Lift up a childs voice A childs life

Lift up a child's voice A child's life. ™ THE NATIONAL CASA PRE-SERVICE VOLUNTEER TRAINING Version 2, November 2017

Chapter 7: Educational Advocacy, Older & LGBTQ Youth Pre-Work Permanence Educational Recap, Advocacy Chapter Overview & Competencies Advocating for Older Youth & LGBTQ Youth Working a Case Chapter Wrap -Up: Review & Evaluation Chapter 8: Pre-Work 2

Chapter 7: Pre-Work Recap üWatch the video “How Resilience Is Built” and think about relationships you had as a youth that helped you build resilience üListen to the audio clip “Childhood Reflections” üRead the “Statistics on Youth Aging Out of Foster Care” and go through the Ecological Model of Factors Affecting Resilience üRead the article on “Concurrent Planning” and prepare to answer the lists of questions that follow 3

Chapter 7: Pre-Work Recap (cont. ) üRead the article on “Educational Challenges for Children in the Child Welfare System” and prepare answers to questions that follow based on your K-12 experiences üRead the Initial Case Notes for the “Brown Case” üReview “Beyond Alphabet Soup” üRe-read the “Greene Case” and Amarillo Case” üRead “Laws Related to Older Youth in Foster Care üReview LGBTQ Glossary 4

Chapter 7: Overview This chapter addresses issues related to resilience and permanence, children’s educational needs, advocating for older youth, and the challenges faced by LGBTQ youth in the system. You’ll also continue to explore cultural competence and child welfare law. 5

Chapter 7: Chapter Overview and Competencies Competency Category Foundation of Knowledge, Skills, Attributes, Behavior Development in Chapter 7 Understands the factors that contribute to a child’s resilience Understands the importance of resilience in overcoming trauma in children Understands concurrent planning Understand options for permanence for the child Understands how CASA/GAL advocacy differs for young children and older youth Knows strategies to address educational challenges Understands the issues faced by LGBTQ youth in the child welfare system 6

Chapter 7: Educational Advocacy, Older & LGBTQ Youth Pre-Work Permanence Educational Recap, Advocacy Chapter Overview & Competencies Advocating for Older Youth & LGBTQ Youth Working a Case Chapter Wrap -Up: Review & Evaluation Chapter 8: Pre-Work 7

Chapter 7: Factors Affecting Resilience 7 A Influe nces s ce Influen 8

Chapter 7: Factors Affecting Resilience 7 A Revisiting Resilience • What impact did these factors have on the case? • How could a CASA/GAL volunteer help nurture resilience in Marky or Maria? 9

Chapter 7: Factors Affecting Resilience 7 B Baily’s Story Video 10

Chapter 7: Permanence 7 B Children require a primary attachment figure; an adult who consistently meets their emotional & physical needs ü Typically filled by a biological parent ü Other caring adults who commit unconditionally to the child can also meet the child’s need for permanence 11

Chapter 7: Permanence 7 B As a CASA/GAL volunteer: • Advocate for a safe, permanent home as soon as possible, honoring the child’s culture & sense of time Possible “permanent” options: • Return to parent • Adoption (by a relative or nonrelative) • Kinship Guardianship 12

Chapter 7: Permanence 7 B What is Kinship Guardianship? • Subsidized alternative to adoption for children or youth who have been placed with relatives • Relatives are certified foster parents • Placement lasts six months or more 13

Chapter 7: Permanence 7 B • Fictive Kin ü Guardianship by individuals who, while not related to a child, play an important role in a child’s life • Long-Term Foster Care ü Becomes the plan for older children or children labeled as difficult for whom there is no identified family ü This is an impermanent solution. A new dialogue around how to make permanence a reality is needed 14

Chapter 7: Factors Affecting Resilience 7 B Permanence – Baily’s Story • In what ways did Baily find permanence? In what ways didn’t she? • How could a CASA/GAL volunteer have made a difference in Baily’s case? 15

Chapter 7: Concurrent Planning • 7 C Involves working on two solutions simultaneously: ü Solution One: To return the child home ü Solution Two: To find an alternative permanent placement • Moves a case more quickly through the system with better results • Is family-centered, with parents involved in decision making from the start • CASA/GAL volunteer explores all available options while providing culturally sensitive feedback to parents 16

Chapter 7: Educational Advocacy, Older & LGBTQ Youth Pre-Work Permanence Educational Recap, Advocacy Chapter Overview & Competencies Advocating for Older Youth & LGBTQ Youth Working a Case Chapter Wrap -Up: Review & Evaluation Chapter 8: Pre-Work 17

Chapter 7: Educational Advocacy 7 D Questions to consider: ü How might a tool like this be helpful in a case with an older youth? ü How might it be helpful in a case with a younger or even preschool-aged child? ü How might it be helpful in preventing problems and intervening early so that students can be successful? 18

Chapter 7: Comparing Advocacy 7 E Infancy to Early Teen Years Adolescent Youth Permanence within a family ? Permanence through significant adult connection; interdependent living ? 19

Chapter 7: Comparing Advocacy Infancy to Early Teen Years Permanence within a family 7 E Adolescent Youth Permanence through significant adult connection; interdependent living 20

Chapter 7: Comparing Advocacy 7 E Infancy to Early Teen Years Adolescent Youth Partner with youth in assessment, facilitation, advocacy, & monitoring ? Volunteer takes lead in assessment, facilitation, advocacy, & monitoring ? 21

Chapter 7: Comparing Advocacy Infancy to Early Teen Years Volunteer takes lead in assessment, facilitation, advocacy, & monitoring 7 E Adolescent Youth Partner with youth in assessment, facilitation, advocacy, & monitoring 22

Chapter 7: Comparing Advocacy 7 E Infancy to Early Teen Years Adolescent Youth Review records, interview, determine appropriateness of permanency plan, make recommendations, maintain records ? Focus on preparation for successful independent living ? 23

Chapter 7: Comparing Advocacy Infancy to Early Teen Years Review records, interview, determine appropriateness of permanency plan, make recommendations, maintain records 7 E Adolescent Youth Focus on preparation for successful independent living 24

Chapter 7: Comparing Advocacy 7 E Infancy to Early Teen Years Adolescent Youth Maintaining appropriate relationship boundaries ? Maintaining a relationship with children and families ? 25

Chapter 7: Comparing Advocacy Infancy to Early Teen Years Maintaining a relationship with children and families 7 E Adolescent Youth Maintaining appropriate relationship boundaries 26

Chapter 7: Comparing Advocacy 7 E Infancy to Early Teen Years Adolescent Youth Preparation to age out ? Minimum sufficient level of care ? 27

Chapter 7: Comparing Advocacy Infancy to Early Teen Years Minimum sufficient level of care 7 E Adolescent Youth Preparation to age out 28

Chapter 7: Educational Advocacy, Older & LGBTQ Youth Pre-Work Permanence Educational Recap, Advocacy Chapter Overview & Competencies Advocating for Older Youth & LGBTQ Youth Working a Case Chapter Wrap -Up: Review & Evaluation Chapter 8: Pre-Work 29

Chapter 7: Advocating for Older Youth 7 F What would the outcome be for Maria Amarillo if she remained in foster care until aging out and did not receive help navigating through the following systems? Education Housing or Living Situation Mental Health Employment Finances 30

Chapter 7: Advocating for LGBTQ Youth • There is a disproportionate number of lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth in foster care. • As a CASA/GAL volunteer show professionalism, appropriateness and cultural competency skills in advocating for such youth. 7 G Randy’s Story 31

Chapter 7: Educational Advocacy, Older & LGBTQ Youth Pre-Work Permanence Educational Recap, Advocacy Chapter Overview & Competencies Advocating for Older Youth & LGBTQ Youth Working a Case Chapter Wrap -Up: Review & Evaluation Chapter 8: Pre-Work 32

Chapter 7: The Brown Case 7 H Ø August 7 (last year): Urgent Care Center notified CPS of 14 -year-old Jessica Brown, who had been treated for broken ribs. Jessica told CPS social worker (SW) that she had run away from home the night before after being beaten “for the last time” by her mother’s live-in boyfriend, Wayne Pender. Ø August 8 (last year): Child released from hospital and placed by CPS into emergency foster care. 33

Chapter 7: The Brown Case 7 H Ø August 19 (last year): Jessica removed from foster home after she confided to her foster mother that she is lesbian and the mother uncomfortable with Jessica sharing a room with her 13 -year-old daughter. Jessica has been placed in Abigail Barton Home for Girls. Ø November 8 (last year): Abigail Barton Home for Girls notified SW that Jessica Brown did not return to the group home after school. 34

Chapter 7: The Brown Case 7 H Ø December 21 (last year): SW received call from Jessica asking for assistance as she was living on the street since running away from the group home. She stated she had been harassed and bullied, hit, and was teased with names such as “Jessie the Lessie” and “dyke” by other girls in the group home. SW located emergency foster care for Jessica. Ø December 29 (last year): Jessica was placed with paternal cousin, Candice Clark (age 30). 35

Chapter 7: Resources Section of a Court Report • • • 7 I Describes strengths, skills or previous successful coping instances of the biological family Any resources within the extended family to provide connection, respite or additional help Community resources that might provide additional support or services Note: Use the State Court Report Template provided in Chapter 2. 36

Chapter 7: Educational Advocacy, Older & LGBTQ Youth Pre-Work Permanence Educational Recap, Advocacy Chapter Overview & Competencies Advocating for Older Youth & LGBTQ Youth Working a Case Chapter Wrap -Up: Review & Evaluation Chapter 8: Pre-Work 37

Chapter 7: Domestic Violence & Cultural Competence In this chapter, you learned about: ü The adverse childhood experiences and the factors that contribute to a child’s resilience ü Concurrent planning and the options for permanence for a child ü Establishing permanence is especially important for older youth ü CASA/GAL advocacy that differs for young children and older youth ü Educational challenges faced by children in the child welfare system ü Issues faced by LGBTQ youth in the child welfare system ü Family and community resources in a CASA/GAL volunteer court report 38

Chapter 7: Evaluation Please fill out the Chapter 7 volunteer training evaluation and give to the facilitator. 39

Chapter 8: Pre-Work q Bring to the Chapter 8 session the Developing Competencies checklist that you filled out at the beginning of training q Read the Initial Case Notes for the Redd Case q Read the Redd Case packet with all the interviews q Complete the Program’s Court Report Template provided based on Redd Case Notes and submit for evaluation to Facilitator 40