CUR 518

1. Week 8: InstructionalWeek 8: Instructional
Plan and PresentationPlan and Presentation
CUR/516- Gary WeissCUR/516- Gary Weiss
Presented By: Christina CooperPresented By: Christina Cooper

2. TrainingTraining
 The specific name and title ofThe specific name and title of
the training session- (Dealingthe training session- (Dealing
with children with mental healthwith children with mental health
issues in Foster care)issues in Foster care)
 Target audience- (LicensedTarget audience- (Licensed
Foster Parents)Foster Parents)
 3 day interactive training3 day interactive training

3. GoalsGoals
 Foster parents will be able to identifyFoster parents will be able to identify
mental health illnesses/symptoms.mental health illnesses/symptoms.
 Foster parents will learn copingFoster parents will learn coping
methods when dealing with childrenmethods when dealing with children
with mental illness.with mental illness.
 Foster parents will learn how toFoster parents will learn how to
identify specific triggers that childrenidentify specific triggers that children
with mental illness exhibit.with mental illness exhibit.

4. Training DescriptionTraining Description
 This training is for licensed foster careThis training is for licensed foster care
parents to increase awareness of childrenparents to increase awareness of children
with mental illness in foster care. Thewith mental illness in foster care. The
majority of children who enter foster caremajority of children who enter foster care
have some type of mental illness orhave some type of mental illness or
emotional disturbance in regards toemotional disturbance in regards to
behavior. This training is designed to givebehavior. This training is designed to give
foster parents the necessary tools/foster parents the necessary tools/
techniques to be able to able children whotechniques to be able to able children who
have been diagnosed with mental illness orhave been diagnosed with mental illness or
emotional disturbance. This training is alsoemotional disturbance. This training is also
to create awareness and provide resourceto create awareness and provide resource
tools to access therapist, psychiatrist, andtools to access therapist, psychiatrist, and
mental hospitals in time of crisis.mental hospitals in time of crisis.

5. Children with Mental IllnessChildren with Mental Illness
 ““In the United States, there areIn the United States, there are
more than 400,000 children andmore than 400,000 children and
teens in foster care. Researchteens in foster care. Research
reveals that children and teensreveals that children and teens
in the foster care system havein the foster care system have
disproportionately high rates ofdisproportionately high rates of
psychiatric disabilitypsychiatric disability (Orlando,(Orlando,
2013)2013).”.”

6. Children with Mental IllnessChildren with Mental Illness
(Continued)(Continued)
 One study by the National Institute ofOne study by the National Institute of
Mental Health found that nearly half (47.9Mental Health found that nearly half (47.9
percent) of youth in foster care were foundpercent) of youth in foster care were found
to have clinically significant emotional orto have clinically significant emotional or
behavioral problems. Likewise,behavioral problems. Likewise,
researchers at the Casey Family Programsresearchers at the Casey Family Programs
estimate that between one-half and three-estimate that between one-half and three-
fourths of children entering foster carefourths of children entering foster care
exhibit behavioral or social competencyexhibit behavioral or social competency
problems that warrant mental healthproblems that warrant mental health
servicesservices (Orlando, 2013)(Orlando, 2013).”.”

7. Defined GoalsDefined Goals
 Foster parents will be able toFoster parents will be able to
identify mental healthidentify mental health
illnesses/symptomsillnesses/symptoms
 Foster parents will learn copingFoster parents will learn coping
methods when dealing with childrenmethods when dealing with children
with mental illnesswith mental illness
 Foster parents will learn how toFoster parents will learn how to
identify specific triggers that childrenidentify specific triggers that children
with mental illness exhibit.with mental illness exhibit.

8. Defined Goals (continued)Defined Goals (continued)
 The training department has been working hard toThe training department has been working hard to
develop this training. We have been meeting with alldevelop this training. We have been meeting with all
therapist/state CPS representatives to determinetherapist/state CPS representatives to determine
the specific objectives and goals for the class. Thethe specific objectives and goals for the class. The
goal will be a simplified statement, such as: Fostergoal will be a simplified statement, such as: Foster
parents will understand how to respondparents will understand how to respond
appropriately when dealing with children withappropriately when dealing with children with
mental illness, Foster parents will understand howmental illness, Foster parents will understand how
and when to implement coping skills when a childand when to implement coping skills when a child
has a mental break down such as mood swingshas a mental break down such as mood swings
/depression/suicide, Foster parents will be aware of/depression/suicide, Foster parents will be aware of
mental illness behavior characteristics and be ablemental illness behavior characteristics and be able
to identify triggers.to identify triggers.

9. ObjectivesObjectives
The objectives useThe objectives use collaborative learningcollaborative learning,,
and encourageand encourage critical thinking skillscritical thinking skills ––
Collaborative learning will develop fromCollaborative learning will develop from
group discussions in which the fostergroup discussions in which the foster
parents can share their experiences withparents can share their experiences with
different foster kids they have had in theirdifferent foster kids they have had in their
custody with mental illness. Critical thinkingcustody with mental illness. Critical thinking
skills will develop within hands on activitiesskills will develop within hands on activities
(role playing different scenarios that exhibit(role playing different scenarios that exhibit
specific mental health behaviors andspecific mental health behaviors and
characteristics.)characteristics.)

10. Objectives (continued)Objectives (continued)
 The action that the foster parent willThe action that the foster parent will
take once the objective is achieved,take once the objective is achieved,
 The condition in which the fosterThe condition in which the foster
parent will interact and respond to aparent will interact and respond to a
child when mental illness behaviorchild when mental illness behavior
occursoccurs
 The criteria will measure how wellThe criteria will measure how well
the foster parent performs the action.the foster parent performs the action.

11. PurposePurpose
 ““Without training, those involved with fosterWithout training, those involved with foster
children frequently have difficultychildren frequently have difficulty
recognizing serious disorders. Manyrecognizing serious disorders. Many
mental health problems go undiagnosedmental health problems go undiagnosed
because symptoms are overshadowed bybecause symptoms are overshadowed by
other disruptive behaviors such asother disruptive behaviors such as
substance abuse, anger and opposition.substance abuse, anger and opposition.
Anxiety and depression are very common,Anxiety and depression are very common,
and both are often masked by drug useand both are often masked by drug use
(Austin, 2004).”(Austin, 2004).”

12. TimelineTimeline
 Total length of time of training: 3 dayTotal length of time of training: 3 day
training, once a year. The anticipated starttraining, once a year. The anticipated start
date is January 5, 2016.date is January 5, 2016.
 Individuals involved with implementation:Individuals involved with implementation:
facilitator will be case managers of thefacilitator will be case managers of the
foster care agency, learners are identifiedfoster care agency, learners are identified
as the licensed foster care parents, andas the licensed foster care parents, and
administrators are identified as regionaladministrators are identified as regional
directors and State of Texas programdirectors and State of Texas program
directors.directors.
 Resources/materials needed:Resources/materials needed:
Internet/Handouts/Power PointInternet/Handouts/Power Point
Presentation, Copy of State of TexasPresentation, Copy of State of Texas
minimal standards for child care licensing.

13. Barriers/ChallengesBarriers/Challenges
 ““Training of providers, foster care workers, and fosterTraining of providers, foster care workers, and foster
parents.parents.
 Lack of coordination between child welfare staff andLack of coordination between child welfare staff and
mental health providers.mental health providers.
 Failure of the system to conduct screening assessments.Failure of the system to conduct screening assessments.
 Failure of community providers to identify mental healthFailure of community providers to identify mental health
needs.needs.
 Limited collaboration between providers and biologicalLimited collaboration between providers and biological
parents.parents.
 Financial resources.Financial resources.
 Children with both medical and mental healthChildren with both medical and mental health
 needs.needs.
 Instability in placements.”Instability in placements.”

14. Formative AssessmentFormative Assessment
““Formative assessment can be conceptualized asFormative assessment can be conceptualized as
consisting of five key strategies:consisting of five key strategies:
 Clarifying and sharing learning intentions andClarifying and sharing learning intentions and
criteria for successcriteria for success
 Engineering effective classroom discussions andEngineering effective classroom discussions and
other learning tasks that elicit evidence of studentother learning tasks that elicit evidence of student
understandingunderstanding
 Providing feedback that moves learners forward;Providing feedback that moves learners forward;
 Activating students as instructional resources forActivating students as instructional resources for
one anotherone another
 Activating students as the owners of their ownActivating students as the owners of their own
learning (Black & William, 2009).”learning (Black & William, 2009).”

15. Outcomes PyramidOutcomes Pyramid
 Retrieved from:Retrieved from:
http://assessment.uconn.edu/primer/goals1http://assessment.uconn.edu/primer/goals1
.html.html

16. Web ResourcesWeb Resources
 ““National Institute of Mental HealthNational Institute of Mental Health
nimhnimh..nih.gov/healthinformation/childmenunih.gov/healthinformation/childmenu
.cfm.cfm
 Child Welfare League of AmericaChild Welfare League of America
cwla.orgcwla.org
 American Academy of Child andAmerican Academy of Child and
Adolescent Psychiatry (AACAP)Adolescent Psychiatry (AACAP)aacap.orgaacap.org
 •• American Academy of PediatricsAmerican Academy of Pediatrics aap.orgaap.org
 A Home Within/A Home Within/ ahomewithin.orgahomewithin.org (Austin,(Austin,
2004)”2004)”

17. ReferenceReference
 Austin L. 2004. Mental Health Needs of Youth in Foster Care: ChallengesAustin L. 2004. Mental Health Needs of Youth in Foster Care: Challenges
andand Strategies.Strategies.
 The Connection (Winter 2004, Vo. 20, No. 4) Quarterly Magazine of theThe Connection (Winter 2004, Vo. 20, No. 4) Quarterly Magazine of the
National CourtNational Court Appointed Special Advocate (CASA) Association.Appointed Special Advocate (CASA) Association.
Retrieved on August 3, 2015Retrieved on August 3, 2015 from:from:
http://lisetteaustin.com/pdfs/CASA_MentalHealth.pdfhttp://lisetteaustin.com/pdfs/CASA_MentalHealth.pdf
 Black, P., & William, D. (2009). Developing the theory of formativeBlack, P., & William, D. (2009). Developing the theory of formative
assessment.assessment. Educational Assessment, Evaluation andEducational Assessment, Evaluation and
Accountability, 21Accountability, 21(1), 5-31.(1), 5-31.
doi:http://dx.doi.org/10.1007/s11092-008-9068-5doi:http://dx.doi.org/10.1007/s11092-008-9068-5
 Brown, A., & Green, T.D. (2011). The essentials of instructional design:Brown, A., & Green, T.D. (2011). The essentials of instructional design:
Connecting fundamental principles with process (2Connecting fundamental principles with process (2ndnd
ed.). Boston,ed.). Boston,
MA: AllynMA: Allyn and Bacon.and Bacon.
 Cates, Ward. (1991). Instructional technology.Cates, Ward. (1991). Instructional technology. The ClearingThe Clearing
House, 65House, 65(2), 70. Retrieved from(2), 70. Retrieved from
http://search.proquest.com/docview/196849566?accountid=458http://search.proquest.com/docview/196849566?accountid=458

18. References (Continued)References (Continued)
 Earls, Marian F,M.D., F.A.A.P. (2013). Challenges to careEarls, Marian F,M.D., F.A.A.P. (2013). Challenges to care
of children and youth in foster care.of children and youth in foster care. PediatricPediatric
Annals, 42Annals, 42(9), 350-1.(9), 350-1.
doi:http://dx.doi.org/10.3928/00904481-20130823-doi:http://dx.doi.org/10.3928/00904481-20130823- 0303
 Minnis, H., Everett, K., Pelosi, A. J., Dunn, J., & Knapp,Minnis, H., Everett, K., Pelosi, A. J., Dunn, J., & Knapp,
M. (2006). Children in foster care:M. (2006). Children in foster care: MentalMental health,health,
service use and costs.service use and costs.European Child &European Child &
Adolescent Psychiatry, 15Adolescent Psychiatry, 15(2), 63-70.(2), 63-70.
doi:http://dx.doi.org/10.1007/s00787-006-0452-8doi:http://dx.doi.org/10.1007/s00787-006-0452-8
 Orlando, S. (2013). The Intersection of Foster Care andOrlando, S. (2013). The Intersection of Foster Care and
Mental Health. Retrieved on August 3, 2015Mental Health. Retrieved on August 3, 2015
from:from:
https://usodep.blogs.govdelivery.com/2013/05/ 06/the-intershttps://usodep.blogs.govdelivery.com/2013/05/ 06/the-inters
foster-care-and-mental-health/foster-care-and-mental-health/