: I just don’t know what to do with him. He is impossible to deal with, and he

doesn’t listen to anything I tell him. He defies me every day, and he is

upsetting the other children in the house. He refuses to do anything I ask

him to do.

Amanda: OK, let’s talk about his behavior. Let’s focus on one thing at a time. What one

thing does he do that is defiant that is most bothersome to you?

Mrs. H: He knows the rule is that when he comes home from school, he is supposed

to get out his homework so that I can help him while I start dinner and settle

the younger ones with a snack. But he won’t do that. Instead he comes in and

starts to pick on the little kids. When I tell him to stop and to get out his

homework, he tells me he doesn’t have any, when I know good and well that

he does.

Amanda: So after school when he first gets home is a problem. Is that right?


Mrs. H: Yes, it is a huge problem because it is just too hectic around here to have

him causing problems with the little ones. But after school is not the only

time he defies me. Just this past Saturday, I asked him to pick up his toys in

the living room, but the minute I leave the room, little Andy starts to cry, and

I know Bobby hit him, though Bobby denies it, and Andy can’t tell me what

happened.

Amanda: It sounds like Bobby has trouble being unsupervised when he is asked to do

a task as well as being around younger children. Is that the case?

Mrs. H: I’ll say, and there is only one of me and there are four kids, all needing some

level of help and supervision. Even though Bobby is the oldest, he seems to

need the most supervision. And my lovely husband, just doesn’t seem to be

that interested in helping out with Bobby.

Amanda: Really, Mr. Hanson has always seemed so involved with the kids. I

remember that you told me on more than one occasion that he always takes

the kids out on Saturday mornings so you can get stuff done around the

house. Has that changed since Bobby was placed?

Mrs. H: Well he still does that, but he isn’t giving me enough help with Bobby.

Amanda: What would be helpful?

Mrs. H: I don’t know. I just know that Bobby seems to hate me. He pushes me away

all of the time and he makes me feel like a terrible mother. He loves my

husband, but not me.

Amanda: Wow, that is a lot. Feeling like a terrible mother is a lot to feel. That has got

to be hard for you.

Mrs. H: I love being a mom, but I just can’t get close to this kid.

Amanda: Is it possible that Bobby is pushing you away because you are the fifth mom

he has had in six months?

Mrs. H: I know he doesn’t trust me, but I just can’t seem to do anything to change

that.

Amanda: Trust takes time, and every child is different. I hope you talk to Mr. Hanson

about how you are feeling and see if he can help. In the mean time, let’s talk

about some parenting strategies that you might want to try with Bobby in the

afternoons when he gets home from school….


Discussion Questions

1. Please list the thoughts and feelings that you think Mrs. Hanson is

experiencing in her conversation with Amanda.

2. Please list the thoughts and feelings that Amanda may have had during his

conversation with Mrs. Hanson that influenced her approach?

3. What communication strategies did Amanda use in her meeting with Mrs.

Hanson? Use the following key to mark the strategies that you can identify:

L = Listening effectively

C = Clarifying questions

O = Open questions

F = Feeling questions

CF = Constructive feedback

E = Empathy

4. What where the high points of Amanda’s conversation with Hanson?

5. What were the low points of Amanda’s interaction with Mrs. Hanson?


The Case of Infant Mia

My name is Mia. I am seven weeks old. This week, I was placed in a foster home

because my mother wasn’t taking care of me. I was often very cold. I haven’t had

enough to eat since I was born so I have trouble taking in food and keeping it down.

I don’t weigh very much. I have not been washed or kept clean. My diapers were not

changed so I have unhealed raw skin that is resistant to healing. I have deep bruises.

When I cried, someone picked me up hard and shook me and threw me into my

sleeping place and hurt me.

I have not been held very much, and that holding was not gentle. No one snuggles

me or touches me. I lie in this sleeping place alone day and night. I don’t know the

difference between day and night. It’s always dark in here. Sometimes my diaper is

changed, but I mostly feel wet and cold. And sometimes a bottle is put into the crib,

but I can’t hold it to feed myself. My tummy hurts a lot. I haven’t had very much to

look at – no faces, not even any toys. I don’t know to follow or look or watch. My eyes

don’t focus. I don’t reach for anything. I can’t grasp fingers. I’m always alone. I am

scared.

I am not used to being held. I cannot hold my head up very well. And when people

pick me up, it scares me and startles me. It makes me cry. Sometimes I hurt when I

am handled. Most of the time it was very quiet where I was, but sometimes there was

loud yelling and smashing things. Now when my foster mother shakes a rattle too

close to my face, I startle and cry. My world has been mostly quiet and lonely and

isolated. It’s all I know. So…I sleep a lot to protect myself. I am adjusting to different

smells, which I’m sensitive to. It did not smell good where I was before. And it was

always dark. The light here hurts my eyes, and I cannot see.



1. If Mia were a well-attached infant, what type of behavior would you likely see from her? (Need help? See Attachment and Child Development – Birth to 3

months)

2. What behavior do you see in Mia that indicates that she is not securely

attached?

How is that behavior likely to be misinterpreted by caregivers and others?

3. How would a “typical” seven-week-old infant behave and respond? (Need help? See handouts: Physical Development, Cognitive Development,

Social Development, Emotional Development, Language Development,

Sexual Development - 0 – 3 month sections)

4. What developmental delays is Mia already exhibiting?


THE CASE OF TODDLER SHANI

Hello. My name is Shani. I am 14 months old. I

have been in and out of care for most of my life.

My mother does the best she can, but she is really

young and struggles to take care of us.

Sometimes she takes drugs and forgets about me.

I may be left alone for long periods of time. The

first time I was taken away, my Aunt Letty found

me alone in my crib and called CPS. I was given

to my father, but that didn’t last long because he

went to jail. So I was sent to my paternal

grandmother. I got to see my mother sometimes,

but my grandmother wouldn’t let my mother

come to her house. Strangers used to come and

pick me up and take me to a place I didn’t know

to see my mother. After a while, I went back to my mother who was doing much

better, but then she relapsed, and Aunt Letty found me again. My grandmother was

too involved taking care of grandfather and couldn’t take me so I went to Aunt Letty.

My mother would see me at Aunt Letty’s. I was with Aunt Letty for a while until she

got a new job far away and I had to go to foster care. The first home I was in had lots

of kids and several dogs. One day, one of the dogs bit me, and I had to go to the

hospital. I was removed and placed in a second foster home. Everyone says my mom

is a very bad mom. They don’t want me to see her or be with her. I see that look on

my foster mother’s face when the stranger comes to take me away to see my mom.

When I am with my mother, I am confused. She doesn’t act the same in this strange

place where everything looks different and smells different and the toys are

different and people watch us. I don’t know what to do. It makes me cry and feel

fussy. My mother holds me, but it doesn't feel the same. Something is wrong with

her. Something is wrong with me.

I am a “fussy” little girl. That’s what I hear. I just can’t count on anyone or anything.

In the mornings, when I wake up, I’m not sure where I am. I never know when I will

see my mother. I don’t know the strangers who come to get me and take me places.

Everywhere I go the food is different, the bed is different, the people are different,

the smells are strange, and I feel lost and alone. When I am overwhelmed, I feel

flooded and disorganized. I was able to walk, but now I only crawl. It feels safer. I

suck my thumb a lot and drag my stuffy everywhere. I can’t sleep without my stuffy.

Sometimes I pull at my hair. It comes out in my fingers. And sometimes I bang my

head against the wall or chair or bed. I like the rhythm and the sound and the feeling

it gives me. I used to say words to my mother. I can’t remember them now. I do

smile, but I rarely laugh. My chest feels tight, and my breathing is rapid and shallow.

I often startle. The strange people frighten me.



1. What kind of attachment relationships, needs, and experiences has Shani had?

2. What are the losses Shani has experienced?

3. What are the symptoms she is expressing? (Not sure? See: Separation –

Reactions to Grief and Loss)

4. What are her developmental regressions and delays? (Not sure? See the handouts on development)

5. Why do you think she has so many symptoms and developmental delays? Not sure? See: Attachment and Development)

6. What are the risk factors for her overall development?


THE CASE OF JAMAL

My name is Jamal. I am four years old. I have four

older brothers, but I don’t know where they are. I

haven’t seen them in a long time. I don’t know where

my parents are. I miss my parents. I miss my brothers.

I’m scared without them. I’m scared all the time. Who’s

going to get me food and tell me to go to bed at the

right time? I learned a lot from my brothers. They told

me to be tough. They told me to be strong and not cry

like a sissy. They played catch and tag with me in the

street. They tried to keep me safe when dad got really

mad and hurt people.

My little sister is in this home with me where the adults want to adopt us. I don’t like

my sister very much. She’s always happy, and everyone loves her. It makes me mad.

Lots of things make me mad. Sometimes I don’t even know why I’m mad. I say mean

things to my sister and do things without really knowing I’m doing them, like

breaking toys. But I also have trouble finding words and can’t say what I want. I used

to be able to talk and my brothers understood me. Now, when I talk, everyone says

to me, “What? What did you say? We can’t understand you. What do you want?” I

just watch people shake their heads all the time. Their foreheads get all squishy and

they look mad. When the people here tell me it’s bedtime, I get angry. They send

me to bed early because I keep peeing and pooping in my pants. I don’t know why I

have so many accidents. I never used to do that. They call me a baby, a dirty baby.

The parents here got really mad yesterday because I was eating dirt. Dirt doesn’t

taste so bad. I really wanted some candy. It’s hard to get candy. Sometimes it’s hard

to get food so I’m hungry. I never used to be angry all the time. The parents here tell

me I’m a bad boy. Maybe that’s why I made my brothers go away and my parents go

away. Bad and scary things happen to bad people. Maybe, if I run away I can find my

brothers. They might know where my parents are. Or, maybe if I leave, my parents

will find me. Bad people do bad things. People notice when I do bad things. Maybe

my parents will find me when I do bad things. I miss them.

I heard the parents here talking with the lady who brought my sister and me to this

house. They have decided to adopt my sister but not me because I’m “too much

trouble.” I’m going to go to a foster home today without my sister, without my

brothers and without my parents. I must be a very bad boy.



1. Discuss the attachment issues Jamal is dealing with. (Not sure? See: Attachment

and Development)

2. What is Jamal trying to communicate through his behavior? (Not sure? See: Separation: Reactions to Grief and Loss)

3. Why don’t the adults in his life understand him?

4. What would you do to help the adults help Jamal? How would you talk to Jamal

about what is happening?


THE CASE OF LAILA

My name is Laila. I am eight years old.

Last year, my mother overdosed on

heroine and died. It was just the two of

us. I don’t have any brothers or sisters.

My father was in Afghanistan. He died. I

was picked up at school, without any of

my things, and taken to live with my

Aunt Grace. Sometimes I really need my

white stuffy, Tiana. I wonder what

happened to her. I suppose she was put

into the trash with everything else. My

foster mother told me that my mother

and I and our things were all trash. When is she going to put me in the trash?

While I was at my Aunt Grace’s, her boyfriend did something bad to me. It was

terrible. He hurt me. I cried a lot after that and I didn’t want anyone to touch me. No

one got Tiana for me. I had to go to a hospital and spend time with nurses and

doctors and police officers and go to court. I can’t remember much about that. I don’t

like to think about it. Now I can’t talk about it. Actually, I don’t talk much at all. And

then I had to go to a foster home where I still live. I need my mother. I miss my

mother.

My foster parents are okay, but they have kids of their own so no one really wants

me. I try to hide to keep out of the way, but that only gets me in trouble. My foster

parents say that my mother was a bad person. But I love my mother, and my mother

loves me. No one understands. No one wants me. It’s hard for me to go to school and

do my work. Sometimes I just can’t concentrate. I don't know how to do what the

teacher wants. I don’t know anyone here. This is not my school, and I do not have

any friends. The other children like to play, but I’d rather sit by myself and watch

them. The teacher says I should make friends, but I don’t know what to say. All of my

words are locked up tight inside me.

The other day I took one of my foster mother’s candles and gave it to my teacher so

she would like me more. She smiled at me. My foster mother yelled at me and

smacked my hands. Often I don’t feel like eating. At school I throw away my lunch,

but I keep the food I get at my foster home and hide it under my bed. At night I can’t

sleep. I have bad dreams, and that makes me afraid to go to sleep. And when I do

sleep, I wet the bed. Then I get into trouble with my foster mother, and she yells at

me. Why doesn’t she know that I feel embarrassed? I wouldn’t wet the bed if I could

stop it. I never used to wet the bed. I never used to suck my thumb either, which my

foster mother tells me is a filthy habit. I wonder what it feels like to die. I wonder

when I will die and see my mother and my father.



1. Describe the attachment issues that Laila is exhibiting? (Not sure? See: Attachment and Development)

2. What is she trying to communicate through her behavior? (Not sure? See: Separation: Reactions to Grief and Loss)

3. What developmental challenges does Laila have? (Not sure? See the Social,

Emotional Developmental handouts)

4. How can you help her foster parents aid Laila? (Not sure? See: Behavior Is

Communication)

How would you talk to Laila about what is happening?


THE CASE OF MIGUEL

My name is Miguel. I am 15

years old. I have been in a

residential facility for the last

10 months. I got arrested as a

minor in possession. I hate it

here. I’m supposed to

transition back home soon.

Who cares? Isn’t that the

question? My mother certainly

doesn’t care, or I wouldn’t be

here. She never even came to

see me. The only time I saw

my family was when I was sent

home for visitation. I can’t

remember a time one of my

parents ever did anything with me. There were so many kids in the house there

wasn’t any room to be noticed. There wasn’t even enough food to go around. Here I

can eat and even hide food. My dad just smacks me around. One of my kid brothers

will probably take the heat now, but what do I care?

The staff don’t care around here. They’re as tough as the brothers locked in here. My

probation officer told me I was a lost cause. Maybe he’s right. Maybe they’re all

right. I don’t make friends. I don’t really like people. They hate me, so I hate them. I

hang with brothers who drink and drug and smoke, but only because it’s easier to

score in a group. But there’s a lot of muscling and knife fighting, too. I steal and

shoplift to get money for drugs. Sometimes I sell to score.

I rarely go to school. That’s not cool on the streets. My dad said I wouldn’t amount to

anything. That’s already true. I can’t remember a time I ever did anything right. I

couldn’t learn when I was in school. I don’t read much, and I’m not good at math. But

I can fix broken things – helps me out to sell stuff I find in dumpsters, old garages or

raiding thrift store dropboxes. On the streets, all I care about is getting high. In some

ways that keeps me out of trouble. There have been times when I’ve tortured pets in

the hood, even killed them. And I used to beat up on little kids and steal their lunch

money. But I score better at the local bodega. There’s a local gang. So far I’ve

avoided that scene, but it’s looking better all the time. I’ve got a gun hidden at home.

I found it in a local dumpster. That should land me in the gang. Life would be better

with them than in this kid prison.



1. How does Miguel demonstrate attachment disruption/disorder? (Not sure? See: Childhood Attachment Disruption/Disorder: A Symptom Checklist.)

2. What core beliefs does Miguel hold? (Not sure? See: Core Beliefs/Internal

Working Model.)

3. How will his present view of himself, others and the world affect his future

functioning?

4. What would need to happen for Miguel to change, improve or have better daily

functioning with hope for the future? How would you talk to him about his future?


TRAUMA INFORMED CHILD WELFARE SYSTEMS

WORKER SELF ASSESSMENT

Directions: Circle or mark where you would assess your understanding and

knowledge.

I understand the impact of trauma

on a child’s behavior.

Not at all

1

2

Aware but not sure

what it means for

me as a worker

3

4

100%

trauma

informed

5


on a child’s development

Not at all

1

2

Aware but not sure

what it means for

me as a worker

3

4

100%

trauma

informed

5


on a child’s relationships.

Not at all

1

2

Aware but not sure

what it means for

me as a worker

3

4

100%

trauma

informed

5

I understand my role in

responding to child traumatic

stress.

Not at all

1

2

Aware but not sure

what it means for

me as a worker

3

4

100%

trauma

informed

5

I can identify actions that enhance

psychological safety for children

and families.

Not at all

1

2

Aware but not sure

what it means for

me as a worker

3

4

100%

trauma

informed

5

I know how to identify trauma-

related needs of children and

families.

Not at all

1

2

Aware but not sure

what it means for

me as a worker

3

4

100%

trauma

informed

5

I know how to partner with youth

and families in a trauma-informed

manner.

Not at all

1

2

Aware but not sure

what it means for

me as a worker

3

4

100%

trauma

informed

5

Adapted from Child Welfare Trauma Training Toolkit – NCTSN (2013)


PREVALENCE QUIZ

Instructions: Fill in the blanks.

In a national sample of children, …..

over ____ % were exposed to violence or abuse in their homes or

communities in the last year.

____ in 10 children were victims of violence 5 or more times during the

previous year.

____% report being sexually assaulted at some point in their life.

____ % reported being physically assaulted.

More than ____% of juvenile offenders report at least one or more traumatic

experiences, such as being a victim of or witness to violence.

Instructions: Circle True or False:

True or False A national study of foster care alumni determined that this group

has nearly the same rate of PTSD, at US war veterans.

True or False Medical trauma is a special concern for children in foster care.


GENOGRAM

What would your genogram look like?

________________________________________________________


ECO-MAP

Eco-map

Indicate connections where they exist. Use for intense, for moderate, for tenuous, and / / / / / for stressful. Signify direction of flow of energy/resources with directional arrows. Fill in empty circles or add circles as needed to represent areas of life.

Draw an eco-map for your own family or a family you know well. Be sure to include

the configuration of family member in the center and then indicate external

connections using conventional symbols. Add additional external boxes as

necessary.


SOCIAL SUPPORT NETWORK MAP

Social Support Network Map

Neighbors

Friends

Work

School

Clubs

Religious Organization

Extended Family

Other

Other

Complete a Social Support Network Map for yourself or someone you know well, by

writing the names of people and organizations in the appropriate sections of the

circle.

How might this tool be used in CW practice?


FAMILY ASSESSMENT DOCUMENT RATING SHEET

Consider the Sample Family Assessment provided. Rate each item below and

discuss your responses with your group. Try to reach consensus on each item.

The sample report provides (a): Poor Fair Good Excellent

1. Clear statement/description of presenting

problem

2. Clear presentation of facts/observations

3. Clear identification of interpretations

4. Significant information about individuals

5. Significant information about

relationships/family as context.

6. Significant information about family in

environment/family in context.

7. Clear identification of strengths and needs

8. Sound basis for setting goals and delivering

interventions

9. What additional information would you want in order to provide effective service

to this client family?

10. How might you obtain this information?


CHILD WELFARE REPORT WRITING – EXERCISE

Correct or Incorrect?

In a group of four or five participants:

Read and discuss the following descriptive statements.

Identify correctly and incorrectly written descriptive statements by inserting

an X in the appropriate column (note that each description may contain

multiple errors).

Modify incorrectly written descriptions to correct errors.

Select one corrected description to read to the large group.

Statement/Description Correct? Incorrect? Modification

1. The group of

children from

Cerveny School have

never been to camp.

2. Joey suffers from

autism and comes

from a poor family in

a disadvantaged

neighborhood.

3. Joey is a fifteen-year-

old boy with a

developmental

disability.

4. Joey was adopted, at

age six, by Bill, who

identifies himself as

a gay man.


Statement/Description Correct? Incorrect? Modification

5. Joey was born

intersex and was

assigned gender as a

boy shortly after

birth.

6. Joey was rescued

from the burning

home by firefighters

from Firehouse 15.

7. During the interview,

Joey said, “My

momma don’t care

for me no more.”

8. Joey was

accompanied to the

visit by myself and

his speech

pathologist.


WORKING WITH THE COURTS QUIZ

Match the terms in the first chart below with the definitions in the second chart by

writing the correct number of the definition next to the term.

Term Correct Definition #

Judge

Prosecuting attorney

Pretrial conference

Referee

Termination of parental rights hearing

Lawyers

Adjudication

Guardian ad Litem

Adoption hearing

Disposition

Foster Care Review Board

Emergency removal hearing

LGAL

Review hearing

Preliminary hearing

Post termination review hearing

Permanency planning hearing

Friend of the Court (FOC)

Definitions

1. First formal court hearing in the process

2. Finder of facts

3. Enables the court to evaluate progress made

4. 12 months after the child enters care

5. Permanent ward status is established

6. Charged with representing the people

7. “Trial phase”

8. Reviews until permanency is achieved-post term review

9. A unique type of guardian/CASA

10. Second step in the process but is not a hearing

11. Lawyer who must focus on the best interests of the child

12. Determines measures to work with the family/child

13. The administrative arm of the family division of the court

14. May not conduct jury trials but make findings and recommend court orders

15. Rule on petition to adopt the child

16. Removal of a child previously ordered to remain at home

17. A system of third party review

18. Zealous advocates in an adversarial system


WHAT MOTIVATES YOU? – EXERCISE

1. List two hygiene factors that are most important to you in the workplace. Explain

why they are important.

2. List two motivational factors that are most important to you in the workplace.

Explain why they are important.


CONSIDERING YOUR OWN RESILIENCY – EXERCISE

1. Why did you choose employment in child welfare?

2. What are the factors that are most important to you as you begin your career in

child welfare?

3. Do you think these factors will change over time? If “yes” how do you think they

will change?

4. Where do you place yourself on the graphic as it applies to your level of

confidence on the job? What will it take to move your level of confidence to

“high”?


CASE STUDY: JANET AND TIM – EXERCISE


1. What assumptions do you think Janet has made?

2. What do you think Janet is feeling?

3. How are her feelings reflected in her behavior?

4. What could she have done differently?


COLLABORATION WITH JAMAL AND SANDY – EXERCISE Discussion Questions

1. What are the underlying issues in this conversation for Jamal? For Sandy?

2. Refer to the reasons collaboration fails and think about how these apply to Jamal

and Sandy’s collaboration.

3. Develop strategies to overcome these issues.


SOURCES OF STRESS – EXERCISE

1. What are the on-the-job sources of stress that you are currently experiencing?

2. How do you think these stressors will change as you become more experienced

in your position?

3. What are the personal sources of stress that you most often experience?

4. Are these personal stressors the same on the job as they are in your personal

life?

5. What are some ways that you can cope with the stressors you have identified?


SELF CARE AND LIFESTYLE BALANCE INVENTORY Source: Headington Institute

Please note that this scale is not a clinical diagnostic instrument and is provided for educational

purposes. It merely examines some of the more effective physical, psychological and spiritual

methods of staying balanced and preventing burnout. If you have any concerns about your state of

emotional health, you should consult with a mental health professional.

Instructions: In the last month, how often has the following been true for you? For each question,

write the number that best fits your experience on the line before the question.

__ 1. I have at least one full day off work each week.

(0) Never / (1) Seldom / (2) Sometimes / (3) Often / (4) Always

__ 2. I take some time for myself to be quiet, think, meditate, write and/or pray.

(0) Never / (1) Seldom / (2) Sometimes / (3) Often / (4) Daily

__ 3. I work for less than ten hours a day.


__ 4. I do aerobic exercise (walking, running, swimming etc) for at least 25 minutes at a

time.

(0) Never / (1) Seldom / (2) Once a week / (3) Twice a week / (4) 3 or more

times/week

__ 5. I do something I find fun (e.g., play a game, go to a movie, read a book etc).


__ 6. I practice muscle relaxation, pilates, yoga, stretching, meditation or slow-

breathing techniques.


__ 7. I share how I am feeling with at least one friend or my partner.


__ 8. I sleep well and get at least seven hours of sleep a night.


__ 9. I am careful about what I eat and eat a balanced diet.


__ 10. I drink at least 1.5 liters of water (approx. 3 pints) a day.


__ 11. I laugh without malice or cynicism.

(0) Never / (1) Seldom / (2) Sometimes / (3) Often / (4) At least once a day

__ 12. When I leave work at the end of the day, I can disengage and leave the pressures of

work behind.



__ 13. I listen to my body’s signals and recognize when I am becoming tired, run-down and

vulnerable to illness.


__ 14. There are people who care about me that I trust, to whom I can talk if I want.


__ 15. I do something I find creative or expressive (e.g., writing, cooking, gardening etc).


__ 16. I feel I have the training and skills I need to do my job well.


__ 17. I set and maintain healthy boundaries for myself by standing up for myself, saying

“no” when I need to, and not letting others take advantage of me.


__ 18. At work I take a brief break at least every two hours, and switch tasks regularly so

that I don’t become too drained.


__ 19. I spend time with groups of people I trust and to whom I feel close who are part of a

community of meaning and purpose (e.g., a church group, a group of volunteers,

work colleagues).

(0) Never / (1) Seldom / (2) Sometimes / (3) About once a week / (4) More than once

a week

__ 20. My ability to communicate with other is…

(0) Very poor / (1) Poor / (2) Fair / (3) Good / (4) Excellent

__ 21. I feel good about how I spend my time and energy in relation to what is really

important to me in life.


__ 22. I believe in myself and generally give myself positive messages about my ability to

accomplish my goals – even when I encounter difficulties.


__ 23. I set realistic goals for my life (both short term and long term) and work towards

them consistently.


__ 24. I take good vacations (at least one two-week vacation every year).

(0) Never / (1) Seldom / (2) Sometimes / (3) Often / (4) Every year

__ 25. I drink alcohol, smoke, or use other recreational drugs...

(0) Three or more times every day / (1) At least once every day / (2) Three to six

times a week / (3) Less than three times a week / (4) Never

TOTAL SCORE: _________


Interpretation guidelines

0-25: A score in this range suggests that your self-care skills and lifestyle

balance strategies may be poor, and that you could possibly benefit from

developing a plan to change your lifestyle and improve your self-care.

26-50: A score in this range suggests that your self-care skills and lifestyle

balance strategies may be poor to average, and that you could possibly

benefit from developing a plan to improve your self care.

51-75: A score in this range suggests that you may have moderately good self-

care skills and lifestyle balance strategies in place.

76-100: A score in this range suggests that you may have good self-care skills and

lifestyle balance strategies in place.


COPING STYLES FOR HANDLING STRESS – EXERCISE

Healthy Unhealthy

Nurture collegial and cross-functional

relationships.

Isolate self from others in the agency, e.g.,

always eat alone.

Take advantage of learning

opportunities.

Pass up training because you are too busy

to attend.

Make time to recognize your own and

your peers accomplishments and

personal milestones.

Ascribe to the theory that taking time to

“affirm” and “play” detracts from the

workplace.

Set appropriate boundaries regarding

your clients accessibility to you.

Have an “open door” policy that doesn’t

allow some uninterrupted time each day.

Set up and follow through on regularly

scheduled supervision meetings with

your supervisor.

Skip regular supervisory meetings

because you are too busy to take time

away from your job.

Learn to prioritize your workload.

Treat everything on your workload as

urgent.

Create and maintain a balance

between work and your personal life.

Always come into work early and stay late

to exemplify your work ethic.

Other healthy coping strategies:


TIME MANAGEMENT QUIZ – EXERCISE

1 = Almost never 2 = Seldom 3 = Often 4 = Almost always

1. ____ I have a clear idea of what is important to my supervisor and make sure

to include those items in what I focus on at work.

2. _____ I keep a to-do list that I refer to often during the workday.

3. _____ I set aside time each day for email and voice-mail checks and don’t

interrupt other tasks to respond to them during the day.

4. _____ I schedule an appointment with myself for some thinking time each day.

5. _____ My work space is organized so I know how to easily get to materials

and information I need.

6. _____ I have learned how to delegate tasks in a way that gets the job done

and makes people feel happy to be included in the process.

7. ____ When a task my supervisor wants done seems inconsistent with more

pressing goals, I am able to bring the discrepancy to his/her attention

without alienating him/her.

8. _____ I am able to prioritize multiple tasks by asking a few questions about

how they relate to my team’s overall goals.

9. _____ I make judgments about what to do first based on what is most

important to my overall goals, not on who is complaining the loudest.

10. _____ I have a calendar that I follow everyday, with time built in for the day’s

emergencies.

11. _____ I rarely agree to take on an optional task or commitment without first

thinking about how it fits into the rest of my schedule.

12. _____ I contribute to my ability to be alert by maintaining a regular fitness

routine.

13. _____ I get enough sleep each night.

14. _____ I control how many people have access to me in my workspace.

15. _____ I know how to say ‘no’ when I am asked to do things that are not part of

my performance goals (goals to which my supervisor and I have both

agreed).

Add your score: Total Score ______

Scoring for the Time Management Quiz:


15 – 25: More work required in multiple areas of time management

26 – 49: Competent in some areas, others need more work

50 – 60: Competent in most areas of time management


THINKING ABOUT MY PROFESSIONAL DEVELOPMENT –

EXERCISE

List something that you are passionate about.

Answer the following questions about developing expertise in the area you are

passionate about:

1. What is in it for you?

2. What is in it for your team and supervisor?

3. What is in it for your agency?

4. Can you identify a mentor or coach to help you develop expertise in this area?

a. If “yes,” who would that be?

b. If “no,” how would you go about finding a mentor or coach?

5. What is the first step you can take to begin to gain more expertise in this area you

are passionate about?


JOB SHADOWING GONE WRONG – EXERCISE


1. At this point in her new job experience, where would you put Kyra in the Cycle of

Positive Change (see power point graphic)?

2. Describe the type of experience that Alice had as the person doing the

shadowing. Describe the experience Ellen had as the person who was shadowed.

How do you think this experience will impact their relationship?

3. Using the handout Getting the Most Out of Job Shadowing, discuss what Kyra

can do to salvage her job shadowing experience. What can Kyra do? Who should

she talk to?


RECOGNIZE, PRAISE AND CELEBRATE YOUR AND YOUR TEAM’S

SUCCESSES AND COPE WITH THE DISAPPOINTMENT – EXERCISE

What it means: How to apply it:

Celebrate successes together to

help solidify staff bonds and

provide opportunities for

affiliation.

A celebration is an opportunity to

relive an achievement and can

happen with one person or all of

the staff on the unit or in the

agency.

Celebrations are a form of

encouragement. It is an

opportunity for you or your

teammate, whose achievement is

being celebrated, to tell someone

about the accomplishment,

including how difficult it was, how

hard you worked to accomplish it,

who helped you etc.

Celebrations help us to realize that

our accomplishment has been duly

noted.

Be a role model by giving praise to

others:

o When giving praise, make it personal

– because no single form of praise is

going to work for everyone, finding

out what will make the recognition

meaningful to a particular person or

group is important.

Suggest that part of your staff meeting

be devoted to talking about the efforts

of specific team members.

Take time to go out with team members

to celebrate what has been

accomplished.

Suggest using silly awards that highlight

an accomplishment or skill.

Toot your own horn when you have

worked hard and done a good job, be

proud of your own successes.

Getting through the Disappointments

What it means: How to apply it:

Don’t isolate yourself when

situations arise that cause you to

feel sadness or disappointment.

Offer support to others when things

have not gone well and the work is

upsetting and demoralizing.

Take the time to talk to your supervisor

about:

o What went wrong

o How to do better next time

o What you have done right in this

situation or others

Make yourself available to others and

participate in team meetings when

disappointments or issues are

discussed.

Ways that I can think of to get support and celebrate the successes in my agency:

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