This document compares the principles of behavioral health and child welfare systems. Some key similarities include the importance of collaboration with children and families, individualized service planning, and providing services in the least restrictive environment possible. Some differences include behavioral health's focus on functional outcomes while child welfare focuses on safety, permanency and well-being. The document also stresses the importance of coordination across systems serving children, culturally competent services, and planning for transitions.
Raising the Bar: Child Welfare’s Shift Towards Well-Beingmdanielsfirstfocus
The document discusses promoting social and emotional well-being for children and families through an integrated approach. It presents a developmental framework for well-being that identifies four domains: cognitive functioning, physical health and development, behavioral/emotional functioning, and social functioning. It also discusses using screening, assessment, evidence-based interventions, case planning, and progress monitoring to achieve outcomes of safety, permanency and well-being. Key strategies discussed include addressing trauma, building workforce capacity, and collaborating across agencies and systems.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
This document provides an overview of best practices in out-of-home foster care placements based on research from 2004-2009 in the United States. It discusses types of placements like foster homes and group homes, as well as problems that can occur like separation of siblings or instability. Some recommended best practices include pre-screening foster homes for suitable matches, providing consistent medical/dental/academic services, recruiting mentors for children, reducing social worker turnover, and minimizing multiple placements. Suggested applications are also provided for how to implement some of the best practices.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
This document calls for the integration of health and social programs within education systems, rather than just alignment between the sectors. It argues that health and education are symbiotic and that a healthier learning environment leads to better educational outcomes. While school health programs have had some success, maintaining funding and resources for multifaceted approaches has been challenging. True integration of health and social goals within education policies and practices could help address these sustainability issues by embedding priorities within the core functions of schools. The health sector is invited to seek this deeper level of integration by better understanding education systems and focusing on child development rather than isolated issues.
Kaleidoscope provides various foster care programs for youth, including therapeutic foster care, specialized programs for adolescents and medically complex youth, and transitional living services for youth up to age 21. They take a strengths-based approach and focus on building relationships to provide case management, therapy, life skills training, and other services to support youth and their foster families. The organization also coordinates systems of care and transitional living programs to stabilize placements and support youth beyond age 18 with independent living, education, employment assistance and other services.
Raising the Bar: Child Welfare’s Shift Towards Well-Beingmdanielsfirstfocus
The document discusses promoting social and emotional well-being for children and families through an integrated approach. It presents a developmental framework for well-being that identifies four domains: cognitive functioning, physical health and development, behavioral/emotional functioning, and social functioning. It also discusses using screening, assessment, evidence-based interventions, case planning, and progress monitoring to achieve outcomes of safety, permanency and well-being. Key strategies discussed include addressing trauma, building workforce capacity, and collaborating across agencies and systems.
Prevention and Early Intervention Programme Dave Mckenna
The document discusses a restorative practice approach used in schools to resolve conflicts, with positive feedback from students and teachers. It also describes a Family Learning Signature tool used to assess family strengths and challenges. Key agencies involved in a prevention and early intervention project are listed, along with their roles. The Local Service Board has provided funding and oversight for the project.
The information contained in these slides was shared during NAEYC's 2016 Institute for Professional Development conference held in Baltimore, Maryland June 5-8, 2016. These slides consolidate much of the early intervention information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Understanding Early Intervention: Reflecting on the Scope, Need for Early Diagnosis, and Implementation of Early Intervention, underscores the importance of identifying developmental delays and developing educational strategies to address the needs of diverse learners.
This document provides an overview of best practices in out-of-home foster care placements based on research from 2004-2009 in the United States. It discusses types of placements like foster homes and group homes, as well as problems that can occur like separation of siblings or instability. Some recommended best practices include pre-screening foster homes for suitable matches, providing consistent medical/dental/academic services, recruiting mentors for children, reducing social worker turnover, and minimizing multiple placements. Suggested applications are also provided for how to implement some of the best practices.
The document discusses early intervention strategies for children aged 0-18 and makes several recommendations. It recommends that 19 top early intervention programs be expanded, 15 Early Intervention Places be established locally to spearhead development, and an independent Early Intervention Foundation be created to support local efforts and expansion of effective programs. The foundation would maintain a database of cost-effective local programs and encourage new investment in early intervention.
This document calls for the integration of health and social programs within education systems, rather than just alignment between the sectors. It argues that health and education are symbiotic and that a healthier learning environment leads to better educational outcomes. While school health programs have had some success, maintaining funding and resources for multifaceted approaches has been challenging. True integration of health and social goals within education policies and practices could help address these sustainability issues by embedding priorities within the core functions of schools. The health sector is invited to seek this deeper level of integration by better understanding education systems and focusing on child development rather than isolated issues.
Kaleidoscope provides various foster care programs for youth, including therapeutic foster care, specialized programs for adolescents and medically complex youth, and transitional living services for youth up to age 21. They take a strengths-based approach and focus on building relationships to provide case management, therapy, life skills training, and other services to support youth and their foster families. The organization also coordinates systems of care and transitional living programs to stabilize placements and support youth beyond age 18 with independent living, education, employment assistance and other services.
The document discusses Healthy People 2020 objectives around maternal, infant, and child health. The goals are to improve health and well-being of expectant mothers and infants to determine future generations' health. Objectives include reducing fetal/infant mortality, increasing prenatal care and multivitamin use pre-conception, and reducing substance use during pregnancy. Recommendations include implementing electronic screenings/brief interventions for substance use, quitline programs for smoking cessation, and expanding health insurance coverage for low-income women.
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
Promotion of Healthier Food Habits/ Choices within the family to combat Obesity Sorcia D'Arceuil
This study piloted a family-centered childhood obesity intervention for low-income families with preschool-aged children enrolled in Head Start, which utilized community-based participatory research to develop the intervention and have parents play an active role in planning, implementing, and evaluating the intervention over two years. The intervention included a health communication campaign, revising letters about children's health metrics, nutritional counseling sessions, and a parents program to promote healthy living. Analysis of outcomes found improvements in children's BMI z-scores, physical activity, diet, and screen time as well as positive changes in parenting practices and attitudes related to food, activity, and screen time.
The Wayne Children's Healthcare Access Program (WCHAP) was awarded a three-year $1.5 million grant from the W.K. Kellogg Foundation to expand its services. WCHAP provides quality, coordinated, and preventive healthcare to vulnerable children in Detroit as their medical home. The new funding will allow WCHAP to expand asthma case management, implement an obesity reduction program, strengthen coordination between maternal and child healthcare providers, and increase integration of physical and behavioral healthcare.
The document discusses the impact of social learning theory on child development and behavior. It summarizes a new policy from the Department of Job and Family Services regarding removing children from homes with issues like substance abuse, domestic violence, or child abuse. While intended to protect children, the policy may sever family ties too quickly. Removing a child after only one documented incident could negatively impact the child's development and sense of security. A better approach may be empowering parents with issues to continue treatment and counseling while living with their children, to support both the child's needs and positive behavior changes.
It's a Family Affair Engaging Fathers and Grandmothers for Real and Lasting C...CORE Group
This document discusses the importance of engaging families, beyond just mothers, in social and behavior change interventions for maternal and child health and nutrition. It provides evidence that gender inequality is a key determinant of child undernutrition outcomes. Programs that engage fathers, grandmothers, and couples can positively impact behaviors and norms. The document describes several examples of projects in Bangladesh, India, Malawi that formed mother, father, and grandmother groups or engaged couples. These projects led to reductions in stunting, increases in recommended practices like early breastfeeding, and improvements in water access, interpersonal relationships, and joint decision-making. Essential components of social and behavior change include addressing influencers at multiple levels, using gender transformative approaches, and
This document summarizes the findings of the Committee on Integrating the Science of Early Childhood Development. The committee concluded that early experiences influence brain development and that nurturing relationships are important for healthy development. However, early intervention programs that work are rarely simple or inexpensive. The committee made recommendations for policy and practice, including giving greater attention to social-emotional development, recognizing the importance of early childhood educators, enhancing support for working families, and reducing fragmentation of policies and services to better support early childhood development.
With more than 30 partner organizations, the Childhood Feeding Collaborative addresses Santa Clara County’s problems of obesity and poor eating among children by improving parenting skills around feeding. This brochure is used in fundraising for the Childhood Feeding Collaborative, and solves the challenge of describing the programs and audiences of a highly complex organization.
This document discusses a proposed capstone project to implement routine maternal depression screening in pediatrician offices. It begins by outlining the problem of unidentified maternal depression which can negatively impact child development. It then discusses using Pender's Health Promotion Model as a theoretical framework, focusing on self-efficacy and the role of caregivers in child health. Finally, it proposes an implementation plan which would involve obtaining approval from the author's leadership at Community Care of Southern Piedmont to introduce routine screening in pediatric visits as part of quality improvement efforts. The goal is to improve outcomes for mothers, children, and the community.
This document discusses early detection and early intervention in the context of community-based rehabilitation (CBR) programs. It outlines that CBR programs can establish mechanisms for early screening activities to identify disabilities in babies and young children. This allows for early treatment or referral to other health services. CBR workers can provide follow-up after screenings and identify barriers to service provision. The document also notes the importance of early intervention activities, usually home-based, and encouraging playgroups to support child development. CBR workers should understand child development milestones and support inclusive early childhood education.
From Uganda to Lebanon: Experiences with Integrating Early Childhood Developm...CORE Group
This document discusses integrating early childhood development, health and nutrition programs in Uganda and Lebanon. It provides an overview of early childhood development and the importance of a holistic approach. It then details a project in Northern Uganda that trained health staff and peer educators to provide early childhood development messages to caregivers. Evaluation findings showed improvements in caregiver-child relationships, health behaviors, and decreased family violence. The document argues that early childhood development can help address protection issues by promoting nurturing relationships and protective factors against child abuse and neglect.
The document outlines budget and policy priorities for New York State's Coalition for Children's Mental Health Services. It identifies three main priorities for the 2015-16 fiscal year: 1) Addressing inadequate behavioral health rates for non-Medicaid youth under Child Health Plus; 2) Supporting a $500 million Non-Profit Infrastructure Fund and adding options for residential treatment facility mortgage buyouts; 3) Investing in prevention services over three years that can reduce growth of populations needing specialized children's behavioral health services. It also discusses transitional funding needs for services for non-Medicaid eligible youth and transforming residential treatment facilities.
This document summarizes a core group fall meeting on preventing pre-term birth through community approaches and evidence-based interventions. It outlines several interventions that can be applied at the community level, including comprehensive antenatal care, maternal nutrition, birth preparation, and essential newborn care. It also describes promising practices used in different communities, such as mother/father care groups, adolescent health services, and women's empowerment groups. Further discussion focused on overcoming barriers, community ownership of solutions, and knowledge sharing to integrate prevention of pre-term birth.
1) The document provides recommendations for counties to improve and expand infant and early childhood mental health services. It encourages training professionals on social-emotional development, implementing universal screenings of young children, and developing coordinated, integrated systems of care across agencies.
2) Recommendations include increasing public awareness, screening children ages 0-5 for risks, and providing family-focused treatment using evidence-based practices. Services should be culturally sensitive and address the child's overall development.
3) Funding streams like EPSDT often require symptoms meet "medical necessity" thresholds before services can be billed. The report suggests using alternative diagnostic tools and combining funding sources to serve more children.
Telehealth Impact on Middle School Mental HealthJennaBuggs
This is a literature review that examines House Bill 9 and the impact of the implementation of telehealth to address behavioral and mental health issues in public schools. This literature review examines families and individuals in societal contexts as I discuss the internal dynamics of family and the role that parents and communities can play to support adolescent mental health. I address family resource management and how goal setting can be used to educate and train parents to fulfill their responsibilities. I also address public policy and how House Bill 9 can be used to holistically address community, family, and individual well-being. To address these content areas I utilized competencies such as evaluating programs, corresponding with others, prioritizing community responsibilities, modifying existing policy, developing goals, and collecting information.
- Childhood obesity rates in Idaho have more than tripled over the past 30 years, with over 30% of school-aged children classified as overweight or obese.
- St. Luke's has established two models - a clinical model and community model called YEAH! - to address this issue through lifestyle change programs, nutrition education, and physical activity.
- St. Luke's is working to standardize the YEAH! program, establish collaborations to take a system-wide approach, and explore funding opportunities to ensure long-term sustainability of childhood obesity prevention and intervention efforts.
This document provides an overview of a social worker's role in the foster care system. It discusses how social workers advocate for foster children's needs, work to establish permanency goals, facilitate placements and home visits. The document also examines challenges social workers face like large caseloads, emotional strain, and a lack of stability for children. Interviews with two social workers highlight how empowering children and harnessing their strengths is important, as is building relationships with parents. Both social workers find the broken foster care system frustrating but feel their work is rewarding.
Deniece D. Hall has over 20 years of experience managing nursing home facilities and community health programs. She has held positions such as nursing home administrator, early interventionist, and teacher. Her experience includes managing budgets, ensuring regulatory compliance, and improving patient satisfaction. She is licensed as a South Carolina Nursing Home Administrator.
FidelityEHR Care Coordination eBook Final PrintMatt Schubert
FidelityEHR is an electronic health record designed to support coordinated care models and improve outcomes for children and youth with behavioral and mental health challenges. It was developed based on evidence-based practices like system of care and wraparound models. FidelityEHR allows for family-driven, youth-guided care by capturing each person's insights and preferences. It also supports culturally competent, individualized, and community-based care. The platform facilitates team collaboration and tracks outcomes to help organizations deliver high-fidelity coordinated care.
FidelityEHR is an electronic health record designed to support coordinated care models and improve outcomes for children and youth with behavioral and mental health challenges. It was developed based on evidence-based practices like system of care and wraparound models. FidelityEHR allows for family-driven, youth-guided care by capturing each person's insights and preferences. It also supports culturally competent, individualized, and community-based care. The platform facilitates team collaboration and tracks outcomes to help organizations deliver high-fidelity coordinated care.
The document discusses Healthy People 2020 objectives around maternal, infant, and child health. The goals are to improve health and well-being of expectant mothers and infants to determine future generations' health. Objectives include reducing fetal/infant mortality, increasing prenatal care and multivitamin use pre-conception, and reducing substance use during pregnancy. Recommendations include implementing electronic screenings/brief interventions for substance use, quitline programs for smoking cessation, and expanding health insurance coverage for low-income women.
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
Promotion of Healthier Food Habits/ Choices within the family to combat Obesity Sorcia D'Arceuil
This study piloted a family-centered childhood obesity intervention for low-income families with preschool-aged children enrolled in Head Start, which utilized community-based participatory research to develop the intervention and have parents play an active role in planning, implementing, and evaluating the intervention over two years. The intervention included a health communication campaign, revising letters about children's health metrics, nutritional counseling sessions, and a parents program to promote healthy living. Analysis of outcomes found improvements in children's BMI z-scores, physical activity, diet, and screen time as well as positive changes in parenting practices and attitudes related to food, activity, and screen time.
The Wayne Children's Healthcare Access Program (WCHAP) was awarded a three-year $1.5 million grant from the W.K. Kellogg Foundation to expand its services. WCHAP provides quality, coordinated, and preventive healthcare to vulnerable children in Detroit as their medical home. The new funding will allow WCHAP to expand asthma case management, implement an obesity reduction program, strengthen coordination between maternal and child healthcare providers, and increase integration of physical and behavioral healthcare.
The document discusses the impact of social learning theory on child development and behavior. It summarizes a new policy from the Department of Job and Family Services regarding removing children from homes with issues like substance abuse, domestic violence, or child abuse. While intended to protect children, the policy may sever family ties too quickly. Removing a child after only one documented incident could negatively impact the child's development and sense of security. A better approach may be empowering parents with issues to continue treatment and counseling while living with their children, to support both the child's needs and positive behavior changes.
It's a Family Affair Engaging Fathers and Grandmothers for Real and Lasting C...CORE Group
This document discusses the importance of engaging families, beyond just mothers, in social and behavior change interventions for maternal and child health and nutrition. It provides evidence that gender inequality is a key determinant of child undernutrition outcomes. Programs that engage fathers, grandmothers, and couples can positively impact behaviors and norms. The document describes several examples of projects in Bangladesh, India, Malawi that formed mother, father, and grandmother groups or engaged couples. These projects led to reductions in stunting, increases in recommended practices like early breastfeeding, and improvements in water access, interpersonal relationships, and joint decision-making. Essential components of social and behavior change include addressing influencers at multiple levels, using gender transformative approaches, and
This document summarizes the findings of the Committee on Integrating the Science of Early Childhood Development. The committee concluded that early experiences influence brain development and that nurturing relationships are important for healthy development. However, early intervention programs that work are rarely simple or inexpensive. The committee made recommendations for policy and practice, including giving greater attention to social-emotional development, recognizing the importance of early childhood educators, enhancing support for working families, and reducing fragmentation of policies and services to better support early childhood development.
With more than 30 partner organizations, the Childhood Feeding Collaborative addresses Santa Clara County’s problems of obesity and poor eating among children by improving parenting skills around feeding. This brochure is used in fundraising for the Childhood Feeding Collaborative, and solves the challenge of describing the programs and audiences of a highly complex organization.
This document discusses a proposed capstone project to implement routine maternal depression screening in pediatrician offices. It begins by outlining the problem of unidentified maternal depression which can negatively impact child development. It then discusses using Pender's Health Promotion Model as a theoretical framework, focusing on self-efficacy and the role of caregivers in child health. Finally, it proposes an implementation plan which would involve obtaining approval from the author's leadership at Community Care of Southern Piedmont to introduce routine screening in pediatric visits as part of quality improvement efforts. The goal is to improve outcomes for mothers, children, and the community.
This document discusses early detection and early intervention in the context of community-based rehabilitation (CBR) programs. It outlines that CBR programs can establish mechanisms for early screening activities to identify disabilities in babies and young children. This allows for early treatment or referral to other health services. CBR workers can provide follow-up after screenings and identify barriers to service provision. The document also notes the importance of early intervention activities, usually home-based, and encouraging playgroups to support child development. CBR workers should understand child development milestones and support inclusive early childhood education.
From Uganda to Lebanon: Experiences with Integrating Early Childhood Developm...CORE Group
This document discusses integrating early childhood development, health and nutrition programs in Uganda and Lebanon. It provides an overview of early childhood development and the importance of a holistic approach. It then details a project in Northern Uganda that trained health staff and peer educators to provide early childhood development messages to caregivers. Evaluation findings showed improvements in caregiver-child relationships, health behaviors, and decreased family violence. The document argues that early childhood development can help address protection issues by promoting nurturing relationships and protective factors against child abuse and neglect.
The document outlines budget and policy priorities for New York State's Coalition for Children's Mental Health Services. It identifies three main priorities for the 2015-16 fiscal year: 1) Addressing inadequate behavioral health rates for non-Medicaid youth under Child Health Plus; 2) Supporting a $500 million Non-Profit Infrastructure Fund and adding options for residential treatment facility mortgage buyouts; 3) Investing in prevention services over three years that can reduce growth of populations needing specialized children's behavioral health services. It also discusses transitional funding needs for services for non-Medicaid eligible youth and transforming residential treatment facilities.
This document summarizes a core group fall meeting on preventing pre-term birth through community approaches and evidence-based interventions. It outlines several interventions that can be applied at the community level, including comprehensive antenatal care, maternal nutrition, birth preparation, and essential newborn care. It also describes promising practices used in different communities, such as mother/father care groups, adolescent health services, and women's empowerment groups. Further discussion focused on overcoming barriers, community ownership of solutions, and knowledge sharing to integrate prevention of pre-term birth.
1) The document provides recommendations for counties to improve and expand infant and early childhood mental health services. It encourages training professionals on social-emotional development, implementing universal screenings of young children, and developing coordinated, integrated systems of care across agencies.
2) Recommendations include increasing public awareness, screening children ages 0-5 for risks, and providing family-focused treatment using evidence-based practices. Services should be culturally sensitive and address the child's overall development.
3) Funding streams like EPSDT often require symptoms meet "medical necessity" thresholds before services can be billed. The report suggests using alternative diagnostic tools and combining funding sources to serve more children.
Telehealth Impact on Middle School Mental HealthJennaBuggs
This is a literature review that examines House Bill 9 and the impact of the implementation of telehealth to address behavioral and mental health issues in public schools. This literature review examines families and individuals in societal contexts as I discuss the internal dynamics of family and the role that parents and communities can play to support adolescent mental health. I address family resource management and how goal setting can be used to educate and train parents to fulfill their responsibilities. I also address public policy and how House Bill 9 can be used to holistically address community, family, and individual well-being. To address these content areas I utilized competencies such as evaluating programs, corresponding with others, prioritizing community responsibilities, modifying existing policy, developing goals, and collecting information.
- Childhood obesity rates in Idaho have more than tripled over the past 30 years, with over 30% of school-aged children classified as overweight or obese.
- St. Luke's has established two models - a clinical model and community model called YEAH! - to address this issue through lifestyle change programs, nutrition education, and physical activity.
- St. Luke's is working to standardize the YEAH! program, establish collaborations to take a system-wide approach, and explore funding opportunities to ensure long-term sustainability of childhood obesity prevention and intervention efforts.
This document provides an overview of a social worker's role in the foster care system. It discusses how social workers advocate for foster children's needs, work to establish permanency goals, facilitate placements and home visits. The document also examines challenges social workers face like large caseloads, emotional strain, and a lack of stability for children. Interviews with two social workers highlight how empowering children and harnessing their strengths is important, as is building relationships with parents. Both social workers find the broken foster care system frustrating but feel their work is rewarding.
Deniece D. Hall has over 20 years of experience managing nursing home facilities and community health programs. She has held positions such as nursing home administrator, early interventionist, and teacher. Her experience includes managing budgets, ensuring regulatory compliance, and improving patient satisfaction. She is licensed as a South Carolina Nursing Home Administrator.
FidelityEHR Care Coordination eBook Final PrintMatt Schubert
FidelityEHR is an electronic health record designed to support coordinated care models and improve outcomes for children and youth with behavioral and mental health challenges. It was developed based on evidence-based practices like system of care and wraparound models. FidelityEHR allows for family-driven, youth-guided care by capturing each person's insights and preferences. It also supports culturally competent, individualized, and community-based care. The platform facilitates team collaboration and tracks outcomes to help organizations deliver high-fidelity coordinated care.
FidelityEHR is an electronic health record designed to support coordinated care models and improve outcomes for children and youth with behavioral and mental health challenges. It was developed based on evidence-based practices like system of care and wraparound models. FidelityEHR allows for family-driven, youth-guided care by capturing each person's insights and preferences. It also supports culturally competent, individualized, and community-based care. The platform facilitates team collaboration and tracks outcomes to help organizations deliver high-fidelity coordinated care.
Presentation to the LA County Commission for Children and Families - 6.3.13Angela M. Vázquez
1) Approximately 12.8% (1,509) of children under age 5 in the Los Angeles Department of Children and Family Services (DCFS) caseload attended public early childhood education programs in 2011.
2) Children known to child welfare agencies face numerous risk factors for developmental delays and poor academic and life outcomes without access to high-quality early education programs.
3) Coordinating policies and practices between child welfare, early childhood education, and other social services can help address risks, promote child well-being, and achieve safety and permanency goals for at-risk children.
Presentation w ith sources and full informationguest4fcc5da
This document provides information on best practices for out-of-home foster care placements based on research from 2004-2009. It discusses types of placements like foster homes and group homes, as well as problems that can occur with placements like instability and separation of siblings. Nine best practices are then presented: 1) pre-screening homes for suitable matches, 2) providing consistent medical/academic services, 3) matching mentors to children, 4) reducing social worker turnover, 5) minimizing multiple placements, 6) increasing involvement in case planning, 7) decreasing time in placements, 8) encouraging attachment bonding, and 9) considering biological and foster family bonds for permanency placements. Suggested applications are provided for each best practice.
This presentation will describe how early childhood home visiting programs can support the reduction of family risk factors and the strengthening of protective factors to reduce the likelihood of child abuse and neglect.
This file is for educational purposes only and is not meant for reproduction.
PB Early childhood - a guide for health professionals PDF.pdfchristopherdavidpaul
The document provides information about early childhood intervention and the role of early childhood partners under the National Disability Insurance Scheme (NDIS). It discusses how early childhood partners aim to provide a single point of contact for families to help connect children under age 7 with developmental delays or disabilities to appropriate local services and supports. If eligible, they can also help families access the NDIS. The document emphasizes that early childhood partners take a team approach to holistically assess each child's needs and tailor individualized supports, in line with best practice principles of early childhood intervention. Their role is to quickly connect families to a range of community supports while gathering information to understand how to best support the child's development.
Individualized family support program version3Abdul Basit
This document defines key terms and describes various family support programs and services. It discusses programs that provide services like parent support groups, early developmental screening, parent education, childcare, home visiting, family resource centers, school-linked services, outreach, and job/education support. The goal of these programs is to strengthen families and parenting skills to promote child welfare and development. Research shows family support services can be effective in preventing issues like child abuse and neglect.
This document outlines the expanded and extended role of pediatric nurses. It discusses that pediatric nursing involves preventive, promotive, curative and rehabilitative care for children from conception through adolescence. The roles of pediatric nurses have grown beyond direct caregiving and now include primary caregiver, health educator, nurse counselor, social worker, team coordinator, manager, child advocate, recreationalist, nurse consultant, researcher, and more. Pediatric nurses work in hospitals, clinics, schools, communities and more to support the holistic health of children. Advanced practice roles like pediatric nurse practitioners and clinical nurse specialists provide specialized care for acute, chronic, or critically ill children.
The document discusses four family preservation programs administered by the Georgia Department of Human Resources: Early Intervention/Preventive Services, Parent Aide Services, Prevention of Unnecessary Placement (PUP), and Homestead programs. The programs are designed to provide services to families at risk of child abuse or neglect, including parenting education, counseling, emergency assistance, and intensive in-home support. Eligibility for the programs varies depending on whether a family has an open child protective services case. The goal of the programs is to strengthen families in need and prevent foster care placement whenever possible.
This document discusses establishing relationships and communicating with parents of children in early childhood education. It emphasizes listening to parents, developing partnerships through shared decision making, and honoring the parental role. Information is exchanged through various formal and informal strategies like daily reports, notices, and newsletters. Educators will collaborate with parents on care practices to provide continuity between home and the service, such as following routines for sleep, feeding, toilet training, and behavior management. The document also addresses responding respectfully to any parental concerns according to the complaints policy, and maintaining privacy and confidentiality. A community resource file is suggested to help families access support services.
This document discusses family assessment in pediatric nursing. It states that comprehensive family assessment is important for developing an effective treatment plan and involves gathering information from multiple sources to understand what the family knows and can do to support the child's development. The nurse's role is to collect assessment data through observation and active listening when interacting with patients and families. Key areas of assessment include the family structure and environment, socioeconomic factors, educational background, and how the family functions. High quality assessments are child-centered, identify strengths as well as difficulties, and are ongoing rather than a single event. Barriers to assessment include balancing focus between the child and family relationships while avoiding bias. The document also provides examples of tools like genograms and ecomaps
This document outlines the objectives, principles, and benefits of an advanced nursing course on management of common acute pediatric health problems. The course aims to develop students' skills in pediatric health assessment and management of urgent/emergent issues in hospital settings. It covers topics like the role of advanced pediatric nurses, principles of patient- and family-centered care, benefits of this approach for patients, families, and healthcare providers, and conclusions about incorporating these concepts into practice.
The document describes several family preservation programs in Georgia: Early Intervention/Preventive Services provides voluntary support to prevent issues from escalating to require CPS intervention; Parent Aide provides in-home parenting education for families with open CPS cases; Prevention of Unnecessary Placement offers emergency assistance; and Homestead provides intensive in-home counseling for families in crisis. The programs aim to strengthen families and ensure child safety, but out-of-home placement is necessary if risks cannot be managed in the home.
This document discusses coordinated school health programs (CSHP). It defines CSHP and its 8 components: comprehensive school health education, physical education, school health services, school nutrition services, school counseling/psychological/social services, healthy school environment, staff health promotion, and family/community involvement. It describes how to establish or strengthen a CSHP through leadership, an advisory committee, supportive policies, resource mapping, needs assessment, plan development, and ongoing evaluation. The goal of a CSHP is to address students' health needs and improve their ability to learn through an integrated approach across its 8 components.
This report summarizes the findings from the first year of a study evaluating 14 tribes that received grants to coordinate their Tribal Temporary Assistance for Needy Families (TANF) and child welfare services programs. Key findings include:
1) Tribes implemented diverse service models and activities informed by their unique cultural practices to meet the needs of at-risk families in their communities.
2) Common services addressed family needs like violence prevention, substance abuse treatment, and parenting education. Supportive services included childcare and meeting basic needs.
3) Tribes worked with partners like family violence programs and improved coordination between programs through information sharing and cross-training staff.
4) Significant progress was made implementing system
This document provides an overview of best practices in out-of-home foster care placements based on research from 2004-2009 in the United States. It discusses types of placements like foster homes and group homes, as well as problems that can occur like separation of siblings or instability. Some recommended best practices include pre-screening foster homes for suitable matches, providing consistent medical/dental/academic services, recruiting mentors for children, reducing social worker turnover, and minimizing multiple placements. Suggested applications are also provided for how to implement some of the best practices.
The document discusses how early childhood education programs can help prevent child abuse and neglect by promoting protective factors in families. It outlines several protective factors shown to prevent abuse, including parental resilience, social connections, knowledge of parenting/child development, and children's social-emotional competence. It also describes strategies programs use to strengthen these factors, such as parent education, social support, responding to crises, and observing for early signs of abuse or neglect. Overall, the document argues that early childhood programs are well-positioned to detect and address family issues to prevent child maltreatment.
This document summarizes findings and recommendations from a project on kinship carers. It finds that kinship carers' needs and those of children in their care are often unmet. It recommends that more research be done to understand kinship care placements and the core needs of carers. National and local authorities should give increased attention to meeting kinship carers' needs, and other agencies should consider the whole family's needs. Reducing stigma and developing resources for carers could have positive impacts. More research is also recommended on prevention programs and risks for children in kinship care.
A brief research overview connecting parenting education with health related outcomes for children and families. Created by the Parenting Education team at Oregon State University with funding from the Oregon Parenting Education Collaborative.
PCG Human Services White Paper - Cross-System Approaches That Promote Child W...Public Consulting Group
Child welfare agencies can successfully partner with Medicaid and managed care organizations to address the complex health and behavioral needs of children who experience maltreatment. If prevention and intervention efforts are applied early and effectively, these high-risk children and youth may avoid costly health conditions and experience improved health and psychological outcomes.
Child abuse and neglect is an important concern that negatively affects the physical and psychological well-being of a population that is already vulnerable. Increased preventive services to children in high-risk households can help states minimize the cost of health/medical services to deep-end youth, reduce the number of children with chronic medical conditions and can improve general well-being outcomes. Providing targeted prevention programs and interventions to these children of at-risk families have been shown to reduce the cost of providing intensive services to children with poor health outcomes later on.
Children who are investigated for maltreatment or enter the child welfare system have greater health needs. Children investigated by the welfare system have been found to have 1.5 times more chronic health conditions than the general population. After controlling for other risk factors, children with maltreatment reports have a 74-100% higher risk of hospital treatment. Over 28% of children involved with maltreatment investigations are diagnosed with chronic health conditions during the three years following the investigation.
Similar to Rider, 2005 Comparison of CW-BH Values and Principles (20)
PCG Human Services White Paper - Cross-System Approaches That Promote Child W...
Rider, 2005 Comparison of CW-BH Values and Principles
1. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
Behavioral Health;
12 Arizona Principles*
Child Welfare:
Values and Principles**
COLLABORATION WITH THE CHILD
AND FAMILY:
Respect for and active collaboration with the
child and parents is the cornerstone to
achieving positive behavioral health outcomes.
Parents and children are treated as partners in
the assessment process, and the planning,
delivery, and evaluation of behavioral health
services, and their preferences are taken
seriously.
FAMILY PARTICIPATION IN ALL ASPECTS OF PLANNING, SERVICE DELIVERY,
AND EVALUATION
Family is defined (using the Federation of Families definition) as including biological, foster, and
adoptive parents, grandparents and their partners, as well as kinship care givers and others who have
primary responsibility for providing love, guidance, food, shelter, clothing, supervision, and
protection for children and adolescents.
It is important for the family to be actively invited as part of the engagement process at ALL levels
of planning, service delivery, and evaluation: e.g., the system level, organizational level, and
individual child level.
It is important for the family to be appreciated and involved in activities involving the child
whenever possible.
Families should be given the choice as to whether or not they participate.
The family preference(s) and choice(s) should be considered in all planning for their child outside of
situations, which might put the child at risk of harm.
For child welfare services, a family-driven policy that does not compromise the child's safety is
necessary.
The foster care system is currently focused on the child. To really meet the needs of the child, it
should place greater emphasis on the family of origin. This family-centered approach could result in
a major change of cultural/mindset within the current child welfare system.
The child welfare system is concerned with safety, permanency, and well-being. Every child should
have a safe home as soon as possible preferably, but not necessarily with the family of origin.
To every extent possible, the biological family should be involved even when it is not the custodial
family.
Families should be provided with advocacy and representation that increases
education/communication to families.
FUNCTIONAL OUTCOMES:
Behavioral health services are designed and
implemented to aid children to achieve success
in school, live with their families, avoid
delinquency, and become stable and productive
adults. Implementation of the behavioral health
services plan stabilizes the child’s condition
and minimizes safety risks.
OUTCOMES:
The child welfare system is concerned with safety, permanency, and well-being.
a. Preventing Further Maltreatment of Child Victims
b. Achieving Permanency for Children in Foster Care
c. Achieving Permanency in a Timely Manner
d. Ensuring Stable, Age-Appropriate Placements for Children in Foster Care
[See www.acf.hhs.gov/programs/cb/publications/cwo01/index.htm]
COLLABORATION WITH OTHERS:
When children have multi-agency, multi-
system involvement, a joint assessment is
developed and a jointly established behavioral
INTEGRATED SERVICES WITH COORDINATED PLANNING ACROSS THE CHILD-
SERVING SYSTEM
Children in the foster care system with mental health and substance use issues and their families are
often involved with multiple child-serving organizations and systems. They require and deserve well
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2. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
health services plan is collaboratively
implemented.
Client centered teams plan and deliver services.
Each child’s team includes the child and
parents and any foster parents, any individual
important in the child’s life who is invited to
participate by the child or parents. The team
also includes all other persons needed to
develop an effective plan, including, as
appropriate, the child’s teacher, the child’s
Child Protective Service and/or Division of
Developmental Disabilities case worker, and
the child’s probation officer. The team (a)
develops a common assessment of the child’s
and family’s strengths and needs, (b) develops
an individualized service plan, (c) monitors
implementation of the plan and (d) makes
adjustments in the plan if it is not succeeding.
coordinated planning and integration of services to address their complex needs.
To ensure the most appropriate and effective integrated service delivery for children in the foster care
system with mental health and substance use issues and their families, services should be planned
and coordinated across the child-serving systems.
Often children in the foster care system initially access services through primary care. The EPSDT
screening process should facilitate integration and coordination of services to meet the identified
needs.
Even when funding streams can not be combined, there is greater potential for integrating services
when planning is coordinated across the child-serving systems. Such integrated planning would make
better use of limited dollars and reduce the potential duplication of services while increasing the
availability of services and supports for the child and family.
When there are multiple systems involved, it is important for there to be consistency in planning
across the various systems to ensure the child and/or family does not hear conflicting messages or
has treatment approaches that are counter-indicated. It is the responsibility of all systems to work to
mitigate the burden caused by uncoordinated planning between agencies and families.
The goal is for there to be one document where the plans of various other child-servicing systems are
incorporated into the foster care system case plan. The plan should be reasonable, useful, and
respectful
To ensure child safety and achieve quality services and supports for children and their families, it is
crucial to expand and increase the input of both community members and expert professionals.
In the child welfare system, the child is placed in a foster care environment, which is expected to
address the child's safety and well-being. There may be difference in how states define safety. How
local communities participate in setting the community standards further impacts the differences in
definition.
ACCESSIBLE SERVICES:
Children have access to a comprehensive array
of behavioral health services, sufficient to
ensure that they receive the treatment they
need. Plans identify transportation the parents
and child need to access behavioral health
services, and how transportation assistance will
be provided. Behavioral health services are
adapted or created when they are needed but
not available.
A COMPREHENSIVE AND ACCESSIBLE ARRAY OF SERVICES:
Given the complexity of serving children and their families, it is crucial to have a comprehensive
array of services available. This would include traditional, faith-based, and non-traditional mental
health and substance use services and supports as well as formal and informal supports and services.
This service array should be appropriate to address the circumstances and treatment needs of children
and their families.
Services chosen from the array should be age and developmentally appropriate.
This service array should support children and their families in the community whenever possible.
This service array should take into account the ongoing developing strengths of children and their
families.
BEST PRACTICES:
Competent individuals who are adequately
trained and supervised provide behavioral
health services. They are delivered in
accordance with guidelines adopted by ADHS
that incorporate evidence-based “best practice.”
TIMELY, EFFECTIVE, EVIDENCE-BASED, OUTCOME- DRIVEN MENTAL HEALTH
AND SUBSTANCE USE SERVICES AND SUPPORTS:
The child welfare system must take into account the difference between a child having a mental
disorder and/or substance use problem and a child requiring mental health and substance use
intervention to prevent a future disorder and address both. Currently, a mental health and/or
substance use assessment is often not done until there is a crisis.
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3. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
Behavioral health service plans identify and
appropriately address behavioral symptoms that
are reactions to death of a family member,
abuse or neglect, learning disorders, and other
similar traumatic or frightening circumstances,
substance abuse problems, the specialized
behavioral health needs of children who are
developmentally disabled, maladaptive sexual
behavior, including abusive conduct and risky
behavior, and the need for stability and the need
to promote permanency in class member’s
lives, especially class members in foster care.
Behavioral Health Services are continuously
evaluated and modified if ineffective in
achieving desired outcomes.
Just as it is necessary for periodic reviews to be done on individual case plans, it is necessary for
systems and providers to perform effective, evidence-based, outcome-driven reviews of results to
demonstrate progress in achieving the goals for the children and their families.
To provide compassionate, relevant services it is essential to reach for and use feedback from the
children and their families about the effectiveness of the services offered to address their needs and
goals.
MOST APPROPRIATE SETTING:
Children are provided behavioral health
services in their home and community to the
extent possible. Behavioral health services are
provided in the most integrated setting
appropriate to the child’s needs. When provided
in a residential setting, the setting is the most
integrated and most home-like setting that is
appropriate to the child’s needs.
SERVICES IN THE LEAST INTRUSIVE COMMUNITY-BASED ENVIRONMENT:
Service planning to address the mental health and substance use needs of children should focus on
providing these services and supports for children and their families at the appropriate level and
intensity and in the least intrusive environment to increase the child's functioning and physical
stability.
Every effort should be made to keep children in their home community whenever possible. Issues of
risk to the child take precedence over the placement that is least intrusive/restrictive even if that
means removing a child from their home.
When services are being designed and developed there should be an easily accessed array of
community-based services that support children receiving treatment in the least intrusive manner.
Sometimes this might be over a widespread region, in particular in rural areas where it is not
financially feasible to have all services in each local community.
When services are being designed and developed there should be family and community input into
the planning process.
When children need to be placed outside the home community, it is essential that
treatment/services/supports be provided to maintain the family connection when there is no
indication to the contrary.
TIMELINESS:
Children identified as needing behavioral health
services are assessed and served promptly.
TIMELY, EFFECTIVE, EVIDENCE-BASED, OUTCOME- DRIVEN MENTAL HEALTH
AND SUBSTANCE USE SERVICES AND SUPPORTS:
The grief and trauma children experience when they are placed into and within the foster care system
must be taken into account when assessing their needs and providing services and supports. An initial
mental health and substance use screening should be done within 24 hours of placement. The mental
health and substance use screen is intended to identify children in urgent need of emergency mental
health and substance use services. This screening would also assess the internalized and externalized
levels of distress in the child regarding the separation from their family of origin. A triage
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4. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
intervention to address the child's feelings regarding the separation and help the child cope should be
provided as quickly as possible based on the severity and intensity.
All children in foster care and their families must have a comprehensive mental health and substance
use assessment once the child is stabilized but minimally within the timeframes of EPSDT. The
assessments should always address the attachment issues for the child as long as the child is in care
and be done in a timely fashion especially when there is transition from placement to placement.
SERVICES TAILORED TO THE CHILD
AND FAMILY:
The unique strengths and needs of children and
their families dictate the type, mix, and
intensity of behavioral health services provided.
Parents and children are encouraged and
assisted to articulate their own strengths and
needs, the goals they are seeking, and what
services they think are required to meet these
goals.
INDIVIDUALIZED SERVICE PLANNING:
Service planning to address the mental health and substance use needs of children should be
individualized and include the following:
- mental health and substance use services and supports focused on the strengths, desires, interests,
values, and goals of the child and the family,
- an assessment of the specific and particular mental health substance use needs of the child and the
services/supports the family requires to deal with and support a child with MH and SA needs,
measures to address issues of emotional distress arising as a consequence of all placement
transitions,
- consistency with the permanency plan for the child and the family service plan,
- informal as well as formal mental health and substance use services/supports, and
- goals articulated in such a way that one can measure progress towards the goals identified by the
child and family.
This individualized service plan should include the continuation of treatment when the child is
reunified with his or her family. If a child is not receiving treatment services/supports at the time of
reunification then it is an important time to initiate any treatment services that are needed as part of
the reintegration process.
This individualized service plan should be developed in partnership with the child and family and
other professionals working with them.
This individualized service plan should be regularly reviewed and updated to reflect the progress of
the child or lack thereof, with input from the child and family when appropriate.
This individualized service plan should include the discharge and transition plans.
The child's comprehensive health assessment must include the elements of the EPSDT screening and
assessment, such as physical, dental, substance use, and mental health evaluations. It must also
address issues of co-morbidity.
STABILITY:
Behavioral health service plans strive to
minimize multiple placements. Service plans
identify whether a class member is at risk of
experiencing a placement
disruption and, if so, identify the steps to be
taken to minimize or eliminate the risk.
Behavioral health service plans anticipate crises
that might develop and include specific
PLANNED AND COORDINATED TRANSITIONS AMONG AGENCIES AND PROVIDERS
AND BETWEEN CHILDREN, FAMILIES, AND ADULT SYSTEMS:
Children and their families can suffer significant negative impact when transitions and/or discharges
are not successful. Therefore, coordination, communication, and effective planning are necessary
whenever children are involved in one of the following: changing providers and/or agencies,
returning home, changing levels of care, changing placements or moving to their permanent
placement, and/or transitioning to self-sufficiency or being transferred to another service system.
Youth in care making the transition to self-sufficiency may need services provided by the adult
system, such as mental health and/or substance use services and housing, financial, health, dental,
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06-17-05
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5. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
strategies and services that will be employed if
a crisis develops. In responding to crises, the
behavioral health system uses all appropriate
behavioral health services to help the child
remain at home, minimize placement
disruptions, and avoid the inappropriate use of
the police and criminal justice system.
Behavioral health service plans anticipate and
appropriately plan for transitions in children’s
lives, including transitions to new schools and
new placements, and transitions to adult
services.
and educational and/or employment assistance. It is therefore important that effective coordination
take place between these child and adult systems.
Key to ensuring successful transitions and discharges are early planning, ongoing coordination of
services to address all needs, effective monitoring of plan implementation, and appropriate sharing of
the case record information at the time of transition/discharge.
Each child leaving the child welfare system must have a developmentally and age appropriate
transition and/or discharge plan. Such planning must provide the skills, information, services, and
supports that allow young people to successfully transition to adulthood, where they can provide for
their own permanency, safety, and well-being.
Transition can have a significant impact on the child and their family. Therefore, to ensure successful
transitions, it is important that the child's needs and wishes (expressed either verbally or through
behavior) be considered and take precedence over the system's needs whenever possible. If a child
experiences more than two placements, the child welfare system should have a process in place to
review the reasons and the impact to the child to ensure attachment issues and the child's mental
health and substance use needs are being adequately addressed/ considered.
To minimize the potential negative impact of changes/turnover in workers, it is recommended
training be provided to workers on such issues as the impact of removal from home and/or transitions
on children and their ability to form attachments, assessing the trauma of removal/placements on the
child, effective interventions for dealing with attachment trauma, and signs for when a child should
be referred for mental health and substance use treatment/services/supports.
RESPECT FOR THE CHILD AND
FAMILY’S UNIQUE CULTURAL
HERITAGE:
Behavioral health services are provided in a
manner that respects the cultural tradition and
heritage of the child and family. Services are
provided in Spanish to children and parents
whose primary language is Spanish.
CULTURALLY COMPETENT, SENSITIVE, RELEVANT, AND STRENGTH-BASED
MENTAL HEALTH AND SUBSTANCE USE SERVICES AND SUPPORTS PROVIDED BY
KNOWLEDGABLE AND SKILLED STAFF AND SERVICE PROVIDERS WHO ARE
AWARE AND UNDERSTAND THE CULTURAL DIVERSITY OF THAT COMMUNITY:
It is crucial that assessment tools and mental health and substance use services and supports be not
only culturally competent, but also culturally sensitive and relevant to children and their families.
Assessments and mental health and substance use treatment/ service/ support planning should take
into account the strengths of the children and their families.
Assessment and mental health and substance use treatment/ services/ supports should take into
account the cultural status, economic status, and the diversity of the community and the population
being served.
There should be culturally competent policies and professional competence in procedures, outreach,
advocacy, and training throughout the service delivery system.
To facilitate rapport and successful outcomes, the team engaging and delivering services/supports to
children and their families should, to the extent possible, represent the diversity of the community
and the population served.
Cultural competence, sensitivity and relevance is demonstrated through the array of services, the
design and delivery system, and by recognizing the importance of existing community-based,
informal support networks such as churches, extended kinship networks, and social organizations.
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6. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
NONDISCRIMINATION IN ACCESS TO SERVICES FOR CHILDREN IN CARE
Non-discrimination in the provision of services on the basis of race, religion, ethnicity, language,
gender, age, sexual preference, marital status, national origin, or disability whether or not illegal.
Providers should deliver mental health and substance use services and supports to children and their
families in compliance with the Americans with Disabilities Act.
Families can choose mental health and substance use service providers who respect and value their
language, culture, and spiritual beliefs.
As emphasized in the Surgeon General's Report on Children's Mental Health, it is important for
public and private providers to ensure services are provided and accessible without any
discrimination, including interpreters when necessary.
INDEPENDENCE:
Behavioral health services include support and
training for parents in meeting their child’s
behavioral health needs, and support and
training for children in self-management.
Behavioral health service plans identify
parents’ and children’s need for training and
support to participate as partners in assessment
process, and in the planning, delivery, and
evaluation of services, and provide that such
training and support, including transportation
assistance, advance discussions, and help with
understanding written materials, will be made
available.
HUMAN RIGHTS AND RESPONSIBILITIES REGARDING PROTECTION AND
ADVOCACY
All children in foster care have the right to have their views expressed directly through their words
and behavior to the extent that is developmentally and age appropriate or have representation by an
adult whose primary role is to offer the child's perspective for the following:
Have access to and be provided with quality mental health and substance use services and supports.
Have a say in which mental health and substance use services and supports will be of assistance to
them based on their own strengths and needs.
Have a say in the development, monitoring, and revision of their mental health and substance use
treatment plan, which is in keeping with their permanency plan and the family service plan.
Have a say in what mental health and substance use services and supports are or are not working for
them.
Refuse mental health and substance use services and supports unless their refusal would put them at
risk of harm.
Be provided mental health and substance use services and supports in the least intrusive community-
based environment that is possible.
Retain their constitutional rights when placed in foster care.
Have input into the impact of placement decisions on their emotional/mental health.
When very young or developmentally immature, have representation to ensure consideration of the
impact of placement decisions on their emotional/mental health.
Maintain frequent and regular, ongoing contact with sibling(s) and other family members when the
family cannot be maintained as a single unit.
All families with children placed in foster care (except when parental rights are terminated or other
legal decisions take precedence while weighing the best interests of the child) have the right to:
Have a say and participate in which mental health and substance use treatment services and supports
will be of assistance to them and their child based on their strengths and needs.
Have a say and participate in the development, monitoring, and revisions of their child's mental
health and substance use treatment plan, which is in keeping with their child's permanency plan and
their own family service plan.
Have a say and participate in decisions about what mental health and substance use services and
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7. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
supports are or are not working for them.
Refuse their own mental health and substance use services and supports, when their refusal would
not put their child at risk of harm.
Have access to and be provided with quality mental health and substance use services and supports.
Be provided mental health and substance use services and supports in the least intrusive environment
possible.
Retain their constitutional rights when their child/children are placed in foster care.
Through a release of information form, emancipated youth and family members can provide consent
on who gets what information.
Children and their families have the right to be treated in compliance with federal, state, and local
policies and standards.
Children and their families have the right to seek advocacy support.
Children and their families have the right to make complaints/raise concerns about the mental health
and substance use services and supports that they are receiving without retribution. All
agencies/providers should have a defined process for how such complaints/concerns can be raised
and addressed.
Children and their families have the right to receive services that are culturally competent/relevant
and to choose providers who respect and value their language, culture, and spiritual beliefs.
Children and their families have the right to access to the courts to address any concerns they might
have about the mental health and substance use services they are receiving or believe they should be
receiving.
PARENTS’ NEED FOR TRAINING AND SUPPORT:
Foster parents must be informed of the mental health and substance use needs of the child that they
are caring for. They must also be provided with education and information as to effective ways these
needs can be met to support the key role foster parents have addressing the mental health and
substance use needs of the child.
CONNECTION TO NATURAL
SUPPORTS:
INFORMAL SUPPORT NETWORKS:
Cultural competence, sensitivity and relevance is demonstrated through the array of services, the
design and delivery system, and by recognizing the importance of existing community-based,
informal support networks such as churches, extended kinship networks, and social organizations.
The behavioral health system identifies and
appropriately utilizes natural supports available
from the child and parents’ own network of
associates, including friends and neighbors, and
from community organizations, including
service and religious organizations.
*Source: J.K. vs. Eden et al. Settlement
Agreement, in the U.S. District Court – District
of Arizona
**Source: American Academy of Child and Adolescent Psychiatry/Child Welfare League of America -
Values and Principles for Mental Health and Substance Abuse Services and Supports for Children in
Foster Care (9/19/02) at(6/26/01) at www.aacap.org/publications/policy/collab01.htm (final version 2003 via
Julie Collins, CWLA)www.azdhs.gov/bhs/principles.pdf
Frank Rider, ADHS
06-17-05
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8. Comparing Behavioral Health (12 Arizona Principles) and Child Welfare (AACAP/CWLA) Values and Principles
A collaborator’s footnote:
It is not uncommon for professionals within the child welfare system and the behavioral health system to recognize differences in orientation, language, culture
and public mandates of the two systems. The tendency to emphasize such differences overlooks what the present analysis shows with remarkable clarity:
fundamentally, both systems share an overwhelming commonality of purpose, vision and values. Both systems are committed to team decision-making
approaches recognized as best practices in their respective disciplines as a primary vehicle to actualize these values and principles. The two systems serve
overlapping clientele. The success of each system is substantially interdependent with the success of the other. There is compelling rationale for professionals
within each system to honor, respect and deemphasize the differences of the other system, to recognize that, fundamentally, both are about the same work in
support of the same children and families. The needs are too great, and the formal resources too finite, for either system to afford the luxury of behaving as
though it is too unique to fully adjoin its efforts to support the success of the other, and is so doing, optimizing its own success as well.
Frank Rider, ADHS
06-17-05
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