Session 2

Collaboration (3.1)

Serves as a collaborative team member with all other professional and family members by willingly sharing information needed to make sound decisions, assisting in development of plans, and showing consideration to the needs and limits of other partners. To collaborate means to maintain a non-judgmental, open attitude when communicating with children, parents, and other team members.

Critical Thinking (3.2)

Forms independent judgments based on careful observations, discussion and research. A critical thinker searches for underlying reasons for behaviors and statements and verifies facts surrounding conflicting stories before making decisions.

Technical Knowledge (3.5)

Demonstrates familiarity with policies, regulations, laws and judicial processes that pertain to child welfare, including the roles and responsibilities of all others involved with the child and the need for documentation. The parent’s technical knowledge is enhanced by the partnership with others that occurs in planning, family team meetings and foster family events. The parent knows how to seek information regarding these technical aspects of practice.

Flexibility (3.8)

Shows willingness to change or revise plans quickly when necessary and can juggle attention between people and tasks effectively. A flexible parent can cope with the uncertainty of a child’s length of stay in home and adjust to changes in the child welfare system. In the home, a flexible parent can acknowledge attempts, even when tasks are not done perfectly and is patient with the learning process, even for his or herself. Flexibility allows a parent to take advantage of learning opportunities when they arise.

 

 

Session 3

 

 

Session 4

Coaching and Counseling (1.2)

Provides a consistent and well-coordinated household by establishing house rules and routines and clearly communicating the expectation that everyone in the family will follow them. To organize a household efficiently is to include others in major decisions, establish ground rules with clear consequences and ensure that all the needs of household members are taken into consideration.

Family Relationships (1.4)

Respects and maintains a child’s ties to birth family and previous foster and/or adoptive family relationships. Understands the importance of visitation including how to prepare children for visits with their families and support them. Is familiar with the dynamics of family systems and how all family members are impacted by the foster/adoptive placement experience.

Basic Behavior Management (2.1)

Understands and applies basic principles of behavior management that use appropriate techniques to reduce negative behavior and encourage positive behaviors without the use of physical discipline. Positive behaviors are encouraged by recognition of progress and allowing developmentally appropriate decision-making, while setting and communicating limits and rewards that apply to all. Basic behavior management consists of fair and consistent application of behavior rules and recognition of appropriate and positive behavior. Negative behaviors are discouraged by firm, fair and consistent application of limits and rules.

Interpersonal Sensitivity (3.3)

Demonstrates sensitivity to hidden meaning in communication and ability to view situations from others’ perspectives. A parent with strong interpersonal skills applies these to the child through respect for the preferences and uniqueness of each child and listening for the child’s concerns, while remembering what it was like to be a child. The parent applies these skills in other settings by demonstrating empathy with others’ perspectives and closely listening for what is going on beneath the surface.

Commitment to Children (3.4)

Expresses care about the general welfare of children and has faith that children can be helped. This commitment is put into action in the home by providing the best care possible, including putting the child’s long-term interest before self-interest and showing pride when children achieve even small steps forward. This commitment is put into action outside the home by advocating strongly on issues important to children’s well being.

Equilibrium (3.7)

Knows and understands own feelings and recognizes own limitations. A sense of equilibrium allows the parent to maintain a positive outlook and to know he or she must set aside quiet time for self-regeneration and to nurture adult relationships. To restore a sense of equilibrium, it may be necessary to seek new information.

Human Development (4.1)

Demonstrates familiarity with the principles of developmental process, including sexual development and developmental disabilities. A full, working knowledge of human development includes knowledge of stages and milestones expected for children and, causes and treatment for delays.

Health Issues (4.2)

Demonstrates knowledge of medical/health conditions that can result from abuse/neglect and demonstrates appropriate health practices in the home. A full, working knowledge of health issues would include principles of nutrition and hygiene and basic emergency care.

Physical/Sexual Abuse (5.1)

Demonstrates knowledge of the types of family situations that can lead to abuse and the effects of abuse. A full, working knowledge of physical and sexual abuse would include being able to recognize the signs and symptoms of abuse and how to respond.

Substance Abuse (5.2)

Demonstrates knowledge of the signs of substance/alcohol abuse and the effects of abuse on the family system, including substance-exposed infants. A full working knowledge of substance abuse issues would include the ability to identify ways to work with children affected by substance abuse and how the recovery process impacts the family.

 

 

Session 5

Coaching and Counseling (1.3)

Acts in the role of coach and counselor for the household by serving as a role model for healthy family life and creating an environment for the safe discussion of feelings by giving children time, space, and support to work through their problems. Recognizes and promotes the child’s interests and abilities. Provides praise and answers all questions honestly and calmly. Provides a non-judgmental space for discussion and acts when they perceive children need assistance outside of the family to address their needs.

Basic Behavior Management (2.1)

Understands and applies basic principles of behavior management that use appropriate techniques to reduce negative behavior and encourage positive behaviors without the use of physical discipline. Positive behaviors are encouraged by recognition of progress and allowing developmentally appropriate decision-making, while setting and communicating limits and rewards that apply to all. Basic behavior management consists of fair and consistent application of behavior rules and recognition of appropriate and positive behavior. Negative behaviors are discouraged by firm, fair and consistent application of limits and rules.
 

Managing Severe Behavioral Problems (2.2)

Works with caseworkers therapists and others to develop and implement a plan tailored to the specific needs of the child. Plans will describe which techniques will be used to respond to each behavior and how the safety of other people and pets in the household will be protected. In addition to planning, the parent must assist the child to understand their behavior and attempt to apply self-control techniques. Management of severe behavioral problems requires a calm, well-organized response and an understanding that such problems are not always quickly resolved.

Collaboration (3.1)

Serves as a collaborative team member with all other professional and family members by willingly sharing information needed to make sound decisions, assisting in development of plans, and showing consideration to the needs and limits of other partners. To collaborate means to maintain a non-judgmental, open attitude when communicating with children, parents, and other team members.

Interpersonal Sensitivity (3.3)

Demonstrates sensitivity to hidden meaning in communication and ability to view situations from others’ perspectives. A parent with strong interpersonal skills applies these to the child through respect for the preferences and uniqueness of each child and listening for the child’s concerns, while remembering what it was like to be a child. The parent applies these skills in other settings by demonstrating empathy with others’ perspectives and closely listening for what is going on beneath the surface.

Commitment to Children (3.4)

Expresses care about the general welfare of children and has faith that children can be helped. This commitment is put into action in the home by providing the best care possible, including putting the child’s long-term interest before self-interest and showing pride when children achieve even small steps forward. This commitment is put into action outside the home by advocating strongly on issues important to children’s well being.

Perspective (3.6)

Can step back from a situation, keep own emotions in check, and determine what is urgent and what is not. A sense of perspective allows a parent to place the current situation in context of child’s history and future. Perspective allows a parent to seek appropriate support when needed and to assimilate new information.

Equilibrium (3.7)

Knows and understands own feelings and recognizes own limitations. A sense of equilibrium allows the parent to maintain a positive outlook and to know he or she must set aside quiet time for self-regeneration and to nurture adult relationships. To restore a sense of equilibrium, it may be necessary to seek new information.

Flexibility (3.8)

Shows willingness to change or revise plans quickly when necessary and can juggle attention between people and tasks effectively. A flexible parent can cope with the uncertainty of a child’s length of stay in home and adjust to changes in the child welfare system. In the home, a flexible parent can acknowledge attempts, even when tasks are not done perfectly and is patient with the learning process, even for his or herself. Flexibility allows a parent to take advantage of learning opportunities when they arise.

Human Development (4.1)

Demonstrates familiarity with the principles of developmental process, including sexual development and developmental disabilities. A full, working knowledge of human development includes knowledge of stages and milestones expected for children and, causes and treatment for delays.

Psychological Understanding (4.3)

Demonstrates a general understanding of the psychological dynamics associated with children who have been abused/neglected, including the emotional impact of the placement process. A full, working knowledge of psychological issues would include skills to support children effectively by respecting a child’s emotional bonds with birth parents, right to privacy, level of readiness for new experiences, development of self-esteem, need to express emotions and knowing when to seek professional attention.

Working with Adolescents (4.4)

Works with youth on developing the necessary skills for independent living. In order to develop these skills, the parent must have knowledge of the developmental stages and tasks of adolescence and be able to identify indicators of behavioral problems in adolescents. Parents working with adolescents will be most effective when they can demonstrate sensitivity to personal issues common for this age group.

Cultural Sensitivity (4.5)

Understands the importance of recognizing and supporting the cultural, social and economic similarities and differences between a child’s birth family and foster/adoptive family.

Separation and Loss (5.3)

Responds supportively to children’s feelings and behaviors as they deal with grief and loss issues, including those related to multiple placements and separation from family members. An effective response to the grief and loss issues of others is supported by self-awareness regarding personal loss issues.

 

 

Session 6

Household Organization (1.2)

Provides a consistent and well-coordinated household by establishing house rules and routines and clearly communicating the expectation that everyone in the family will follow them. To organize a household efficiently is to include others in major decisions, establish ground rules with clear consequences and ensure that all the needs of household members are taken into consideration.

Coaching and Counseling (1.3)

Acts in the role of coach and counselor for the household by serving as a role model for healthy family life and creating an environment for the safe discussion of feelings by giving children time, space, and support to work through their problems. Recognizes and promotes the child’s interests and abilities. Provides praise and answers all questions honestly and calmly. Provides a non-judgmental space for discussion and acts when they perceive children need assistance outside of the family to address their needs.

Management of Severe Behavioral Problems (2.2)

Works with caseworkers therapists and others to develop and implement a plan tailored to the specific needs of the child. Plans will describe which techniques will be used to respond to each behavior and how the safety of other people and pets in the household will be protected. In addition to planning, the parent must assist the child to understand their behavior and attempt to apply self-control techniques. Management of severe behavioral problems requires a calm, well-organized response and an understanding that such problems are not always quickly resolved.

Interpersonal Sensitivity (3.3)

Demonstrates sensitivity to hidden meaning in communication and ability to view situations from others’ perspectives. A parent with strong interpersonal skills applies these to the child through respect for the preferences and uniqueness of each child and listening for the child’s concerns, while remembering what it was like to be a child. The parent applies these skills in other settings by demonstrating empathy with others’ perspectives and closely listening for what is going on beneath the surface.

Perspective (3.6)

Can step back from a situation, keep own emotions in check, and determine what is urgent and what is not. A sense of perspective allows a parent to place the current situation in context of child’s history and future. Perspective allows a parent to seek appropriate support when needed and to assimilate new information.

Equilibrium (3.7)

Knows and understands own feelings and recognizes own limitations. A sense of equilibrium allows the parent to maintain a positive outlook and to know he or she must set aside quiet time for self-regeneration and to nurture adult relationships. To restore a sense of equilibrium, it may be necessary to seek new information.

Self-Development (3.9)

Continually improves parenting skills through training and learning resources and reflection on experience. A commitment to self-development means a parent stays open to new information and actively seeks it.

Human Development (4.1)

Demonstrates familiarity with the principles of developmental process, including sexual development and developmental disabilities. A full, working knowledge of human development includes knowledge of stages and milestones expected for children and, causes and treatment for delays.

Health Issues (4.2)

Demonstrates knowledge of medical/health conditions that can result from abuse/neglect and demonstrates appropriate health practices in the home. A full, working knowledge of health issues would include principles of nutrition and hygiene and basic emergency care.

Working with Adolescents (4.4)

Works with youth on developing the necessary skills for independent living. In order to develop these skills, the parent must have knowledge of the developmental stages and tasks of adolescence and be able to identify indicators of behavioral problems in adolescents. Parents working with adolescents will be most effective when they can demonstrate sensitivity to personal issues common for this age group.

Physical/Sexual Abuse (5.1)

Demonstrates knowledge of the types of family situations that can lead to abuse and the effects of abuse. A full, working knowledge of physical and sexual abuse would include being able to recognize the signs and symptoms of abuse and how to respond.

Substance Abuse (5.2)

Demonstrates knowledge of the signs of substance/alcohol abuse and the effects of abuse on the family system, including substance-exposed infants. A full working knowledge of substance abuse issues would include the ability to identify ways to work with children affected by substance abuse and how the recovery process impacts the family.

 

 

Session 7

Family Oriented Priorities (1.1)

Makes a strong priority of meeting family needs by treating every child in the home equitably and fairly, including making time for each child one-on-one and ensuring the home is a safe, warm, comfortable environment. To demonstrate that family is a priority means to show consideration for the needs of the family and the child in deciding about transitioning a child into or out of the household.

Family Relationships (1.4)

Respects and maintains a child’s ties to birth family and previous foster and/or adoptive family relationships. Understands the importance of visitation including how to prepare children for visits with their families and support them. Is familiar with the dynamics of family systems and how all family members are impacted by the foster/adoptive placement experience.

Collaboration (3.1)

Serves as a collaborative team member with all other professional and family members by willingly sharing information needed to make sound decisions, assisting in development of plans, and showing consideration to the needs and limits of other partners. To collaborate means to maintain a non-judgmental, open attitude when communicating with children, parents, and other team members.

Critical Thinking (3.2)

Forms independent judgments based on careful observations, discussion and research. A critical thinker searches for underlying reasons for behaviors and statements and verifies facts surrounding conflicting stories before making decisions.

Interpersonal Sensitivity (3.3)

Demonstrates sensitivity to hidden meaning in communication and ability to view situations from others’ perspectives. A parent with strong interpersonal skills applies these to the child through respect for the preferences and uniqueness of each child and listening for the child’s concerns, while remembering what it was like to be a child. The parent applies these skills in other settings by demonstrating empathy with others’ perspectives and closely listening for what is going on beneath the surface.

Perspective (3.6)

Can step back from a situation, keep own emotions in check, and determine what is urgent and what is not. A sense of perspective allows a parent to place the current situation in context of child’s history and future. Perspective allows a parent to seek appropriate support when needed and to assimilate new information.

Psychological Understanding (4.3)

Demonstrates a general understanding of the psychological dynamics associated with children who have been abused/neglected, including the emotional impact of the placement process. A full, working knowledge of psychological issues would include skills to support children effectively by respecting a child’s emotional bonds with birth parents, right to privacy, level of readiness for new experiences, development of self-esteem, need to express emotions and knowing when to seek professional attention.

Cultural Sensitivity (4.5)

Understands the importance of recognizing and supporting the cultural, social and economic similarities and differences between a child’s birth family and foster/adoptive family.

Substance Abuse (5.2)

Demonstrates knowledge of the signs of substance/alcohol abuse and the effects of abuse on the family system, including substance-exposed infants. A full working knowledge of substance abuse issues would include the ability to identify ways to work with children affected by substance abuse and how the recovery process impacts the family.

Separation and Loss (5.3)

Responds supportively to children’s feelings and behaviors as they deal with grief and loss issues, including those related to multiple placements and separation from family members. An effective response to the grief and loss issues of others is supported by self-awareness regarding personal loss issues.

 

 

Session 8

Family Oriented Priorities (1.1)

Makes a strong priority of meeting family needs by treating every child in the home equitably and fairly, including making time for each child one-on-one and ensuring the home is a safe, warm, comfortable environment. To demonstrate that family is a priority means to show consideration for the needs of the family and the child in deciding about transitioning a child into or out of the household.

Collaboration (3.1)

Serves as a collaborative team member with all other professional and family members by willingly sharing information needed to make sound decisions, assisting in development of plans, and showing consideration to the needs and limits of other partners. To collaborate means to maintain a non-judgmental, open attitude when communicating with children, parents, and other team members.

Critical Thinking (3.2)

Forms independent judgments based on careful observations, discussion and research. A critical thinker searches for underlying reasons for behaviors and statements and verifies facts surrounding conflicting stories before making decisions.

Technical Knowledge (3.5)

Demonstrates familiarity with policies, regulations, laws and judicial processes that pertain to child welfare, including the roles and responsibilities of all others involved with the child and the need for documentation. The parent’s technical knowledge is enhanced by the partnership with others that occurs in planning, family team meetings and foster family events. The parent knows how to seek information regarding these technical aspects of practice.

Flexibility (3.8)

Shows willingness to change or revise plans quickly when necessary and can juggle attention between people and tasks effectively. A flexible parent can cope with the uncertainty of a child’s length of stay in home and adjust to changes in the child welfare system. In the home, a flexible parent can acknowledge attempts, even when tasks are not done perfectly and is patient with the learning process, even for his or herself. Flexibility allows a parent to take advantage of learning opportunities when they arise.

Self-Development (3.9)

Continually improves parenting skills through training and learning resources and reflection on experience. A commitment to self-development means a parent stays open to new information and actively seeks it.

Cultural Sensitivity (4.5)

Understands the importance of recognizing and supporting the cultural, social and economic similarities and differences between a child’s birth family and foster/adoptive family.