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 and watching 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.