The document discusses the Protective Capacity Progress Assessment (PCPA). The two major areas assessed in the PCPA are specific indicators of change and caregiver readiness to change. The PCPA is a formal safety intervention used to enhance protective capacities, mitigate impending danger, and achieve case plan goals. Frequency of contact with case participants is important as it can impact the helping relationship between the caregiver and caseworker. The document provides information on conducting a PCPA meeting, including preparing for the meeting, conducting it, and following up after.
Being responsible comes from practice. A lot of us need something to happen for the realization of being accountable. But, why do we need something to happen for us to turn accountable? A sense of responsibility should come from inside of your conscious mind.
An overview of evidence-based therapeutic components that aid in the reduction of the rate of return or recidivism of ex-offenders going back to prison.
Prof Mick Cooper in his keynote speech to the conference address counselling psychotherapy: putting statistics and quantitative evaluation before the complex reality of a human, person-to-person encounter.
Being responsible comes from practice. A lot of us need something to happen for the realization of being accountable. But, why do we need something to happen for us to turn accountable? A sense of responsibility should come from inside of your conscious mind.
An overview of evidence-based therapeutic components that aid in the reduction of the rate of return or recidivism of ex-offenders going back to prison.
Prof Mick Cooper in his keynote speech to the conference address counselling psychotherapy: putting statistics and quantitative evaluation before the complex reality of a human, person-to-person encounter.
Practical hints and tips for assessing readiness to change - Dr Bronwen BonfieldMS Trust
Aims:
To have increased awareness of the factors that affect an individuals readiness to change.
To explore the theoretical models that underpin change behaviour
To develop awareness of skills and strategies to support individuals and their families.
1- reply to both below, no more than 75 words per each. PSY 771.docxjasoninnes20
1- reply to both below, no more than 75 words per each.
PSY 7710
4 days ago
Karissa Milano
unit 9 discussion scenario 3
COLLAPSE
ABA Procedure: A DRO (differential reinforcement of other behavior) to address SIB exhibited by a toddler in a home setting.
Special Methods: Any appropriate behaviors other than SIB will be reinforced through a specific amount of time (every five minutes). Reinforcement is only given when the individual does not engage in SIB behaviors.
Risks
Notes
1 Implementing the plan at home can be difficult.
1 The family might be concerned with their safety and the safety of the child. There should be a protocol before implementing this intervention.
2 Family members and client could be at risk for danger.
2 The parents might be concerned for the safety of themselves and their child.
3 Possible increase in SIB
3 SIB behaviors might increase before it decreases due to an extinction burst. The behavior analyst should have a protocol before implementing this intervention.
4 SIB behaviors could remain the same.
4 If there is no change in the clients SIB behaviors then a preference test should be conducted to determine motivating reinfoncers.
Benefits
Notes
1 Generalization
1 The client will learn to use this skill at home as well as be able generalize this skill into other settings.
2 Improved learning environment
2 SIB behaviors will decrease and appropriate behavior will be taught. SIB will no longer impact the client and family in the future.
3 Increase in appropriate behaviors
3 Appropriate behaviors will be taught and replace the SIB behavior.
4 Least intrusive intervention
4 Using reinforcement to decrease the problem behavior and increase appropriate behaviors. This is a least restrictive method of treatment.
5 Parent training and involvement
5 Parents will feel confident about implementing this evidence based treatment at home. This will can lead to an increase a buy in from the family and they will feel comfortable implementing other interventions in the future.
Summary: DRO is an intervention that is used when the client does not engage in the problem behavior (SIB) (Bailey & Burch, 2016). Reinforcement should only be given to the individual after a certain amount of time that the client is not engaging in the problem behavior; in this case it should be after five minutes of the client not engaging in SIB. The person who is implementing this treatment should not reinforce the problem behavior. The benefits of implementing DRO outweigh the risks of implementing DRO. DRO is a good intervention to use when decreasing SIB behavior. Although there are some risks, the individual who is implementing DRO should have the knowledge, training and experience and be confident when implementing DRO ( Bailey & Burch, 2016).
Reference
Bailey, J. S., & Burch, M. R. (2016).
Ethics for behavior analysts
(3rd ed.). New York, NY: Routledge.
PSY 7711
3 days ago
Emily Gentile
Unit 9 Discussion
C.
Your Personality Test
Results
Personality Traits
Extraversion
44
Agreeableness
44
Conscientiousness 42
Neuroticism 13
Openness 38
The personality test that you've just taken is based on the Five
Factor Model of personality. Personality psychologists believe this
is a pretty good description of the broad traits or general areas
that go to make up a person's core personality. Personality isn't
set in stone, however, so keep that in mind if you see anything
you'd like to alter below. Teenagers and young adults should take
the below results with a bit of caution, as their personalities are
still under development (personality is generally pretty well formed
by one's mid 20's).
What do each of the 5 traits mean?
Hot Topics Today
Find help or get online counseling now
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Conditions Quizzes News & Experts Find Help Pro
� Search
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Extraversion - Energy, enthusiasm, socialable
Agreeableness - Altruism, helping others, affection,
friendliness
Conscientiousness - Control, will, constraint, dependability
Neuroticism - Negative emotions, nervousness
Openness to Experience - Originality, culture, open-minded,
intellect
Extraversion
This trait reflects a person's preference for certain
kinds of social situations, and how they like to
behave in such situations. People high in extraversion are
energetic and seek out the company of others. People low in
extraversion -- what some might call introverts -- tend to be
more quiet and reserved.
You scored really high on this trait, suggesting you have a lot of
energy and tend to enjoy most social situations.
Agreeableness
This trait reflects how we tend to interact with others,
especially in terms of our altrusim and friendliness.
People who score higher in agreeableness tend to be more
trusting, friendly and cooperative than others. People who score
lower tend to be more aggressive and less cooperative.
You scored really high on this trait, suggesting you are a very
friendly, cooperative and trusting person.
Conscientiousness
This trait reflects how organized and persistent a
person is in pursuing their goals. People who
score high on this trait tend to be more methodical, well-
organized and dutiful than others. People who score lower tend to
be less careful, less focused and more likely to be distracted from
tasks.
You scored really high on this trait, suggesting you're a well-
organized, focused and methodical person.
Neuroticism
This trait reflects the tendency for a person to
experience negative thoughts and feelings. People who
score high on this trait tend to be more prone to insecurity and
Join Over 215,000
Subscriber.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Practical hints and tips for assessing readiness to change - Dr Bronwen BonfieldMS Trust
Aims:
To have increased awareness of the factors that affect an individuals readiness to change.
To explore the theoretical models that underpin change behaviour
To develop awareness of skills and strategies to support individuals and their families.
1- reply to both below, no more than 75 words per each. PSY 771.docxjasoninnes20
1- reply to both below, no more than 75 words per each.
PSY 7710
4 days ago
Karissa Milano
unit 9 discussion scenario 3
COLLAPSE
ABA Procedure: A DRO (differential reinforcement of other behavior) to address SIB exhibited by a toddler in a home setting.
Special Methods: Any appropriate behaviors other than SIB will be reinforced through a specific amount of time (every five minutes). Reinforcement is only given when the individual does not engage in SIB behaviors.
Risks
Notes
1 Implementing the plan at home can be difficult.
1 The family might be concerned with their safety and the safety of the child. There should be a protocol before implementing this intervention.
2 Family members and client could be at risk for danger.
2 The parents might be concerned for the safety of themselves and their child.
3 Possible increase in SIB
3 SIB behaviors might increase before it decreases due to an extinction burst. The behavior analyst should have a protocol before implementing this intervention.
4 SIB behaviors could remain the same.
4 If there is no change in the clients SIB behaviors then a preference test should be conducted to determine motivating reinfoncers.
Benefits
Notes
1 Generalization
1 The client will learn to use this skill at home as well as be able generalize this skill into other settings.
2 Improved learning environment
2 SIB behaviors will decrease and appropriate behavior will be taught. SIB will no longer impact the client and family in the future.
3 Increase in appropriate behaviors
3 Appropriate behaviors will be taught and replace the SIB behavior.
4 Least intrusive intervention
4 Using reinforcement to decrease the problem behavior and increase appropriate behaviors. This is a least restrictive method of treatment.
5 Parent training and involvement
5 Parents will feel confident about implementing this evidence based treatment at home. This will can lead to an increase a buy in from the family and they will feel comfortable implementing other interventions in the future.
Summary: DRO is an intervention that is used when the client does not engage in the problem behavior (SIB) (Bailey & Burch, 2016). Reinforcement should only be given to the individual after a certain amount of time that the client is not engaging in the problem behavior; in this case it should be after five minutes of the client not engaging in SIB. The person who is implementing this treatment should not reinforce the problem behavior. The benefits of implementing DRO outweigh the risks of implementing DRO. DRO is a good intervention to use when decreasing SIB behavior. Although there are some risks, the individual who is implementing DRO should have the knowledge, training and experience and be confident when implementing DRO ( Bailey & Burch, 2016).
Reference
Bailey, J. S., & Burch, M. R. (2016).
Ethics for behavior analysts
(3rd ed.). New York, NY: Routledge.
PSY 7711
3 days ago
Emily Gentile
Unit 9 Discussion
C.
Your Personality Test
Results
Personality Traits
Extraversion
44
Agreeableness
44
Conscientiousness 42
Neuroticism 13
Openness 38
The personality test that you've just taken is based on the Five
Factor Model of personality. Personality psychologists believe this
is a pretty good description of the broad traits or general areas
that go to make up a person's core personality. Personality isn't
set in stone, however, so keep that in mind if you see anything
you'd like to alter below. Teenagers and young adults should take
the below results with a bit of caution, as their personalities are
still under development (personality is generally pretty well formed
by one's mid 20's).
What do each of the 5 traits mean?
Hot Topics Today
Find help or get online counseling now
MENUMENU
Conditions Quizzes News & Experts Find Help Pro
� Search
Common Signs of
Someone Who May Be
Suicidal
1
Steer Clear: 7 Common
But Terrible Pieces of
Relationship Advice
2
Neurodiversity and
Fight-or-flight
Response: How
Occupational Therapy
Saved My Life by
Teaching Me to
Regulate My Nervous
System and the 16
Things I’ve Learned
3
Can Childhood
Emotional Neglect Make
You Passive-
Aggressive?
4
Extraversion - Energy, enthusiasm, socialable
Agreeableness - Altruism, helping others, affection,
friendliness
Conscientiousness - Control, will, constraint, dependability
Neuroticism - Negative emotions, nervousness
Openness to Experience - Originality, culture, open-minded,
intellect
Extraversion
This trait reflects a person's preference for certain
kinds of social situations, and how they like to
behave in such situations. People high in extraversion are
energetic and seek out the company of others. People low in
extraversion -- what some might call introverts -- tend to be
more quiet and reserved.
You scored really high on this trait, suggesting you have a lot of
energy and tend to enjoy most social situations.
Agreeableness
This trait reflects how we tend to interact with others,
especially in terms of our altrusim and friendliness.
People who score higher in agreeableness tend to be more
trusting, friendly and cooperative than others. People who score
lower tend to be more aggressive and less cooperative.
You scored really high on this trait, suggesting you are a very
friendly, cooperative and trusting person.
Conscientiousness
This trait reflects how organized and persistent a
person is in pursuing their goals. People who
score high on this trait tend to be more methodical, well-
organized and dutiful than others. People who score lower tend to
be less careful, less focused and more likely to be distracted from
tasks.
You scored really high on this trait, suggesting you're a well-
organized, focused and methodical person.
Neuroticism
This trait reflects the tendency for a person to
experience negative thoughts and feelings. People who
score high on this trait tend to be more prone to insecurity and
Join Over 215,000
Subscriber.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. Intake NIA PCFA PCPA
Case
Closure
Each informs the next
2
Quality of information
matters!
3. 3
PROTECTIVE CAPACITY PROGRESS
ASSESSMENT (PCPA)
The two major areas that are being assessed are:
1) Specific indicators of change and
2) Caregiver readiness to change.
4. 4
Behavioral
Consistent
Criteria
Demonstrate
Evidence
Goal
Sustained
Repeated
Observable responses, actions, conduct, and manner as
represented and identified in a goal set in the Case Plan
Recurring as in a pattern or developing pattern
The means for measuring behavior change, for judging the
change of a behavior
The means for measuring behavior change, for judging the
change of a behavior
To show as a means of proof that a behavior is occurring
Easy to see, clear, obvious, apparent, meeting the
preponderance standard when grouped to justify criteria
Specific behavior change that is supported, agreed to, and
expected
Done again and again, done enough to represent a possible
developing pattern
To keep up for several weeks, to become habitual in manner
5. PCPA is a Formal Safety Intervention
Enhance
Protective
Capacities
Meaningful
Contact
Mitigate
Impending
Danger
Achieve
Case Plan
Goals
Permanency
UNSAFE SAFE
5
6. 6
Why do you think FREQUENCY of CONTACT matters?
Type your answer below.
7. Why does FREQUENCY of CONTACT matter?
HELPING
RELATIONSHIP
Connection
Partnership
Mutual
Respect
Trust
Acceptance
Genuineness
Consistency
7
11. 11
1. What are the two major areas being assessed in the PCPA?
a) Specific indicators of change and case plan goals.
b) Caregiver readiness to change and conditions for return.
c) Helping relationship and frequency of contact.
d) Specific indicators of change and caregiver readiness to change.
2. True or false, the PCPA is a formal safety intervention.
a) True
b) False
3. Which of the following are NOT an attribute of a helping
relationship?
a) Mutual Respect
b) Balance
c) Partnership
d) Genuineness
4. How often does the Permanency Specialist meet with the
caregiver?
a) Daily
b) Weekly
c) Bi-weekly
d) Monthly
12. WHERE DO YOU LOOK FOR INFORMATION?
STATEMENTS
12
Picture of medical
provider that says: “Hi I’m
a doctor, I can provide
you with professional
observations and any
treatment
recommendations.” STACI
Picture of foster
parent/placement
provider that says: “Hi
I’m a foster parent I can
give you information on
how the child is doing,
interactions between
the child and parent,
and any needs the child
or I have.” ROBIN ROLE
Picture of child that says: “Hi
I’m a child I can tell you how
I’m doing, if I feel safe, and
any information about
myself and my feelings about
the case. ” WHITNEYS SON
Picture of safety football
coach: “Hi I’m a football
coach, I’ll have information
about the child” ALEX'S
HUSBAND ROLE
Picture of Relatives that says:
“Hi I’m the grandma and a
safety service provider. I can
tell you have my friendly visits
with the family are going.”
ALEX'S GRANDMA ROLE
Picture of a mom that says: “Hi I’m
the mom, I can give you
information about me and my role
and needs in the case and how my
relationship with my child is
going.” WHITNEY ROLE
Picture of a dad that says: “Hi
I’m the dad, please don’t
forget about me. I can tell you
how I’m doing and give you
information on my roll in the
case and my relationship with
my child.” MICHAEL ROLE
Picture of teacher that says:
“Hi I’m the teacher, I can
provide child functioning
information and all school
information such as
attendance, grades, and any
formal school assessments.”
BRANDY
13. WHERE DO YOU LOOK FOR INFORMATION?
OBSERVATIONS
13
Insert a caseworker icon here:
14. WHERE DO YOU LOOK FOR INFORMATION?
PARTICIPATION
14
Add graphic of
someone who is sad
and dejected. Make
it look like this isn’t
what we want,
grayed out or
something. We want
the other graphics to
be the focus and
standout.
Add graphic of someone who looks
energetic and happy.
Add graphic of someone who is
playing with their children
Add graphic of someone who is
holding an award
15. 15
1. Based on this statement determine which collaterals
provides the following information. "I can give you
information on how the child is doing, interactions
between the child and parent, and any needs the child or I
have.”
a) Teacher
b) Medical Provider
c) Mom
d) Foster Placement
2. When it comes to a parent’s compliance to participating or
completing treatment services, which of the following is how a
Permanency Specialist would MOST LIKELY use this type of
information in the PCPA?
a) As a primary measure of success.
b) As a possible measure of whether caregivers are making
efforts to change behavior.
c) Both A & B
d) None of the above
17. PCPA Progress Criteria
No Progress
Minimal
Progress
Minimal or
General
Progress
General or
Significant
Progress
Significant
Progress
or
Goal
Achievement
17
18. 18
No Progress
Increasing evidence of demonstrated caregiver
behavioral change as required by the Goal.
Significant Progress
No demonstrated evidence of caregiver
behavioral change as required by the Goal.
Minimal Progress
Inconsistent evidence of demonstrated
caregiver behavioral change as required by the
Goal.
Repeated evidence of demonstrated caregiver
behavioral change as required by the Goal.
General Progress
Goal Achievement
Consistent evidence of demonstrated and
sustained caregiver behavioral change as
required by the Goal.
Stages of change Definitions
20. 20
1. Based on the statement determine what stage of
change the caregiver is in. "The caregiver is open to
discussing alternative ways of behaving, thinking, and
feeling."
a) Pre-contemplation
b) Contemplation
c) Preparation
d) Action
2. Which of the following is NOT a part of the PCPA
Progress Criteria?
a) Significant Progress
b) No Progress
c) Maintenance
d) Goal Achievement
22. 22
Change Focused Contact with Caregivers in Pre-
Contemplation Stage
Facilitative
Objectives for
Caregivers in Pre-
Contemplation
Menu of
Intervention
Strategies for
Caregivers in Pre-
Contemplation
Click
here for
more
info
23. Minimal Progress/Contemplation
•Address areas of resistance
•Generate motivation around areas to improve
•Identify what influences, causes or explains vacillation
•Identify and address barriers
23
24. 24
Change Focused Contact with Caregivers in
Contemplation Stage
Facilitative
Objectives for
Caregivers in
Contemplation
Menu of
Intervention
Strategies for
Caregivers in
Contemplation
Click
here for
more
info
26. 26
Change Focused Contact with Caregivers in
Preparation Stage
Facilitative
Objectives for
Caregivers in
Preparation
Menu of
Intervention
Strategies for
Caregivers in
Preparation
Click
here for
more
info
27. Significant Progress/Action
•Working on change
•Discuss what the person is doing, experiencing and feeling
•Recognize daily, weekly, monthly gains evident in how the person thinks, behaves and pursues change
27
28. 28
Change Focused Contact with Caregivers in Action
Stage
Facilitative
Objectives for
Caregivers in
Action
Menu of
Intervention
Strategies for
Caregivers in
Action
Click
here for
more
info
30. 30
Change Focused Contact with Caregivers in
Maintenance Stage
Facilitative
Objectives for
Caregivers in
Maintenance
Menu of
Intervention
Strategies for
Caregivers in
Maintenance
Click
here for
more
info
35. 35
2. The caregiver continues to blame his or her problems on others.
3. The caregiver demonstrates change in perceptions, attitudes, motives, emotions, and behaviors that are
associated with his or her protective capacities.
4. The caregiver is demonstrating evidence of taking personal responsibility for change and has internalized a
commitment to achieve sustained change.
5. The caregiver has a realistic plan for preventing relapse and he or she is hopeful about sustaining change.
1. The caregiver is open about the value of the changed behavior, the need for sustaining the changed behavior,
and the circumstances that required the changed behavior
6. The caregiver may verbalize commitment but does not follow through; interaction is characteristically passive
aggressive or “fake cooperation”.
7. The caregiver does not fully agree that there is a need for change, but he or she is open to discussing issues.
8. The caregiver is beginning to reflect how his or her actions/behavior are impacting his or her ability to
adequately parent, to assure protection.
9. The caregiver acknowledges the need for intervention and accepts the reason for CPS involvement.
10. The caregiver talks about making a plan for change and is assertive in discussing options.
End of mini module. This is
the knowledge check.
37. Prepare
Meet with caregiver to
prepare for the PCPA
meeting
• Explain the purpose
• Discuss who
should/will attend
• Discuss agenda items
so the caregiver is
prepared
Extend professional
courtesy
• Preference must be
given to the
caregiver's schedule
Invite
• Caregiver
• Caregiver Supports
• Attorneys
• CASA Worker
• Placement Resource
• Safety Providers
• Treatment Providers
• Persona Legally
Responsible
• Child (if appropriate)
37
38. Prepare cont.
Case Note
• A case not
must be
entered in
UNITY
• Include
attempts to
schedule
Draft PCPA
• The PCPA
document
with be
drafted in
UNITY
Supervisor
Consultation
• The
supervisor
enters a case
note
38
39. Conduct
39
The PCPA meeting occurs face-to
face.
Review case plan with
caregiver/team.
Discuss case plan services and
effectiveness.
Address child's needs and well-
being.
Discuss status of impending
danger.
Discuss sufficiency and level of
intrusiveness of safety plan.
Review conditions for return.
Address quality of the worker
and caregiver relationship.
Discuss the permanency plan.
41. Follow Up
41
• Debrief
• Understand
• Case plan
• Case note
• Safety assessment
• Safety plan determination
• Conditions for return
42. Case Closure
42
1. No impending
danger threats.
2. Alternative
permanency
plan.
3. Reasons other
than caregiver's
achievement of
case plan goals.
43. 43
1. What are the three steps for a PCPA meeting?
a) Prepare, Revisit, Follow Up.
b) Prepare, Conduct, Revisit.
c) Prepare, Conduct, Follow Up.
d) Invite, Conduct, Follow Up.
2. Which of the following would be a reason for case closure?
a) No impending danger
b) Children are safe with an alternative permanency plan
c) Termination of parental rights
d) All of the above
3. Which of the following does not need to be updated after the
PCPA meeting?
a) Case Plan
b) NIA
c) Safety Assessment
d) Safety plan determination
4. How often does the Permanency Specialist have a PCPA
meeting with the caregiver?
a) Once a month
b) Once every 60 days
c) Once every 90 days
d) Once a year