2. This is what it’s all about… http://www.youtube.com/v/GbSp88PBe9E?autoplay=1&rel=0

3. Strengthening Families Alaska A Child Maltreatment Prevention Strategy

4. Training Objectives  Learn the Strengthening Families Framework and ways to implement within your agency  Review mandatory reporting requirements & signs of maltreatment  Understand the Office of Children’s Services Practice Model  Learn how a family moves through the child protective services system

5. The Strengthening Families Initiative Developed by the Center for the Study of Social Policy www.cssp.org National Expansion with the assistance of the National Alliance of Children’s Trust and Prevention Funds www.ctfalliance.org Funded by the Doris Duke Charitable Foundation

6. just the facts… Research Questions With families, what already works? What family characteristics promote children’s healthy development and link directly to reducing the risk of child abuse and neglect?

7. The Protective Factors Framework Parental Resilience Social Connections Knowledge of Parenting and Child Development Concrete Support in Times of Need Social and Emotional Development

8. Permanence Well-being Protective Factors are based on building resiliency rather than reducing risk Safety are concrete and identifiable behaviors, emotions, social connections and resources necessary for insuring child safety. Source: Child Welfare Institute Protective Factors Parental resilience Social connections Knowledge of parenting and child development Concrete support in times of need Social and emotional competence of children Protective Capacities Intellectual skills Emotional skills Physical care skills Motivations to protect Social connections Resources such as income, employment or housing Protective Capacities Center for the Study of Social Policy

9. Parental Resilience

10. Psychological health; parents feel supported and able to solve problems; can develop trusting relationships with others and reach out for help Parents who did not have positive childhood experiences or who are in troubling circumstances need extra support and trusting relationships

11. Social Connections

12. Relationships with extended family, friends, co-workers, other parents with children similar ages Community norms are developed through social connections Mutual assistance networks: child care, emotional support, concrete help

13. Knowledge of Parenting and Child Development

14. Basic information about how children develop Basic techniques of developmentally appropriate discipline Alternatives to parenting behaviors experienced as a child Help with challenging behaviors

15. Concrete Supports in Times of Need

16. Concrete Supports Response to a crisis: food, clothing, shelter Assistance with daily needs: health care, job opportunities, transportation, education Services for parents in crisis: mental health, domestic violence, substance abuse Specialized services for children

17. Social and Emotional Competence

18. Normal development (like using language to express needs and feelings) creates more positive parent- child interactions Challenging behaviors, traumatic experiences or development that is not on track require extra adult attention A Surprise: What children learn in school or other programs goes home to their families

19. Small but significant changes in everyday practices can produce huge results in preventing child abuse and neglect for young children – and helping families stay strong even under stress

20. Let’s watch how one program in Arkansas does it… http://www.ctfalliance.org/arkansasvideo.htm

21. Mandatory Reporting  AS47.17.020. Persons Required to Report.  Practitioners of the healing arts  AS 47.17.290. Definitions.  http://hss.state.ak.us/ocs/ChildrensJustice/M andatoryReporting.htm http://hss.state.ak.us/ocs/ChildrensJustice/M andatoryReporting.htm

22. Definition of Child Maltreatment  “child abuse or neglect" means the physical injury or neglect, mental injury, sexual abuse, sexual exploitation, or maltreatment of a child under the age of 18 by a person under circumstances that indicate that the child's health or welfare is harmed or threatened thereby; in this paragraph, "mental injury" means an injury to the emotional well-being, or intellectual or psychological capacity of a child, as evidenced by an observable and substantial impairment in the child's ability to function

23. General Characteristics of Maltreating Families  Isolation – absence of friends, family & support  Stress & coping – ineffective at coping w/stress  Violence – primitive problem solving approach  Support – lack of support systems  Multi-generational – historical, “normal”

24. Maltreating families…  Parental capacity – basic care and protection  Maturity – own emotional needs unmet  Self-esteem – value and self-confidence  Social reinforcement – maladaptive behaviors  Tension – conflict and tension, continued crisis

25. The Prevalence of the Problem  Every 34 minutes a child is reported to OCS.  Each year approximately 6% more alleged victims from the previous year are reported to OCS.  In May of 2008, OCS had as many as 2,224 children in OOH on a single day, today there are only 1,993 children.  More than half of all children exiting out of home care reunified with their families. While this has not changed significantly, the rate at which children age out has been cut almost in half since 2006, as more children find forever families through adoption.  http://hss.state.ak.us/ocs/Statistics/default.htm http://hss.state.ak.us/ocs/Statistics/default.htm

26. Office of Children’s Services PRACTICE MODEL

27. Safe Children, Strong Families

28. Mission The Office of Children’s Services works in partnership with families and communities to support the well-being of Alaska’s children and youth. Services will enhance families’ capacities to give their children a healthy start, to provide them with safe and permanent homes, to maintain cultural connections and to help them realize their potential.

29. Key Components of the Practice Model  Begins at point of intake  Family centered assessment throughout the life of the case  Information gathering – 6 questions  10 safety threats – safety vs. risk  Analysis of identified safety threats  Unsafe or high risk children/families served  Effective safety planning  Out of home placement last option

30. Intake  Protective Services Reports  Information and Referrals  Front door, first contact with OCS, customer service  As much information gathered as possible  Aids in decision-making – screening & response time  Responsiveness to reporters

31. Initial Assessment  Instead of “investigation”  Goes beyond substantiated/not substantiated  Family engagement, family centered practice  Decision making based on safety and risk  Keep children in their own homes whenever possible - in-home safety plan  If unsafe or at high risk = Family Services

32. Safety determined at 2 points (IA) Present Danger – at initial contact If so, Protective Action Plan Impending Danger –at conclusion of initial assessment If so, Safety Plan

33. Present and Impending Danger  Present – Immediate, significant, clearly observable family condition occurring in the present tense, endangering a child  Impending- Family behaviors, attitudes, motives, emotions and/or situations pose a danger which may or may not be currently active but can be anticipated to have severe effects on a child

34. 6 Questions  Extent of maltreatment  Circumstances surrounding maltreatment  General parenting practices  Disciplinary practices  Child functioning  Adult functioning

35. Safety Threats  No adult in the home is performing parenting duties and responsibilities that assure child safety  One or both caregivers are violent and/or acting dangerously  One or both caregivers are not/will not/cannot control their behavior  A child is perceived in extremely negative terms by one or both caregivers  The family does not have or use resources necessary to assure a child’s safety

36. Safety Threats – con’t  One or both caregivers are threatening to severely harm a child or are fearful they will maltreat the child and/or request placement  One or both caregivers intended to seriously hurt the child  One or both lack knowledge, skills and motivation necessary to assure a child’s safety  A child has exceptional needs that affect his/her safety which the caregivers are not meeting, cannot or will not meet  Living arrangements seriously endanger the child’s physical health

37. Safety Children are considered safe when there are no present danger or impending danger threats, or the non-maltreating caregiver’s protective capacities control existing threats

38. After a determination of unsafe - Safety analysis  How the safety factors work within the family  Non-offending parent’s protective capacities Safety planning  What needs to happen in order for children to remain in their own homes  Transfer to Family Services

39. Family Services  Family Services Worker meets with initial assessment worker to “transfer” information  Worker reads complete case file, prepares to meet the family  Worker assures that safety plan is still working to keep the child safe  Worker meets the family and spends time building rapport to engage with the family

40. Family Services, continued  Worker continues to meet with family regularly to assure they understand the safety threats and discuss ways in which they will make changes to keep their children safe without OCS intervention  Case Plan is developed, Change Strategies determined  Case Plan is reviewed with family every 90 days

41. Benefit s  Family provides information, gives input into decision making  Statewide consistency  OCS has standardized criteria for intervention  Effective safety planning means more children can remain in their own homes  Families who design their own case plan are more likely to make changes to protect their children  Federal outcomes are achieved  Safe Children, Strong Families

42. Strengthening Families Program and Early Childhood Interventions  Infants, Toddlers, Preschoolers  Vulnerability/ Interventions  Laws and policy

43. ALASKA In October of 2010, 49% of children with a substantiated allegation of maltreatment were between birth and five years of age

44. 44 EARLY YEARS MATTER!  90% of brain development takes place before the age of 3  Early brain development determines continued development Jack P. Shonkoff, M.S., Center on the Developing Child. Presentation 1/18/07

45. 45 Relationships with Caregiver  Brain development requires healthy caregiving  Stress associated with abuse and neglect impairs brain development

46. A majority of children entering foster care are under the age of 6 These children experience developmental delays at 4 -5 times the rate of other children As many as 90% experience serious or chronic health problems These children may have fundamental and severe difficulties with friendships, school, independence, and self esteem.

47. Adverse childhood experiences (ACE) linked to emotional, behavioral, and health problems in adults.

48. Best Practices for Children under 6 If…  The key to healthy and social and emotional development is positive and consistent early experiences with loving caregivers  And early brain development is supported by caregiving by trusted adults who can play with, talk to, and comfort a child. Then…  How do we assure that the children we work with have these supports, connections, and attachments.  What are best practices for the children we work with?

49. Best Practices for Children under 6 If…  Young children are more likely to have physical health problems than other children and many enter foster care with complex physical health needs Then…  How do we assure the children we work with have their medical needs met?  What are best practices for the children we work with?

50. Best Practices for Children under 6 If…  If a young child is not adequately supported at the time separation, then a separation can be traumatic for a child. To reduce the impact of separation on a young child, the child needs to maintain healthy contact with caregivers. Then…  How do we assure the young children who have been separated from caregivers maintain healthy family contact with those caregivers?  What are best practices for the children we work with?

51. Best Practices for Children under 6 If…  If a young child is not adequately supported at the time separation, then a separation can be traumatic for a child. To reduce the impact of separation on a young child, the child needs to maintain healthy contact with caregivers. Then…  How do we assure the young children who have been separated from caregivers maintain healthy family contact with caregivers?  What are best practices for the children we work with?

52. To get more information visit:  http://www.cssp.org/reform/strengthening-families http://www.cssp.org/reform/strengthening-families  http://strengtheningfamilies.alaska.gov/ http://strengtheningfamilies.alaska.gov/  “Like” us at Strengthening Families Alaska on Facebook  http://onetoughjob.org/ http://onetoughjob.org/  http://www.uaa.alaska.edu/childwelfareacademy/ http://www.uaa.alaska.edu/childwelfareacademy/  “Like us at Alaska Child Welfare Academy on Facebook

53. Thank you and please complete an evaluation!