Iowa Child Advocacy Board Iowa CASA Advocate PreService

Iowa Child Advocacy Board Iowa CASA Advocate Pre-Service Training Module 4 Practicing the CASA Role: Children and Communication

Learning Outcomes 4 -1 Describe information in Case Plan Describe Importance of Permanence Demonstrate & practice communication and interviewing skills 10/2016 Identify needs for children Define why Confidentiality is SO important

Myers Case Timeline Review Hearing 4 -20 -07 Removal from home 6 -28 -06 Removal Hearing 7 -5 -06 CINA Petition 6 -30 -06 10/2016 CASA Appointment 10 -12 -06 Dispositional Hearing 10 -18 -06 Adjudication Hearing 7 -31 -06

Federal State • The Domains have been identified by Federal Government Guidelines called Child and Family Service Review. • The Domains are designed to routinely encourage good social work case practice. • The domains are senstivie to the cultural needs of each family • The domains exclude biases because each domain focuses on a minimum sufficient level of care. Local • The use of domains requires DHS, in cooperation with the family, to consider protective factors (strengths) and risk factors (potential needs) on a case-by-case basis. • DHS must look at each factor when determining what "efforts" need to be provided on a case. Family • Use of the domains breaks each goal into smaller, more easily achieveable chucks, helping the child/family see and experience success one action step at a time. • When the needs in each domain have been met, this generally means a family is meeting a minimum sufficient level of care and it's time to reunify the child. 10/2016 4 -4

Iowa Case Permanency Plan 4 -5 • Section A: demographic information • Section B: “meat” of the plan & review (Might be only one part B per family) • Section C: Placement, Reasonable Efforts & Transition information 10/2016

Activity – Identifying Needs 4 -6 • Read the Case Plans for Aubrey, Jackson and Shiloh. • Think about what the children in the Myers case study need that is not currently being addressed since moving to foster care or their out of home placement. • Complete the each child's "Needs" chart on the Advocate Case Action Plan: Part 2 HANDOUT #1, page 3. 10/2016

Activity – Ages and Stages Developmental Quiz 4 -8 • The facilitator will break the larger group into two groups. • In your group, please take five minutes to complete the quiz. • We will discuss the answers. 10/2016

How Children Grow and Develop • No two children are alike • Children are not small adults • Children cannot be made to grow • Children need care and attention for best growth • Children grow at different rates 10/2016 4 -9

How Children Grow and Develop 4 -9 • Growth is sequential • Growth is continuous • Behavior is influenced by needs • Children need to feel loved • Children’s experiences should fit their maturity level 10/2016

Child Development Factors in the Myers Case 4 -10 • Are the Myers children developmentally on track? If not, what services have been or could be ordered to meet those needs? • Think about the ACE’s and possible resulting trauma the children have experienced. How could these experiences impact child development? • To whom could you talk to learn more about the children’s developmental needs? 10/2016

The Magic of Everyday Moments 4 -11 10/2016

Cycle of Attachment 4 -11 10/2016

Why Attachments Are Important 4 -12 ü Impacts physical growth & brain development ü Help deal with stress, frustration, fear and worry ü Develop a conscience ü Think logically ü Become independent ü Develop future relationships 10/2016

Advocating for Healthy Attachment Support attachments children already have 4 -13 Advocate to minimize risk of trauma and attachment disruption. Help children recover from separation Help children rebuild and maintain relationships with birth family and kin Help children build relationship with adoptive family 10/2016

Visitation (Family Interaction) 4 -15 • Children generally want and need to be with their families. • Visits (Interactions) help kids remain attached. • Meaningful & Frequent in a “home-like” setting • DHS Reasonable Efforts 10/2016

Discussion – Visitation Considerations 4 -15 • In looking at the Family Interaction Plan (pages 77 & 78 in the case study), what is the plan? Do you agree with the plan? Are the steps of the plan being carried out? Should the plan be changed? 10/2016

Other issues for Children 4 -16 Psychological Issues • Advocates do not diagnose. • Advocates can observe behaviors. • Observations can be reported to DHS and to the court along with recommendation for an evaluation. • More training in the future 10/2016

Other issues for Children 4 -16 Educational Issues • Hard to learn when needs are not met at home • Teachers, principals, childcare staff provide a wealth of information • Social, emotional, educational progress can be observed 10/2016

IEP (Individualized Education Plan) 4 -17 Ø Developed by AEA (Area Education Agency) after evaluation Ø Reviewed annually Ø Advocates can attend meetings. Ø IFP (Family Plan) for non school-age children. 10/2016

Discussion – Considering Other Issues 4 -18 • In the Myers case, we know there are notable mental health and behavioral concerns for Jackson and educational issues for all three children. • Is there anything notable that would cause you to recommend a mental health evaluation for either Aubrey or Shiloh? Are the mental health needs of the children met or are they unmet? • What kinds of information can you obtain from school reports and information from school officials? • What did Miki report in her April 2007 report? 10/2016

Activity – Identifying Concerns 4 -18 • Think about all the potential issues facing the Myers children: Unmet needs, developmental needs, attachment, visitation, separation/loss, mental health and educational needs. • What are you concerns? Write them on page 4 of your Advocate Case Action Plan. • Concerns should always be based in fact. 10/2016

Activity – Practice Writing 4 -18 • On your Advocate Case Action Plan Handout, page 4, practice writing a summary for Jackson Myers using the information obtained from the case file documentation. • This activity helps you practice taking relevant information about a child and creating a concise description and summary of the child's situation that can be transferred directly to a CASA Report to the Court. 10/2016

What is Permanency? 4 -19 10/2016

Permanency is not just a “Place” 4 -20 • Examine your own value system • Examine the DHS case record • Ask parents why they think they’ve lost custody • Remember a “Child’s sense of time” • Understand grief and it’s effects on kids • Stay child-centered, family-focused • Recognize family strengths, but don’t overlook their issues • Be a team player Work for Justice – Act with Mercy 10/2016

Available Permanency Options 1. Reunification 2. Six more months to reunify 3. TPR/Adoption 4. Guardianship 5. Custody to Suitable Other Module 2, Handout #4 10/2016 6. APPLA 4 -22

APPLA 4 -22 & 23 ü Does not mean we stop advocating for permanency ü Not an option for youth under age 16. ü Rule out all other permanency options. ü Compelling reasons why there’s no other option. 10/2016

Transitional Services for Older Youth 4 -23 • TPS provides the TIP • Age 16 ½, transition Transitioning services begin. Information Packet • DHS Transition Planning • Services for youth who Specialist (TPS) age out: q Aftercare q PAL q MIYA q Resources for college expenses 10/2016

Hearings in Juvenile Court 4 -24 Removal from home Removal Hearing Dispositional Hearing 60 days 3 days CINA Petition filed 10/2016 3 -6 months 45 days 10 days Review Hearing Permanency Hearing Adjudication Hearing Modification Hearings can occur TPR Hearing

The Importance of a Permanent Connection 4 -25 10/2016

One important skill CASA Advocates use regularly is the ability to Effectively Communicate with other case parties. 10/2016 COMMUNICATION Switching Gears 4 -26

What does Phil Dunphy have to say about communication? 4 - 10/2016

` 4 -26 Helps form relationships with credibility and respect. ü Respect – others see your commitment to the child ü Credibility – established with timeliness, research, verification and maintaining the role. 10/2016

Communicating Effectively 4 -26 Sending & Receiving happens thru: • Verbal speech • Non verbal packaging • Feelings experienced in the course of interaction • Ideally, all three match! 10/2016

Listening for Meaning 4 - Requires three sets of ears ü Hearing facts ü Hearing feelings ü “seeing” what you hear 10/2016

Barriers to Communication Physical Cultural Perceptual Motivational Experiential 10/2016 4 -27

Overcoming Communication Barriers 4 -28 Offer feedback and take ownership of what you heard; don’t tell others how they feel Listen Actively APPROPRIATE FOR YOUR LISTENER 10/2016 Sensitivity Be aware of your feelings

Activity – Reflective Listening 4 -28 • Complete 10 Things I like to do: What brings me Joy Handout. • In pairs, have one person talk for two minutes about their 10 things while the other listens. • In the following two minutes, have the listener reflect back what the speaker said and count how many of the 10 items the listener can recall. • Switch roles. 10/2016

Four stages of Interviewing Greeting 4 -29 • Identify yourself and clarify or confirm the role of the CASA Advocate. • Create a cooperative, respectful, and professional climate. • Have your goals clearly in mind. Opening • • Provide a clear understanding of what to expect and set the context for the interview. Explain the reason for the interview. Agree with the interviewee how much time will be allotted to the interview. Summarize what you hope to learn during the interview. Body • • • Explore for information and responses related to your goal for the interview. Begin with broad, general, open-ended questions to facilitate participation and responses. Move to more specific, closed questions to sort and refine information and zero in on a topic. Avoid “why” questions. Ask questions even if you think you know the answer. Closing 10/2016 • Recap information learned and review any agreements you have made with the interviewee. • Let them know if and when they may expect to hear from you again, when requested.

Activity – Introducing Yourself 4 -30 • One of the first tests of your communication skills as a CASA Advocate will occur when you introduce yourself and describe your role. • Using the Introducing Yourself as a CASA Advocate handout and what you've learned about communication so far, write what you would say to introduce yourself to: ü Mom, Amanda Myers ü Child, Jackson Myers ü Jackson's Teacher 10/2016

Rapport and Trust 4 -30 • Rapport • Trust A Relationship of mutual understanding; helps form trust A confident expectation or belief in another person’s integrity 10/2016

Relationships built on Rapport & Trust 4 -31 Sincere interest in the child Takes time and energy Involves active listening Regular nurturing Honesty in all communication For the child’s benefit 10/2016

Video – Interviewing Children 4 -30 http: //nc. casaforchildren. org/files/secure/T • raining/Interview. Skills/interviewskills_10 ye ar. html 4: 54 10/2016

Activity – Practice Interviewing 4 -31 • Groups of 3: ü one person plays Miki Getz ü one person plays Amanda, Jackson or Jackson’s teacher ü one person observes and provides feedback • Consider the questions and concerns you’ve developed or considered based on the: ü Advocate Case Action Plan ü Guidelines for Asking Questions ü CASA Interview Questions 10/2016

Confidentiality as an Advocate 4 -32 CASA Confidentiality language is written: • • In Iowa Code Oath you take when sworn in In Order Appointing CASA In the Notice when you accept a case Are you seeing a pattern here? 10/2016

As an Advocate, you are an information sponge. You can absorb information from anyone. The following parties are the only ones who can squeeze you: CASA Staff/Coach County Attorney DHS Worker/Supervisor Confidentiality is vitally important Guardian Ad Litem to children and families 4 -33 10/2016

Confidentiality is vitally important to children and families 4 -33 10/2016

Situations for Confidentiality Consideration 4 -33 • Ms. Malow has learned that Aubrey was going to be participating in a mental health evaluation and asks Miki Getz about the results. • Can this be released? If not, what should Miki say? • Emma Jones, Shiloh's foster parent asks how Amanda is doing in her mental health treatment? • Can this be released? If not, what should Miki say? 10/2016

Re. Moved, Part 1, Second half 10/2016

Have we met the learning objectives for this session? Congratulations! You’ve made it through Module 4! Please complete the evaluation for this unit 10/2016