1.  Sexual abuse webinar: image  Handout with site URL for slides

2. DISRUPTIONS INTERVENTIONS: BEFORE & AFTER Judy Stigger

3. Speaker: Judy Stigger, LCSW

4. DEFINITIONS STATISTICS PREVENTION TRIAGE RE-PLACEMENT ADDRESS “REHOMING” RESOURCES Our Challenge

5. Definitions Disruption: before adoption is final Dissolution: after adoption is final

6. Statistics 10% - 25% of placements disrupt  9.5% before finalization (Smith & Howard)  0% - 5% infant placements  6% -15% “younger”  10% -15% over age 3  24% - 25% ages 12 thru 17 If place older-than-newborn contingency plans APs need to know

7. DEFINITIONS STATISTICS PREVENTION TRIAGE RE-PLACEMENT ADDRESS “REHOMING” Our Challenge

8. Prevention Before Placement:  Screen  Define Expectations  Educate  Network  Presume post-adoption services After Placement:  Support & sustain  Respond to phone calls within 24 hours

9. Prevention Challenge Prepare families while they have little context for learning and are focused on the logistics of bringing a child “home”.

10. Screen: what do we use & why  State-required basics  Predictive measures  CUIDA  Adult Attachment Scale  Adult-Adolescent Parenting Inventory  Safe Home Studies  Smith & Howard research  Cradle research

11. Screening Tools Adult-Adolescent Parenting Inventory (AAPI-2)Parenting www.assessingparenting.com www.nurturingparenting.com Safe Questionnaire IIQuestionnaire www.safehomestudy.org Adult Attachment Inventory www.psychology.sunysb.edu/attachment/measures/content/aa i_interview.pdf Summary discussion by Mary B. Main

12. CUIDA FOURTEEN PERSONALITY SCALES:  Altruism  Openness  Assertiveness  Self-esteem  Problem coping  Empathy  Emotional stability  Independence  Flexibility  Reflectiveness  Sociability  Frustration tolerance  Attachment style  Mourning coping

13. CUIDA: Protective Factors Results: Caregiver characteristics  Increased risk Independence Altruism  Decreased risk Self-esteem Sociability Emotional balance (abstract)

14. “Independence” xxxxxxxxxx xxxxxxxx

15. Positive Outcomes / Skills to Teach  Capacity for relationships  Self-regulation  Self-efficacy  Identity Researchers: S. Smith & J Howard

16. Screen for Realistic Expectations Cradle research: 2013 Siragusa grants review Not the severity of child’s disability or challenge that disorients parents, it is the unexpected.

17. Define Expectations 1/4

18. Leap of Faith: “I can’t believe God would call us to an action that will not succeed.” Christian Guide to The Connected Child by Dr. Karyn Purvis Expectations / Faith-based Lens

19. Effective Training People remember:  16% of what read  20% of what see  30% of what told  50% of what see and told  70% of what see, told and respond to  90% of what actively practice (do, see, respond, and manipulate or discuss) Figures are taken from several studies on retention and indicate averages rather than reflecting individual responses or impact of various learning styles.

20. US Department of Education Office of Planning, Evaluation and Policy Development September 2010

21. Training Topics  Tough Starts (Trauma: neglect & abuse)  Lifebooks  Transracial  FAS/FASD  Sexual abuse  School struggles & IEP’s  Self-regulation & discipline  Can’t vs. Won’t  ???

22. Use with Permission from Ed Tronick and Adoption Learning Partners. Early Trauma

23. Tough Starts & Attachments  Tough Starts Matter: Brains Matter  Attachment

24. Lifebook: for AP or Siblings Copyright AdoptionLearningPartners.org 2009

25.  Conspicuous Families  Braids, Curls, Twists & Twirls  Identity: The Adoption Project www.AdoptionLearningPartter.org Other resources incl:  Youtube.com Youtube.com www.youtube.com/watch?v=LTZwUks_wFE  WISE-UP (CASE)  Mentors & support groups “No one who looks like me is worth my parents’ friendship”

26. FAS / FASD  IQ low to normal  ADD/ADHD  Learning disabilities – academic challenges  Executive functioning (common sense)  Can look normal or have some facial features  Possible higher risk for mental illness  Often development tests w/in normal range

27. Sexual Abuse: ALP webinar Sex Proof Talk:  No touching bathing suit area  Tell adult if touched— tell, even if promised not to  Only parents have sex, and only in bedroom with door closed

28. Siblings  Kids in family already  Birth siblings placed into your family  Previous or subsequent birth sib. or ½ sib. by Jane Schnitter

29. Network: Identify & Test Drive  Mentor  Local/live support/adoption group  On-line communities  By anticipated challenges  By country of origin  Professionals (adoption & trauma competent) Require test drive professionals and support groups during home study

30. Preparing Extended Family & Friends Bring them up to speed:  Adoptive Families Magazine  Live and on-line training  Blog or regular updates (don’t post child’s picture)

31. Presume Post-placement Needs Identify & Verify  Therapist: adoption & trauma competent  Physicians: (ped & dentist & psychiatrist)  Education & support services:  Early Intervention Services  Early Education  IEP & 504  Adoption Preservation Services

33. Adoption-competent, Trauma-informed Please help populate APP www. AdoptionLearningPartners. org

34. We’re Home! Now What

35. “Why my foster family gave me up?” Photo by Tarin

36. DEFINITIONS STATISTICS PREVENTION TRIAGE RE-PLACEMENT ADDRESS “REHOMING” Our Challenge

37. Triage  Respond to phone calls within 24 hours  Listen: help carry pain/ frustration  Assess  Pump in services to sustain or  Plan for damage control  New home options for child

38. Reframe Not Your Fault; Is Your Problem Therapeutic parenting: if our kids have a tougher start, we have to parent smarter

39. Self-Regulation Self-control……………………………..Impulsivity (Can’t vs. Won’t) Michael Mischel, Stanford University, 1960’s

40. Parents Grieve Too

41. What’s Your “Tell”?

42.  “Education is simply the soul of society as it xpasses from one generation to another.” G. K. Chesterton

43. Respite

44. DEFINITIONS STATISTICS PREVENTION TRIAGE RE-PLACEMENT ADDRESS “REHOMING” Our Challenge

45. Damage Control: manage the move Managed move

46. What is Agency’s Disruption Protocol?  Which staff?  What responsibilities?  Report to whom?  Options for replacement homes?  How support new family?  Response to displacing family?  Legal counsel (agency & family)  Trauma informed?  Staff self-care?

47. New Home Options Temporary care – thru DCFS Where do you network for resources?

48. Our Challenge to Offer Useful, available, affordable support

49. “Where will I go?”

50. S ustaining Re-Placed Families

51. “I feel like they dropped us.” How do we interact with family that was unable to sustain placement?  Assess: capacity or fit  Help them grieve and contain damage  Blame & shame

52. Supervision & Self-Care How do you take care of yourself? Schedule self-care into your calendar

53. DEFINITIONS STATISTICS PREVENTION TRIAGE RE-PLACEMENT ADDRESS “REHOMING” Our Challenge

54. State or Federal Legislation?  Jurisdiction: Interstate Compact?  Home study for guardian placement with non-relative?  Who does these home studies in your state?  What allowed on the internet: and what can be controlled?

55. DEFINITIONS STATISTICS PREVENTION TRIAGE RE-PLACEMENT ADDRESS “REHOMING” RESOURCES Our Challenge

57. Spring 2015 Parenting Webinar Register Now at www.adoptionlearningpartners.org Identity in Adoption: Mirrors and Windows Have you ever wondered just how much nature vs. nurture will play a role in your adopted child’s identity formation? How will they balance these influences as they pull together their own understanding of who they are? What can you do to help them? Join moderator Leah Bloom, LMFT, as she leads our panel through a discussion about the intricacies of identity formation within an adopted individual. Live Webinar Thursday, May 7 th, 2015 7:00pm Central Q&A: 8:00pm

58. www.AdoptionLearningPartners.org Homeland Tours FADS Growing Up Adopted Ma y Sexual Abuse

59. Professionals Social Worker CEU’s COA / Hague compliant training Continuing education for everyone