2.  Indentify age-appropriate behavior for children from birth
through adolescence: These are discussed and reviewed in
the online advocacy course.
 Name the behavioral signs of attachment and lack of
attachment in children.
 Describe the concept of resiliency and identify protective
factors
 Recognize typical reactions of children and their parents to
separation and loss.
 Articulate a child’s need for permanence
 Recognize psychological issues that affect children and
identify indicators that a child might need professional
assessment
 Describe educational challenges faced by children in foster
care
 *Obtain a basic understanding of the TAL program (Utah
Specific)

6. Abraham Harold Maslow was an American psychologist who
was best known for creating Maslow's hierarchy of needs, a
theory of psychological health predicated on fulfilling innate
human needs in priority, culminating in self-actualization.
Maslow believed there are five categories of needs that all
people have, and that these needs
have to be met in sequence
from the first level on up.

8.  Keep the child’s needs clearly in mind.
The child’s needs are paramount.
 Healthy growth and development
depend on adequately meeting basic
needs.
 Children’s needs depend on their age,
stage of development, attachment to
their family/caregivers and what is
happening around them.

9.  One role of a CASA volunteer is to
identify the child’s unmet needs and to
advocate for those needs to be met.
› Is the child attending Court ordered
therapy?
› How is the child doing in school?
› How is the child doing in his placement?

11.  There is a wide range of typical behavior. At
any particular age 25% of children will not
exhibit the behavior or skill, 50% will show it and
25% will have already mastered it.
 Some behaviors may be typical in the sense of
predictable responses to trauma, including the
trauma of separation as well as abuse and
neglect.
 Prenatal and postnatal influences may alter
development.
 Other factors including culture, current trends,
and values, also influence what is defined as
typical. Why is this important?

12.  Attachment is an enduring emotional
and psychological connection between
two people. Attachment refers to a
strong, enduring bond of trust that
develops between a child and the
person(s) he/she interacts with most
frequently. It develops intensely
throughout the first three years of life.
After age 3 children can still learn to
attach but it is more difficult.

13.  http://www.youtube.com/watch?
v=kwxjfuPlArY
 http://www.youtube.com/watch?
v=rsRsmEDuqy8

14.  Signs and symptoms in babies may include:
 Withdrawn, sad and listless appearance
 Failure to smile
 Lack of the normal tendency to follow others in the room
with the eyes
 Failure to reach out when picked up
 No interest in playing peekaboo or other interactive games
 No interest in playing with toys
 Engaging in self-soothing behavior, such as rocking or self-
stroking
 Calm when left alone

15.  Signs and symptoms in toddlers, older children and
adolescents may include:
 Withdrawing from others
 Avoiding or dismissing comforting comments or gestures
 Acting aggressively toward peers
 Watching others closely but not engaging in social
interaction
 Failing to ask for support or assistance
 Obvious and consistent awkwardness or discomfort
 Masking feelings of anger or distress
 Alcohol or drug abuse in adolescents

16.  As children with reactive attachment
disorder grow older, they may develop
either inhibited or disinhibited behavior
patterns. While some children have signs
and symptoms of just one type of
behavior, many exhibit both types.

17.  Inhibited behavior. Children with inhibited behavior shun
relationships and attachments to virtually everyone. This may
happen when a baby never has the chance to develop an
attachment to any caregiver.
 Disinhibited behavior. Children with disinhibited behavior
seek attention from virtually everyone, including strangers.
This may happen when a baby has multiple caregivers or
frequent changes in caregivers. Children with this type of
reactive attachment disorder may frequently ask for help
doing tasks, have inappropriately childish behavior or appear
anxious.

18.  Have you known a resilient person?
Please share.
 Resiliency theory suggests that certain
children (and adults) have qualities of
personality, family relationships, outlooks,
and skills that allow them to rise above
enormous hardship.

21.  Discuss Risk and Protective Factors.
Choose a Protective Factor and share
with the group how you, as a CASA
program advocate can strengthen this
protective factor.

22.  How do children feel about being “taken
away?”
 http://www.youtube.com/watch?
v=dn3lWob9u7I

23.  The feelings of anxiety become so
intense that these feelings interfere with
the child’s ability to participate in daily
activities.

24.  Recurrent excessive
distress when
separation from home
or caretakers occurs or
anticipated
 Persistent and chronic
worry about loosing
caretaker
 Persistent worry that
an event will lead to
separation (getting
lost, kidnapped)
 Reluctance to go to
school, friend’s
house, etc.
 Clinging, shadowing
 Fear of being alone
 Fear of
sleep/nightmares
 Physical symptoms
 Enuresis (wetting) &
encopresis (soiling)

26.  Discuss “A Parent’s Feelings about the
Separation Experience” V6-19” Share
each stage: Denial, Anger, Sadness,
Acceptance

27.  Think about the issues
addressed so far: children’s
needs and development,
attachment, resilience, and
separation.

28.  What does it mean?
 http://www.youtube.com/watch?
v=nb_xGcttdIk

29.  Reunification (Return to Parent)
 Adoption by relative or non-relative
(Parental Rights Terminated)
 Placement and Custody or
Guardianship with Relatives
 Individualized Permanency (Aging
Out)

30. What is concurrent planning?

31.  Youth feel empowered when they have
a voice in panning for their future.

32.  “Youth who exit out-of-home care will live successfully
as adults” is the vision of Child and Family Services.
Transition to Adult Living (TAL) services will be provided
to youth 14 years and older to meet the challenges of
transitioning to adulthood in accordance with Federal
Chafee Foster Care Independence Program
requirements [42 USC 677 (b)(2)].
 TAL services are to be provided to all youth in Child and
Family Services custody who are 14 years and older in
accordance to an assessment of their individual
strengths and needs. Youth will be offered TAL services
regardless of permanency goal.

33.  Assessments
› Casey Life Skills Assessment
› Child and Adolescent Needs & Strengths (CANS)
› National Youth in Transition Database Survey
 Additional Needs
 Academic Support, Education Financial Assistance,
Employment Programs or Vocational Training,
Mentoring, Post-Secondary Education Support, Room
and Board Financial Assistance, Other Financial
Assistance
 5 TAL Focus Areas

34.  Designed to assess a youth’s skill level in 8
domains
› Work and Study Skills
› Work Life
› Career Planning
› Housing and Money Management
› Daily Living and Home Life
› Self Care
› Communication
› Social Relationships
www.caseylifeskills.org

35.  Designed to assess a youth’s strengths and
needs in 8 domains
› Strengths
› Child Risk Behaviors
› Caregiver Strengths & Needs
› Life Domain Functioning
› School
› Acculturation
› Behavioral/Emotional Needs
› Developmental Needs
http://praedfoundation.org

36.  Two-fold
› Collects data for federal government when youth are 17, 19,& 21. Out
comes of surveys directly correlates with Chafee dollars states receive
› Helps Assess areas where youth needs improvement
 7 Domains
› Academic Support
› Post Secondary Educational Supports
› Career Preparation
› Budget & Financial Management
› Housing Education/Home Management Training
› Health Education/Risk Prevention
› Family Support/Healthy Marriage Education
https://nytdcommunity.acf.hhs.gov/

37.  5 Domains that incorporate
› Casey Life Skills
› CANS
› NYTD
 Work/Career Planning and Education
 Housing and Money Management
 Home Life/Daily Living
 Self Care/Health Education
 Communication/Social Relationships/Family
& Marriage

38.  Region Classes
 Youth in foster care
eligible for stipend
when course is
complete
 9 week course
 Any youth with an
open case can
participate
 Youth should be at
least 17 and a senior
in high school
 Preference will be
given to youth who
are in care
preparing to age out
 May not be the best
place to learn skills

39.  College or Technical Education
› Eligibility determined by Department
of Workforce Services WIA program
› Up to $3,000 a year to pay for
education
› Can increase to $5,000 with
approval

40.  Scholarship for youth who exit
foster care
› Specific requirements for youth
› Youth can apply up till their 26th
birthday
› Can be used on anything to help
youth complete their education
› Can be used at a technical college

42. 1. Services are not a substitute for a
family. It’s not Either/Or
2. Transition to Adult Living is not a
program: it is services for youth

44.  There were1123 youth
in Foster care 14 and
older-fiscal year 2012
› Nearly half of all youth in
care are TAL youth
 467 have been in care
24 months or more
› Average length of stay 53
Months

45.  Total SCF - 55%
 Total Youth 621
 Total SCF – 45%
 Total Youth 499

47. 53% have a primary goal of Individualized
Permanency
21% have a concurrent goal of Individualized
Permanency
Which means that 74% have a Primary or Concurrent
goal to “Age Out” of Foster Care.

48.  Let’s Watch
 http://www.youtube.com/watch?
v=3dWYIrLOgv4

49.  More likely to live in the least “Family-Like”
settings
 Many have a “Goal” of “Emancipation”
 More than 28,000 do emancipate each
year
From AFCARS Data, and studies by Courtney, Wulczyn, Casey

50.  12-22% become homeless from day one
 Less likely to be employed
 37% had not finished high school
 1.8% completed a bachelors degree
From AFCARS Data, and studies by Courtney, Wulczyn, Casey

51.  Poverty level incomes
 More likely to have children outside of
marriage
 Post Traumatic Stress rates that are double
the rate of war veterans
From AFCARS Data, and studies by Courtney, Wulczyn, Casey

52.  Serious untreated health conditions
 Higher rate of becoming victims of
crime or engaging in criminal activity-
› over 270,000 American prisoners were
once in foster care
From AFCARS Data, and studies by Courtney Wulczyn, Casey

53.  Please list three items that you have
learned from our discussion of this
chapter that you find most meaningful to
you. You will be asked to share one with
the class.

55.  https://www.youtube.com/watch?
v=sr1uS8KZbto

56.  Name the basic elements of effective
communication
 Recognize that communication patterns
differ across cultures
 Recognize ways to resolve conflict
 Learn to establish rapport and trust
 Discover ways to validate and support
children
 Review Confidentiality

57.  Respect
Esteem or admiration
Credibility
Believable or reliable

58.  Make a list of way people communicate

59.  What are your strengths?
 What areas might need improvement?
 What would be your plan to improve?

60.  Verbal Communication
 Non Verbal Communication
 Feelings
 Which is the hardest to observe?
 Why is it important to be congruent with
all three?

61.  Let’s Watch
 https://www.youtube.com/watch?
v=UTE0G9amZNk

62.  Introduction as a CASA

63.  What is it?
 “A perception that desired outcomes
are mutually exclusive.”
 What should I do as a CASA volunteer:
parents, caseworker, GAL, child?

64.  Let’s watch Jose’s Story

65.  A relationship is built on a sincere interest in
the child as a person as well as the child’s
well being
 It takes time and energy
 Involves actively listening to the child’s
words and observation of non-verbal cues
 Requires honesty in all communication with
the child
 Is developed for the benefit of the child, not
the adult

66.  Excerpts from Interviewing
the Child Client
 https://www.youtube.com/
watch?v=OYLWkVHvgOM

67.  Rapport building is a crucial phase
because it lays the foundation for what is
to follow
 It facilitates and emotional connection
 Develop a style of how you introduce
yourself
 Use open ended questions
 Assess child’s body language and affect

68.  Always introduce yourself to the child first
 Let the child know what you do in terms
they can understand
 Get down on the child’s level
 Never raise your voice
 Don’t make promises about things you
have no control over or can’t keep.

69.  Evaluate child’s language and speech
 Adapt your language and vocabulary to
fit the child’s
 (See handouts: Developmental
Considerations When Interviewing
Children & The Development of
Children’s Language)

70.  Best Intro: Tell me why…we are together
to talk today…you came to talk to me…
you are here in this house.
 Best Rapport Building: Tell me something
you like to do. Oh, you like to ________.
Tell me more about that. You
said_____,tell me more about that.

71.  Note-taking: I’m going to write down
what you tell me so I can remember.
Nod and verbals to show attention
 Best Lead In: I heard from someone that
something happened to _____tell me
what happened.
 Silence: Do not break silence. If you
need to, after a minute or so, just repeat
the same statement.

72.  Best follow up: You said _______. Tell me
more about that. What happened next?
 (Tom Lyon is a professor of law and
psychology at USC College of Law

73.  Acknowledge and validate the realities
of their situation and/or their pain
(feelings of sadness, hurt, fear, grief)
without judgment:
 Ask: What was one of the saddest times
for you? What kept you going? What
keeps you going now?

74.  Acknowledge their positive choices and actions
(focus on specifics)
 What exactly did you do?
 Whom did you talk to?
 What exactly did you say?
 Where did you go?
 Where did you get the idea to do what you did?
 How did you do that?
 How does that feel that you….?
 You must be so proud of yourself for…!

75.  What is confidentiality as it applies to a
CASA’s role?
 No information may be given out
except by express request from the Utah
Office of Guardian Ad Litem & CASA.

76.  Confidentiality Dilemmas

77.  Please list three items that you have
learned from our discussion of this
chapter that you find most meaningful to
you. You will be asked to share one with
the class.

78.  https://www.youtube.com/watch?
v=SzGXyzP_CBw
 https://www.youtube.com/watch?
v=S2MSqL_bypA
 https://www.youtube.com/watch?
v=T1X_lh_Vouc