Meeting 8 Handouts

Meeting 8
List of Handouts
Meeting 8 Handouts
Handouts
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Meeting 8 Agenda
Characteristics of the Family System
Skills Practice: Conflicting Needs for Privacy
Skills Practice: Conflicting Needs for Safety, Well-being and Confidentiality
Confidentiality Guidelines Book –English and Spanish
Effects of Foster Care Skit: Donny
Effects of Adoption Skit: The Thomas Family
Effects of Adoption on Marriage
Creating a Family Map
Creating an EcoMap
Creating a Family / EcoMap – Worksheet
The Family Map of a Child Coming Into Your Home
First 24 Hours
Team Member Systems
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 1
Meeting 8:
Understanding the Impact
of Fostering or Adopting
Agenda
Time
Topic
(15 minutes)
H-1.
INTRODUCTION TO MEETING 8
(20 minutes)
H-2.
THE FAMILY AS A SYSTEM
(40 minutes)
H-3.
MEETING THE CONFLICTING NEEDS OF CHILDREN IN
FOSTER CARE AND FAMILY MEMBERS
(30 minutes)
H-4.
USING A FAMILY/ ECOMAP TO ASSESS FAMILY
RELATIONSHIPS AND ENERGY
(10 minutes)
BREAK
(35 minutes)
H-5.
CREATING AND ASSESSING A FAMILY/ ECOMAP
(15 minutes)
H-6.
WHAT THE CHILD BRINGS - DEALING WITH FAMILY
CHANGES
(15 minutes)
H-7.
MEETING 8 SUMMARY AND PREVIEW OF MEETING 9
ROADWORK
Review all the handouts.
Complete the “First 24 Hours” Handout
Read the Rules, Regulations and Requirements section and the Community
Supports section in “The Go-To-Guide” Meeting 2 Handout 18.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 2/Page 1
Characteristics of the Family System*
The family system has five major characteristics: boundaries; rules; roles; power
distribution among family members; and a communication process.
Boundaries
Families have boundaries, or “invisible lines,” that define who or what is inside
the family and who or what is outside. Very closed families have locked gates,
high fences, unlisted numbers, not much contact with the outside world, and lots
of secrets. Very open families have frequent guests, unlocked doors, and lots of
“differences” among family members.
Are your family boundaries able to accept a new member who will come also with
a child welfare worker, birth family, etc.?
Rules
Over time, families develop rules about how they relate to each other and the
outside world. The rules are developed by the family to ensure stability and keep
the family distinct from other families.
What are your family rules about food, about dress, and about who can be
friends of the family?
Which rules are openly discussed and can be changed? What happens if a rule
is broken?
How will a new person adjust to your family rules? What will happen if that
person cannot adjust?
Roles
Every family works out things like who does the chores, who handles the money,
and who cares for the children. The way we fulfill our roles depends upon our
culture, our own upbringing, our lifestyle, and family composition. In some
cultures, for example, older children are responsible for taking care of the
younger children in their families.
*
Adapted from “Understanding Families” by Jo Ann Allen (1982) in Adoption of Children with Special
Needs: A Curriculum for the Training of Adoption Workers. Athens, GA: The Office of Continuing
Social Work Education, School of Social Work, University of Georgia, p. 12-18.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 2/Page 2
Each member of a family has a unique role. There is only one mother, wife,
husband, father, oldest child, youngest child, only male or oldest male. What is it
like to be the mother, father, youngest child, only female, etc., in a family?
How will the addition of a new child change the roles of family members? What
new role will be ascribed to the new child?
Decision Making
All families have ways of making decisions and resolving conflicts. Some
families strive for equality and let everyone participate in making decisions.
Other families allow only one family member (maybe the father or the mother) to
make the “major decisions.”
It is important that the family have an orderly pattern of power distribution — one
that is reliable but flexible enough to change if necessary.
How are decisions made in your family?
What decisions will need to be made regarding your foster care or adoption
experience?
Who primarily will be involved in making those decisions? How will the other
family members feel about the way these decisions are made and what decisions
are made?
Communication Styles
You can’t not communicate. All behavior says something. Even silence is a
message. A family works out its roles, rules, power, and boundaries through
communication.
Families have communication processes that range from open to closed. Open
communication means messages are clear; people let you know where they
stand and can express themselves relatively freely. On the other end, there are
messages which are not clear (“damned if you do and damned if you don’t”
situations which lead to closed communication processes); individuals cannot
freely express their needs and there is little congruence in what people feel, say,
and do.
There are all kinds of workable and effective communication and relationship
patterns. Culture and ethnicity have a lot to do with how families express
themselves. What is important is that the communication style of the family
matches that of the child.
What is the communication style in your family?
Would a new child in your family understand how your family expresses feelings,
gives instructions or does different activities?
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 3
Skills Practice: Conflicting Needs for Privacy
MAKE HER GET OUT OF HERE!
Child:
Reason for Placement:
Foster Parents:
Foster Parents’ Child:
Karen, Age 16
Neglect and Medical Neglect
Pat and Ken Conrad
Ruth Conrad, Age 14
Role Players:
Ruth (Daughter of Pat and Ken, Foster Parents)
Pat (Foster Parent)
Situation: Ruth has come to talk with her mother, Pat, in her mother’s bedroom. Ruth
is unhappy about having Karen living with them.
Ruth:
Mom, I’m so miserable. I absolutely hate having Karen live with us! I
want her out of here!
Pat:
Ruth, you know that we are a foster family. That means Karen is part
of our family. What’s going on?
Ruth:
Mom, she’s begun hanging out with some really strange girls at
school. It’s hard enough having her in my grade while she’s so
much older, but now she’s hanging out with those girls! And she’s
been getting into my clothes and using my CDs. This is not what I
thought it would be like to be a foster family. Mom, I’m so unhappy
in my own home! This isn’t fair!
Pat:
(respond to Ruth)
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 4/Page 1
Skills Practice: Conflicting Needs for Safety, Well-being and
Confidentiality
WHAT IS CONFIDENTIAL?
Child:
Reason for Placement:
Foster Parent:
Time in Foster Care:
Jeryce, Age 11
Neglect and Abuse
Melanie and Mark Carnell
4 months
Role Players:
Mrs. Johnson (Member of the Carnells’ Church)
Melanie or Mark Carnell
Background: Jeryce is an 11-year-old girl who came into care as a result of neglect
and sexual abuse. Jeryce’s father and mother are separated, but continue to spend time
together, especially to use drugs. Jeryce has been mostly on her own throughout her
childhood because her parents are usually high on drugs. Several older adolescents in
the neighborhood who do drugs with her parents have sexually abused Jeryce. Jeryce
is African American and is living in a white foster home in a working class, white
neighborhood. During the first month in the Carnells’ foster home, Jeryce began
skipping school. When some of the neighborhood kids yelled terrible racial slurs,
Jeryce mentioned the incident to her foster mother but expressed no emotions about it.
Situation: The Carnells have begun attending a mixed-race church in a neighborhood
across town and they are quite active. Jeryce has formed some friendships with girls
her age at the church and last night she was allowed to go to a friend’s home for a
slumber party. The Carnells are receiving an angry telephone call from the parent of
the girl who hosted the party.
Phone rings.
Mrs. Johnson:
Mr. Carnell, this is Mrs. Johnson, Marnie’s mother. My
husband and I are upset and beside ourselves! We can hardly
believe what we’ve heard from Marnie this morning! It was
about Jeryce and I can barely bring myself to talk about it.
Mark (or Melanie) Carnell:
Mrs. Johnson:
Marnie says that Jeryce could talk about nothing but sex all
last night. And she wanted to show the other girls how to
French kiss! Of all things! And it got worse than that!
Mark (or Melanie) Carnell:
PS-MAPP Leader’s Guide
AZ Edition September 2009
Something about Jeryce? Please let me know what
is upsetting you.
I really do need to know everything you know. Can
you tell me what else Jeryce did?
Meeting 8
Mrs. Johnson:
Handout 4/Page 2
Um…this is so difficult….OK….She wanted to teach the girls
how to masturbate! Can you believe that? I am shocked!
Where in the world would she have learned these things?
Mark (or Melanie) Carnell:
PS-MAPP Leader’s Guide
AZ Edition September 2009
(Respond, or get help from the group for a response)
Meeting 8
Handout 5/Page 1
CONFIDENTIALITY GUIDELINES FOR
DES FOSTER PARENTS
CARÁCTER CONFIDENCIAL
GUÍA PARA PADRES
TEMPORALES DEL DES
Equal Opportunity Employer/Program Under the Americans with Disabilities Act (ADA), the Department must make a reasonable
accommodation to allow a person with a disability to take part in a program, service, or activity. For example, this means that if
necessary, the Department must provide sign language interpreters for people who are deaf, a wheelchair accessible location, or
enlarged print materials. It also means that the Department will take any other reasonable action that allows you to take part in and
understand a program or activity, including making reasonable changes to an activity. If you believe that you will not be able to
understand or take part in a program or activity because of your disability, please let us know of your disability needs in advance if at
all possible. This document is available in alternative formats by contacting
Empleador/Programa con Igualdad de Oportunidades Bajo la Ley de Estadounidenses con Incapacidades, el Departamento tiene
que hacer arreglos razonables para permitir a una persona con alguna incapacidad participar en un programa, servicio o actividad.
Esto significa, por ejemplo, que si es necesario el Departamento habrá de proporcionar intérpretes de lenguaje en señas para
personas sordas, un establecimiento accesible para sillas de ruedas, o materiales con letras grandes. También significa que el
Departamento tomará cualquier otra medida razonable que le permita a usted entender y participar en un programa o una actividad,
incluso efectuar cambios razonables en la actividad. Si usted cree que su incapacidad le impedirá entender o participar en un
programa o actividad, por favor infórmenos lo antes posible qué necesita para acomodar su incapacidad. Para obtener este
documento en otro formato, comuníquese con
HPT-055 (5-97)
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 2
Contents
Page
I.
Definitions .......................................................................................................................1
II.
What is confidential information? .................................................................................3
III.
What information is confidential and who makes that decision? ................................3
IV.
What should be considered before releasing any information
about the foster child?.....................................................................................................5
V.
Why is confidentiality important?..................................................................................5
VI.
Who can be given confidential information?.................................................................5
VII. Questions regarding confidentiality and the release of
information by foster parents .........................................................................................7
A. Service team members....................................................................................................7
B. School ..........................................................................................................................9
C. Physician ......................................................................................................................9
D. Neighborhood community............................................................................................9
E. Support groups............................................................................................................11
F. Social activities/TV.....................................................................................................11
G. Pictures .......................................................................................................................11
H. Legal status.................................................................................................................13
I. Time lines for application of confidentiality..............................................................13
J. Foster child reveals data .............................................................................................13
K. Violation/Action .........................................................................................................15
VIII. Other Tips and Guidelines for Foster Parents ............................................................15
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 3
Contenido
Página
I.
Definiciones.....................................................................................................................2
II.
¿Qué es la información confidencial? ...........................................................................4
III.
¿Qué información es confidencial y quién toma esa decisión?....................................4
IV.
¿Qué considerar antes de revelar información del niño(a) temporal? ........................6
V.
¿Cuál es la importancia del carácter confidencial? ......................................................6
VI.
¿A quién entregar información confidencial? ...............................................................6
VII. Preguntas comunes sobre la información confidencial y cuándo es
pertinente que los padres temporales revelen datos .....................................................8
A. Miembros del grupo de servicios ...................................................................................8
B. Escuela .......................................................................................................................10
C. Médico........................................................................................................................10
D. Vecindario/Comunidad ..............................................................................................10
E. Grupos de apoyo .........................................................................................................12
F. Actividades sociales/TV...............................................................................................14
G. Fotografías..................................................................................................................14
H. Situación legal ...........................................................................................................14
I. Duración del carácter confidencial de la información...............................................14
J. Cuando el niño(a) temporal comparte información sobre sí.......................................14
K. Violaciones/Acciones..................................................................................................16
VIII. Otros consejos y guías para los padres temporales .....................................................16
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 4
Confidentiality Guidelines for DES Foster Parents
The following information intends to clarify confidentiality and the safeguarding of records and
information by foster parents. Foster parents are responsible for treating all information concerning
a child and the parents as confidential, as stated in the Family Foster Parent Licensing Requirements
(R6-5-5837). Violations are subject to investigation by the agency.
These are general guidelines and examples. This information does not address every
possible circumstance that might occur. Each situation is different and requires individual
assessment. Contact the assigned case manager or supervisor regarding the disclosure of
information about specific children.
I.
Definitions
Some terms used in this document may not be familiar. A few of them are defined as
follows:
Authorized Department Representative - A person designated by the Department of
Economic Security. This could include, but is not limited to, the case manager, unit
supervisor, assistant program manager or program manager.
“Need to know” - Information necessary to provide a specific function. As it pertains to
foster care and the release of information, it is the need of an individual, agency, group or
organization to have certain information to provide appropriate care, supervision and/or
services to the foster child.
Personally identifying information - Any information which can lead to or assist in the
identification of a specific child. Personally identifying information includes, but is not
limited to, name, age, sex, race, birth date, birthplace, family composition and background,
circumstances that brought the child to foster care, and child’s legal status.
Service Team - Individuals directly involved in the provision of services to a family. The
service team includes the case manager and supervisor, the foster parent, the licensing
agency representative, and other persons such as attorneys, physicians, psychologists,
therapists, Court Appointed Special Advocates (CASA) and school, law enforcement and
probation personnel.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 5
Guía sobre información confidencial para los padres temporales del DES
Esta información es para explicar qué son el carácter confidencial y la custodia de archivos e
información por parte de los padres temporales. Es responsabilidad de los padres temporales tratar
toda la información relacionada con un niño o niña temporal y con sus padres como confidencial,
conforme a lo estipulado en el Reglamento para Autorización de Hogares Temporales (R6-5-5837).
La agencia podrá investigar cualquier violación de ese reglamento.
Estas guías y ejemplos son de carácter general. No presenta todas las posibles situaciones
que podrían surgir. Cada circunstancia es diferente y debe juzgarse por separado. Hable con
el gerente o supervisor asignado al caso sobre todo lo relacionado con revelar información
acerca de cualquier niño(a) específico.
I.
Definiciones
Estas son definiciones de algunos términos que tal vez no le sean familiares:
Representante autorizado del departamento - Una persona nombrada por el Departamento
de Seguro Económico. Podría ser el gerente del caso, el supervisor de la unidad, o el gerente
o gerente auxiliar del programa, u otra persona designada.
“Necesidad de saber” - Datos necesarios para realizar funciones específicas. En cuanto a
cuidado temporal y revelación de información, se refiere a cuando un individuo, agencia,
grupo u organización necesita cierta información antes de poder atender, supervisar y/o
prestar los servicios apropiados al niño(a) temporal.
Información personal identificadora - Todo dato que podría ayudar a identificar a un
niño(a) específico. La información personal identificadora incluye, sin limitarse a éstos,
datos como nombre, edad, género, raza, fecha de nacimiento, composición y trasfondo
familiar, circunstancias que condujeron a la colocación temporal y la situación legal del
menor.
Grupo de servicios - Los individuos quienes prestan los servicios directamente a la familia.
Al grupo de servicios pertenecen el gerente y supervisor del caso, el padre/madre temporal,
el representante de la agencia autorizante y otras personas como abogados, médicos,
psicólogos, terapeutas, promotores especiales designados por el tribunal (CASA),
funcionarios escolares y oficiales de la policía y de probatoria.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
II.
Handout 5/Page 6
What is confidential information?
CONFIDENTIAL INFORMATION: Restricted; trusted information; private matter; kept
from public knowledge or from certain persons.
Confidentiality, as it applies to foster children and foster parents, means the protection and
safeguarding of records and information about the child and his/her family.
III.
What information is confidential and who makes that decision?
The parameters of confidentiality are established by Arizona law, Department of Economic
Security administrative rules and agency policy.
Department rules require that foster parents treat all information concerning a foster child and
his/her family as confidential. Foster parents shall protect and not discuss or release
confidential information and records without authorization from the assigned case manager or
other authorized department representative.
It may be necessary for the case manager to consult with other department representatives or
the Attorney General’s Office prior to authorizing the release of information.
Any personally identifying information about the child and his/her family is confidential.
The appropriate release of personally identifying information is a case-by-case decision,
dependent on the particular circumstances.
EXAMPLE: Although personally identifying, it is necessary and appropriate to give a
child’s name to sign him/her up for Little League. The Little League
team has a “need to know” the child’s name in order for the child to
participate. However, it is not usually appropriate or necessary to give
the child’s name when discussing a child’s behavior in a foster parent
support group. The foster parent support group does not need to know
the child’s name to support the foster parent.
The behavior, and
suggestions for coping with it, can be discussed without identifying the
child.
II.
Reports and records, such as court reports, medical records, psychological and psychiatric
reports, the case plan, etc. are confidential. If necessary, these records will usually be released
by the case manager instead of the foster parent. Authorization must be received from the
assigned case manager or other authorized department representative prior to the release of
any reports or records.
¿Qué es la información confidencial?
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 7
INFORMACION CONFIDENCIAL: Información restringida; de confianza; asunto privado,
no de conocimiento público, o inaccesible para determinadas personas.
El carácter confidencial, en cuanto a niños y padres temporales, se refiere a la protección y
custodia de archivos y datos que tengan que ver con el menor y su familia.
III.
¿Qué información es confidencial y quién toma esa decisión?
La ley de Arizona, las reglas administrativas del Departamento de Seguro Económico y los
reglamentos de la agencia establecen los límites del carácter confidencial.
Las reglas del departamento requieren que todos los padres temporales traten como
confidencial toda la información sobre un niño(a) temporal y su familia. Los padres
temporales habrán de proteger y no revelar ni hablar sobre información o archivos
confidenciales sin permiso del gerente asignado al caso o de otro representante autorizado por
el departamento.
El gerente del caso tal vez deba consultar con otros representantes del departamento o con la
Oficina del Procurador General antes de autorizar que se revele información.
Toda información personal identificadora del niño(a) temporal o su familia es confidencial.
Las circunstancias particulares de cada caso determinarán si es apropiado o no revelar alguna
información personal identificadora.
EJEMPLO: Para inscribir a un niño en un equipo de pelota es necesario y apropiado
dar su nombre, aunque sea información identificadora. El equipo de
pelota “necesita saber” el nombre del menor para dejarle participar. Sin
embargo, no suele ser necesario ni apropiado mencionar el nombre del
niño o niña si está en un grupo de apoyo para padres temporales hablando
sobre la conducta del menor. El grupo puede ofrecer apoyo a los padres
temporales sin necesidad de conocer el nombre del menor en cuestión. Se
puede tratar de la conducta y de las sugerencias para manejarla sin tener
que identificar al niño(a).
Informes y archivos como los del tribunal, médicos, psicológicos y psiquiátricos, el plan del
caso, etc. son confidenciales. Si es necesario revelar alguno, el gerente del caso, y no los padres
temporales, generalmente lo hará. Es obligatorio obtener autorización del gerente del caso o
de otra persona designada por el departamento antes de revelar ningún informe o archivo.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
IV.
Handout 5/Page 8
What should be considered before releasing any information about the foster child?
• Assume that all information about the child is confidential and cannot be shared unless:
the release of information has been discussed with the case manager or other authorized
department representative and permission has been received to release the information,
AND
the release of information will benefit the child, AND
the person with whom the information will be shared has a need to know, AND
the situation cannot be addressed or discussed without sharing identifying information.
V.
Why is confidentiality important?
Everyone, including a foster child, is entitled to as much privacy as possible about his/her
life and background.
The department, including foster parents, is responsible for protecting children who are in its
care, custody and control.
The safeguarding of records and information is mandated by law.
VI.
Who can be given confidential information?
Confidential information is shared as needed between the case manager and foster parents
before and throughout the child’s placement. As part of the service team, foster parents
will become aware of confidential information through other service team members.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
IV.
Handout 5/Page 9
¿Qué considerar antes de revelar información del niño(a) temporal?
• Presuma que toda información del niño(a) es confidencial y podrá ser revelada sólo si:
se ha consultado con el gerente del caso o con otro representante autorizado por el
departamento y se ha obtenido permiso para hacer pública la información, Y
resultará en provecho para el menor que se revele la información, Y
la persona con quien se compartirá la información tiene necesidad de saber, Y
no se puede tratar o hablar de la situación sin compartir información identificadora.
V.
¿Cuál es la importancia del carácter confidencial?
Todos, incluso los niños temporales, tienen derecho a mantener sus vidas y sus historias
familiares lo más privadas posible.
El departamento, junto con los padres temporales, es responsable por proteger a los menores
bajo su cuidado, custodia y control.
La ley ordena la custodia de archivos e información.
VI.
¿A quién entregar información confidencial?
El gerente del caso y los padres temporales comparten información confidencial cuando sea
necesario antes de colocar al menor y mientras dure la colocación. Los padres temporales,
como parte del grupo de servicios, obtendrán datos confidenciales a través de los demás
miembros del grupo de servicios.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 10
The law (ARS § 8-514) requires that certain information be given to foster parents when the child is
placed. This includes demographic information (name, date of birth, etc.), the type of custody and
previous placements, pertinent family information and medical history.
Foster parents need to be given enough information about the child’s situation, condition,
background, behaviors and family relationships to adequately care for and supervise the child. This
does not necessarily mean that all information about the child and family will be shared with foster
parents.
This sharing of confidential information and materials brings about certain responsibilities on the part
of foster parents to guard the information with good judgment. Any sharing of information must be
constructive, of benefit to the child and in compliance with the law and department policy.
Under certain circumstances, foster parents are authorized to release certain confidential information.
For example, confidential information will need to be shared to enroll a child in a school or to provide
a physician with a medical history. See VII, A, B, and C for further clarification.
VII.
Questions regarding confidentiality and the release of information by foster parents.
The questions and answers that follow are examples and should not remove the need for
foster parents to contact their case manager for direction.
A. What information about a child and/or his/her family may foster parents share with
the child’s attorney, the mother’s or father’s attorney, the Court Appointed Special
Advocate (CASA) and the Foster Care Review Board (FCRB)?
Foster parents may disclose information to the FCRB, the CASA and the child’s
attorney without prior authorization. Both the CASA and Foster Care Review Board
are authorized by statute to obtain confidential information. Information may be
released to the child’s attorney as he/she is acting on behalf of the child.
No information is to be given to the attorneys for the mother, father and other
interested parties without prior authorization from the department. It may be
necessary for the child’s case manager to consult with the Attorney General’s Office
prior to authorizing the release of any information to the individual attorneys.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 11
La ley (ARS § 8-514) require que los padres temporales reciban ciertos datos cuando se coloque a un
niño(a) en su hogar. Esto incluye datos demográficos (como el nombre, la fecha de nacimiento, etc.),
el tipo de custodia y colocaciones previas, información pertinente sobre su familia y el historial
médico.
Los padres temporales necesitan suficiente información sobre la situación, las condiciones, trasfondo,
conductas y relaciones familiares del menor como para cuidar y supervisarle de la forma adecuada. No
quiere decir que toda la información sobre el menor y su familia será compartida con los padres
temporales.
Este compartir de información y asuntos confidenciales obliga a los padres temporales a asumir cierta
responsabilidad de usar buen juicio como custodios de la información. La revelación de cualquier dato
debe ser por causa constructiva, resultar en provecho para el menor y ser conforme a la ley y a los
reglamentos del departamento.
Los padres temporales pueden revelar cierta información confidencial en determinadas circunstancias.
Matricular a un niño(a) en la escuela o facilitarle al doctor una historia médica, por ejemplo, requieren
que se comparta información confidencial. Vea clarificaciones adicionales en la sección VII, A, B, y C.
VII.
Preguntas comunes sobre información confidencial y cuándo es pertinente que los
padres temporales revelen datos.
Estas preguntas y respuestas son sólo ejemplos y no relevan a los padres temporales de la
responsabilidad de pedir instrucciones al gerente del caso.
A. ¿Qué datos sobre un niño(a) y su familia pueden compartir los padres temporales
con el abogado del menor, el abogado de la madre o el padre, el defensor especial
CASA, y el Comité para Revisión de Cuidado Temporal (FCRB)?
Los padres temporales pueden entregar información a FCRB, a CASA y al abogado del
menor sin permiso previo. CASA y FCRB pueden obtener información confidencial
por autoridad estatutaria. El abogado del menor puede recibir información confidencial
puesto que actúa en nombre del niño.
No se dará información a los abogados de la madre, del padre o de otras partes
interesadas sin autorización previa del departamento. Puede ser necesario que el gerente
del caso del menor consulte con la Oficina del Procurador General antes de autorizar la
entrega de información a los abogados particulares.
Foster parents need to inform the child’s case manager when they have been contacted
by an attorney or have discussed the case with the CASA or FCRB, so that the case
manager will be aware of all the case activity.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 12
B. What information may foster parents release to the school to enroll a foster child?
The child’s immunization record and a certified copy of his/her birth certificate are
required to enroll a child in public school in Arizona. A form provided by the case
manager that identifies the child as a court ward may substitute for the birth certificate.
Foster parents may release any of these documents to the school for the purpose of
enrollment. If the school requests additional documentation, foster parents are to
contact the child’s case manager for authorization prior to releasing any additional
information.
C. Are there any limitations on the information that foster parents may release to the
child’s physician?
There are no limitations. Foster parents may release any pertinent information they
have about the child to the child’s physician(s) without prior approval.
D. Everyone in the neighborhood/community is aware of the foster child’s family
background and circumstances. Is it appropriate for the foster parents to discuss
information that is common knowledge with their friends and community contacts?
No. The foster parents’ responsibility for maintaining confidentiality is not reduced
because others know about or have information regarding the foster child or his/her
family. They must avoid buying into gossip or rumor, by not confirming or responding
to gossip or information.
A suggested reply for foster parents is to say, “I’m sorry that I can’t respond to or
discuss Bobby’s situation. I am required by law and by the Department of Economic
Security to keep that information confidential. I appreciate your concern and interest.”
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 13
Los padres temporales informarán al gerente del caso cada vez que algún abogado se
haya comunicado con ellos o cuando hayan tratado del caso con miembros de CASA o
FCRB, para que el gerente esté siempre al tanto de lo que esté pasando.
B. ¿Qué datos pueden dar los padres temporales cuando matriculen a un niño(a)
temporal en la escuela?
La historia de inmunizaciones y una copia certificada del certificado de nacimiento son
requisitos para matricular a un niño en una escuela pública de Arizona. Un formulario
que identifique al menor como custodio del tribunal, provisto por el gerente del caso,
puede substituir al certificado de nacimiento.
Los padres temporales pueden dar a la escuela cualquiera de estos documentos para
matricular al menor. Si de la escuela piden más documentos, los padres temporales
deben hablar con el gerente del caso para obtener autorización antes de entregar
información adicional.
C. ¿Hay limitación en la información que los padres temporales pueden dar al médico
del niño(a)?
No hay limitaciones. Los padres temporales no necesitan autorización previa para
revelar cualquier dato pertinente al médico(s) del menor.
D. Todos en el vecindario o la comunidad conocen la situación familiar y las
circunstancias del niño(a) temporal. ¿Está bien que los padres temporales hablen de
situaciones conocidas con sus amistades y miembros de la comunidad?
No. La responsabilidad de los padres temporales de proteger el carácter confidencial de
la información no aminora sólo porque otros conozcan de las circunstancias del niño
temporal o de su familia. Deben evitar los chismes y las habladurías negándose a
verificar o responder a rumores y datos escuchados.
Una sugerencia de una respuesta sería que los padres temporales digan “Lamento no
poder responder o hablar de la situación de José. La ley y el Departamento de Seguro
Económico exigen que guarde esa información confidencial. Aprecio su interés y su
atención.”
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 14
E. May foster parents who belong to a support group share personally identifying
information about a foster child with other parents? How can foster parents obtain
support from the group if they can’t talk about a specific foster child?
The department recognizes the importance of peer support between foster parents and
encourages foster parent participation in foster parent groups and organizations.
Confidentiality about the child and his/her family needs to be maintained in these
groups. Foster parent support group participants can discuss types of behaviors and
problems without personally identifying the child, even by first name.
The same
guidelines apply to foster parent training sessions.
F. The foster child’s scout troop will be appearing on a children’s TV show. He/she
will not be introduced, interviewed or identified by name, but will appear on camera
as part of the group. Can the child participate in this activity? Can the foster parents
approve his/her participation, or is permission needed from the department?
Although the child will not be identified by name, it may be necessary to obtain the
court’s permission for the child to appear on TV. In all cases, permission for the child
to appear on TV must be obtained from the case manager or other authorized
department representative. Foster parents cannot approve the child’s participation
without agency consent.
In many cases, it may be appropriate and desirable for the foster child to participate in
this type of activity. However, in some cases the child could be put at risk if the
child’s whereabouts are revealed.
If for some reason, permission for the child to participate in the activity cannot be
obtained in time, the foster parent is not to allow the child to appear on TV. To avoid
this situation, approval for the child’s participation should be requested as soon as
possible to give the case manager adequate time to consult with the Attorney General’s
Office and obtain any legal clearances, as needed.
NOTE: Department permission and possibly a court order are necessary for the release of information to
all forms of media (e.g., newspaper, radio, etc.).
G. A foster child is in high school. Can the child have his/her picture and school
activities published in the yearbook?
Yes. This is a normal high school activity and does not violate confidentiality
guidelines. The child cannot be identified as a foster child. If the child does not want
to have his/her picture taken or published in the yearbook, he/she cannot be required to
do so.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 15
E. ¿Pueden los padres temporales compartir información personal identificadora con
otros padres temporales en grupos de apoyo? ¿Cómo pueden los padres temporales
obtener apoyo del grupo si no pueden hablar sobre un niño en particular?
El departamento reconoce la importancia del apoyo de otros padres temporales y
anima la asistencia a grupos y organizaciones de apoyo. En estos grupos se debe
mantener el carácter confidencial de lo relacionado con el menor y su familia. Los
participantes en estos grupos pueden hablar sobre diferentes conductas y problemas
sin tener que personalmente identificar al menor, siquiera por su nombre de pila.
Las mismas reglas rigen las sesiones de entrenamiento para padres temporales.
F. La tropa “scouts” del niño temporal va a salir en un programa de TV. El niño(a) no
será presentado, entrevistado ni identificado por nombre, pero sí aparecerá como parte
del grupo frente a las cámaras. ¿Puede participar el menor en esta actividad?
¿Pueden los padres temporales autorizarla, o tienen que pedir permiso del
departamento?
Aunque no se vaya a identificar al menor por nombre, tal vez sea necesario obtener
permiso del tribunal para que pueda salir en TV. De cualquier manera habrá que
obtener permiso del gerente del caso o de otro representante autorizado del
departamento. Los padres temporales no pueden aprobar la participación del niño(a)
sin consentimiento de la agencia.
En muchos casos, puede ser beneficioso y apropiado que el niño(a) temporal participe
en este tipo de actividad. En algunos casos, sin embargo, el menor podría estar a riesgo
si se descubre su paradero.
Si por alguna razón no se pudiese obtener a tiempo el permiso para la participación del
menor, el padre/madre temporal no permitirá su presentación en TV. Para evitar estas
situaciones lo mejor es pedir el permiso lo antes posible para que el gerente del caso
tenga tiempo suficiente para consultar con la Oficina del Procurador General y
conseguir cualquier permiso legal que haga falta.
NOTA: Para revelar información a los medios publicitarios (e.g., periódicos, radio, etc.) se necesita
permiso del departamento y posiblemente una orden del tribunal.
G. El niño(a) temporal está en escuela secundaria. ¿Puede publicarse la foto y las
actividades escolares de él o de ella en el anuario?
Sí. Esta es una actividad normal de escuela secundaria y no viola las reglas de carácter
confidencial. No se podrá identificar al menor como niño(a) temporal, y si él o ella no
desea que le fotografíen o que publiquen su foto en el anuario, no se le podrá exigir que
lo haga.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 16
Keeping information about a child confidential is not intended to unnecessarily limit
the child’s normal activities such as school pictures, field trips, staying overnight with
a friend or participating in sports, clubs and organizations. The intent is to protect the
privacy of the child and his/her family, and to ensure the safety and well-being of the
child. Any limitation of a child’s participation in an activity is determined on a caseby-case basis, dependent on the situation, degree of risk (if any) to the child,
circumstances of the case, state confidentiality laws and department policy.
H. Can a foster parent discuss the legal status of a child? What if the plan for the child
is adoption and someone known to the foster parent is interested in adopting?
The child’s legal status cannot be shared or discussed without the permission of the
department. Again the emphasis is on the person’s need to know the information and
on the protection of the child’s privacy.
If persons you know express an interest in adopting a child residing in your home or
ask if a child is available for adoption, refer them to the ACYF adoption program staff
in your community. Do not discuss the case status or case plan for a specific child
without prior approval, as this is a violation of the confidentiality laws and
department rules.
I. How long do confidentiality requirements apply after a foster child leaves care? Do
they apply if a foster parent is no longer licensed?
Information about any foster child remains confidential even when the child is no
longer with you and/or you are no longer a foster parent.
Information remains confidential even when the child leaves foster care. Information
about the child cannot be discussed or released without the permission of an
authorized department representative.
There may be times, however, when a foster parent is authorized and asked by the
department to share information about a child with another foster parent, adoptive
parent, service team members or others involved with the child. This communication
can facilitate the child’s adjustment in another placement, provide assistance in case
planning and other purposes.
J. A foster child has shared information about his/herself with neighbors, friends
and/or acquaintances. Sometimes the foster parents hear about this and are asked
about information the child has shared. How should foster parents respond? Do
foster parents have any responsibility for information shared by the child? Should
they correct misinformation even if it means sharing confidential information?
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 17
El propósito de no revelar datos sobre un niño temporal no es limitar sin necesidad sus
actividades normales como fotografías escolares, excursiones, noches en casas de
amigos o participación en deportes, grupos y organizaciones. El propósito es proteger
la vida privada del menor y de su familia, y garantizar su seguridad y bienestar. Limitar
la participación de un niño(a) en alguna actividad se decidirá en cada caso por separado,
dependiendo de la situación, el nivel del riesgo (si hay alguno) al niño, las circunstancias
del caso, las leyes estatales sobre información confidencial y el reglamento del
departamento.
H. ¿Pueden los padres temporales hablar de la situación legal de un menor? ¿Y si el
plan es adopción, y el padre/madre temporal conoce a alguien interesado?
Sin permiso del departamento no se puede discutir ni revelar la situación legal del
menor. Recordará que el énfasis ha de ser en la necesidad que la persona tenga de la
información, y en proteger la vida privada del niño o niña.
Si conocidos suyos interesan adoptar a un niño que vive con usted o le preguntan de
niños para adoptar, refiérales al programa de adopción de ACYF. Sin permiso previo
no hable de un caso o plan específico, ya que ello constituye una violación de las leyes
de carácter confidencial y el reglamento del departamento.
I. ¿Cuál es el periodo de vigencia del reglamento de información confidencial cuando
el menor haya dejado el cuidado temporal? ¿Es aplicable aún cuando el
padre/madre temporal ya no tenga licencia?
La información de cualquier niño o niña temporal permanece confidencial aunque el
menor ya no esté con usted y/o usted ya no sea padre/madre temporal.
La información permanece confidencial aunque el menor haya dejado el cuidado
temporal. No se podrá discutir ni revelar datos sobre el menor sin tener permiso de un
representante autorizado del departamento.
Sin embargo, pueden presentarse ocasiones en que el departamento autorice y pida a
los padres temporales compartir información sobre cierto menor con otros padres
temporales o adoptivos, con otro miembro del grupo de servicios o con otras personas
que trabajen con el menor. Estas discusiones pueden facilitar la adaptación del niño(a)
a otro hogar temporal, o para planificar el caso y otros propósitos.
J. Un niño(a) temporal ha compartido datos sobre sí mismo con vecinos, amigos y/o
conocidos. Algunas veces los padres temporales oyen de estas cosas y les preguntan
sobre información que el menor ha revelado. ¿Cómo deberían responder los padres
temporales? ¿Son los padres temporales responsables por información que el niño(a)
haya dado? ¿Deberían ellos corregir información falsa aún cuando ello signifique
compartir datos confidenciales?
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 18
If the foster child shares information without a foster parent’s involvement or urging,
confidentiality laws and department policy have not been violated. Most people,
including children, share information about themselves with friends and others. The
child’s age, personality and sense of privacy can all affect how much and in what detail
they tell others.
If foster parents think the child is inappropriately sharing information about
him/herself or his/her family, they should discuss this with the child and the case
manager.
K. What type of action regarding the foster home license can the department take if the
foster parent violates confidentiality and inappropriately releases confidential
information?
Any violation is subject to investigation and is judged on a case-by-case basis. A
foster home license may be revoked if confidentiality laws and rules are violated.
It is the intent of the department to work with foster parents constructively to
facilitate compliance with confidentiality requirements, with a mutual goal of acting in
the best interests of the child.
VIII.
Other Tips and Guidelines for Foster Parents
Consider whether the information is personally identifying and/or confidential before
sharing it with others.
If in doubt about the appropriateness of sharing information regarding the child or
his/her family, the foster parents should contact the child’s assigned case manager or
supervisor.
The foster parents should not take too much decision-making
responsibility in this area. Often a legal opinion is required, and each case is different.
If in doubt, do not share the information.
If the foster parents are aware of information about another foster parent’s foster
child, they need to keep that information to themselves.
If it is possible to discuss a situation without specific details, foster parents should do
so.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 5/Page 19
Si el niño(a) temporal comparte información sobre sí mismo y los padres temporales
no están implicados ni le instaron a hacerlo, no se han violado las leyes de carácter
confidencial ni el reglamento del departamento. La mayoría de la gente, incluso niños,
hablan de sí mismos con sus amistades y demás. La cantidad y el contenido de lo que
digan a los demás dependerá de la edad del niño(a), de su personalidad y de su sentido
de vida privada.
Si los padres temporales piensan que el menor comparte información indebidamente,
deben hablarlo con el niño(a) y el gerente del caso.
K. ¿Qué tipo de acciones puede tomar el departamento con respecto a la licencia del
hogar temporal si los padres temporales violan las leyes de carácter confidencial y de
manera indebida revelan información confidencial?
Todas las violaciones son investigadas y juzgadas por separado. Las violaciones de las
leyes y reglas sobre carácter confidencial pueden resultar en la revocación de la licencia
del hogar temporal.
El departamento trata de colaborar de maneras contructivas para facilitar el
cumplimiento de los requisitos sobre el carácter confidencial, para lograr su meta mutua
de actuar según los mejores intereses del menor.
VIII.
Otros consejos y guías para los padres temporales
Antes de compartir información con otras personas, piense si es personalmente
identificadora y/o confidencial.
Si los padres temporales dudan de cuán apropiado sería compartir información sobre el
menor y/o su familia, deberían hablar con el gerente o el supervisor del caso. Los
padres temporales no deberían asumir demasiada responsabilidad por las decisiones en
este área. Muchas veces hace falta una decisión legal, y cada caso es diferente.
Si tiene dudas, no comparta la información.
Si los padres temporales saben información sobre el niño(a) temporal de otros padres
temporales, necesitan callársela.
Si es posible hablar de alguna situación sin dar detalles específicos, los padres
temporales deben hacerlo.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 6
Effects of Foster Care Skit: Donny
Characters
Ms. Phillips, foster parent and Donny’s birth mother
Ms. Howard, Donny’s teacher
Donny, the 11-year-old son of Ms. Phillips
Scenario
Ms. Howard (telephoning Ms. Phillips):
“Ms. Phillips, I’m really concerned about Donny. He is usually such an energetic
boy. The past week he has been very tired in class. He doesn’t want to play
outside with the other children. With such an abrupt change in behavior, I am
really concerned. When the change is so quick, we sometimes wonder if drugs
are involved.”
Ms. Phillips:
“I’m not sure what’s wrong. Recently, our whole family has been a little upset.
The 3-year-old we fostered for two years has just returned to her parents. We
are happy for her and her family although a little sad for us. Let me talk to
Donny. I will get back to you. Thanks for calling.”
Ms. Phillips (to Donny):
“Donny, your teacher called. She said she was really concerned about you. She
said you had no energy in school and you didn’t want to play with your friends.
Will you tell me about it?”
Donny:
“I don’t know, I’m just tired.”
Ms. Phillips:
“You know we’ve all felt a little tired and sad since Tiffany left. Could that be
what is making you tired and maybe a little sad?”
(Ms. Phillips notices tears in Donny’s eyes.)
(Donny, display a sad expression. Rub your eye as though you are brushing away a
tear.)
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 7
Effects of Adoption Skit: The Thomas Family
Characters
Mr. Thomas, husband
Ms. Thomas, wife
Background
Mr. and Ms. Thomas have four biological children, ages 16, 18, 20 and 22. They
have recently adopted Jason and Jeff, twins who are 10. Mr. Thomas just
received a call from his mother.
Scenario
Mr. Thomas:
“Mom just called. She asked if we could find someone to take Jason and Jeff
over the Fourth of July weekend. She said there really isn’t room for two more to
sleep at the cottage on the lake. Besides, she said the boys wear her out. Mom
wants us and the older kids to come. She just doesn’t feel she can take Jason
and Jeff for the weekend.”
Ms. Thomas:
“You know, I don’t think she has ever accepted the fact that we adopted. Well,
what did you tell her?”
Mr. Thomas:
“I told her that I would get back to her. I didn’t know what to say. I know she
really wants to see her grandchildren. I’ve gone to the lake every Fourth of July
since I was a kid. Mom only gets to see the boys who are in college once or
twice a year. I don’t know what to do.”
Ms. Thomas:
“You’re right, she wants to see her grandchildren, but what about our youngest
sons?”
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 8
Effects of Adoption on Marriage*
The Jackson’s were a childless couple, ages 34 and 35. They had been married for 12
years. They went through a long and expensive infertility study but nothing was
conclusive. They decided to adopt. After a long wait, the Jackson’s felt that they were
fortunate to get a beautiful and healthy 18-month-old boy.
Ms. Jackson became extremely attached to her son and spent an inordinate amount of
time with him. Although Mr. Jackson felt a close bond with his son, he felt his wife’s
attention to the baby was excessive. It was, after all, the first time in his marriage that
he had to share his wife.
The couple had never had an opportunity to take a big vacation. Mr. Jackson got the
opportunity to take his wife to Paris on an all-expense-paid vacation. Ms. Jackson, who
rarely left the baby with a sitter, refused to go because she did not want to leave the
baby for the week - although her parents or her husband’s parents would have gladly
taken care of the child.
Mr. Jackson was extremely disappointed and upset. He felt that the baby had taken his
place. He engaged in an extramarital affair, had lots of arguments with his wife, and
started spending a great deal of time with the “boys” at his club.
Questions for Discussion
What issues are of concern here?
What do you think Mr. Jackson was feeling?
What do you think Ms. Jackson was feeling?
How would you explain Mr. Jackson’s behavior?
How would you explain Ms. Jackson’s behavior?
Could this situation have been prevented?
What needs to happen now?
Could these problems happen in your family?
*
Adapted from Self-Awareness, Self-Selection and Success: A Parent Preparation Guidebook for
Special-Needs Adoptions by Wilfred Hamm, Thomas D. Morton, and Laurie Flynn (1985).
Washington, D.C.: North American Council on Adoptable Children, p.63.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 9/Page 1
Creating a Family Map
*
Adapted from Edwards, John T. Child Welfare and Substance Abuse Intervention. Atlanta, Georgia: Child Welfare Institute,
1993.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 9/Page 2
Creating a Family Map
Generational and group boundaries are indicated in the following manner:
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 9/Page 3
Example of Family Map*
*
Adapted from Edwards, John T. Child Welfare and Substance Abuse Intervention. Atlanta, Georgia:
Child Welfare Institute, 1993.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 10/Page 1
Creating an EcoMap*
The purpose of the EcoMap is to:
Help your family consider the “quality” of your environment;
Look at the balance you have between stress and support;
Look at ways these stresses and supports might be affected by your
decision to foster or adopt;
Assess your strengths for to foster or adopt;
Assess the demands and needs of a new child upon your family’s balance;
Use as a tool with the child welfare worker to assess if foster care or
adoption is right for your family and, if so, what child with what kind of
background, personality, family ties, etc., would best fit into your family’s
“world;” and
Develop preventive strategies to reduce the stresses and increase your
support, if you decide to foster or adopt.
Steps for drawing the EcoMap:
1.
*
In a large circle put the names of all the people who live in your household (pets
are allowed, too). Males are represented by squares and females by circles.
From Ann Hartman, (1979). Finding Families: An Ecological Approach to Family Assessment
in Adoption, Sage Publications, Inc., Beverly Hills/London, p. 35.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 10/Page 2
2.
Next, draw circles outside your family circle which indicate the systems that give
and take away energy. Label the other circles for different aspects of your family
life. For example, a “Work” circle, a “School” circle, “Religion,” “Recreation,”
“Extended Family,” “Friends,” “Neighbors,” “Health Care,” “Hobbies,” etc. Here is
an example.
3.
For each of these circles and for the people in your family, draw one of three
kinds of lines from a person in the circle to the circle with which that person has a
relationship. The three types of lines are:
Solid for a strong relationship or energy flow.
Heavy solid for an especially strong relationship.
Dotted for a weak relationship.
Hash marks for a difficult relationship.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 10/Page 3
If the outside circle affects the family as a whole, draw the line to the family.
4.
If you both give and receive energy from the area, draw arrows in both directions.
If the giving or receiving is one-way, draw the arrow in the appropriate direction.
5.
Discuss your EcoMap, considering the following issues:
How would you describe most of your relationships? Are they strong, weak,
or difficult?
How will the strong relationships support your involvement in foster care or
adoption?
How will the weak or difficult relationships, or those having significant stress,
be weakened or made more difficult through foster care or adoption?
How will a new child affect each family member — especially in terms of
sharing time, space, and resources?
How will the extended family and friends react to the new child?
What potential problems do you see?
What resources do you have to deal with these problems?
What new resources or supports could you develop to help you deal with
these problems?
Children come to you with their own EcoMaps. Will you be prepared to talk
with the child welfare worker about how a child’s EcoMap fits together with
yours?
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 10/Page 4
Family / EcoMap Example
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 11
Creating a Family / EcoMap - Worksheet
Name: ________________________________________________________________
On this page, please create your own Family / EcoMap.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 12/Page 1
The Family Map of a Child Moving into Your Home
Select one of the children or youth that you have met earlier in the program and
consider how the addition of this child to your family might affect your Family/Eco Map.
Answer the following questions:
1.
What are at least five additional “systems” you know would be likely to be added
to your Family/EcoMap with the addition of a child through foster care or
adoption? List them here:
2.
For each of the above systems, which would be a source of energy and which
would require energy?
3.
Which of your sources of energy might be negatively affected by your becoming
a foster or adoptive family?
4.
Which of your sources of energy might remain strong should you become a
resource family?
______________________________________________________________________________________
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 13/Page 1
First 24 Hours
Possible Events
Issues
Children home from school
Get acquainted. Are there pets?
Kids use the bathroom
How comfortable does a 5-year-old
or a 15- year-old feel about using the
bathroom in a “strange” house?
Get ready for dinner
Who takes care of child while dinner
is being prepared and table is being
set? Does the child know to wash
up?
RP comes home from work
Child gets acquainted with another
person.
Eat dinner
Where will new child sit? What will
child eat? Does child say grace if
your family does not; or vice-versa?
Evening activities
What does child do while dishes,
homework are being done? Does
child watch TV? Is TV allowed on
school nights? Do your friends or
family call to hear about new child;
what do you say?
Get ready for bed
One more person in the bathroom —
does a 5-year-old bathe alone; will
the child
want to do that in a
“strange” house? What will the child
sleep in if they don’t have pajamas?
Go to bed
Where will the child sleep?
Middle of night
Is the child afraid? Does the child
have nightmares? Does the child wet
the bed?
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 13/Page 2
Possible Events
Issues
Get up in the morning
What does the child do after waking
up while people get ready for school,
work, etc.?
Eat breakfast
Same issues as for dinner.
Leaving for school, work
Will child go to school? If both
parents work, who takes off to stay
with child or enroll child in school?
Morning activities
If child stays home, what will you do
with child; what activities will you
plan?
Eating lunch
Same issues as for dinner.
How will the following issues be handled in your family?
How will boundaries change?
How will decisions be made?
How will space be rearranged?
How will time frames change?
How will patterns of communication change?
Who probably will be devoting the most time to care for the child and how will
other family relationships be affected, i.e., how will roles change?
Which events and issues would be similar and different had there been preplacement visits?
On the following page list the events in your family’s typical day. Then list the issues or
questions that will arise because of the events.
PS-MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 13/Page 3
EVENT
PS-MAPP Leader’s Guide
AZ Edition September 2009
ISSUE
WAYS OF
RESOLVING ISSUE
Meeting 8
Handout 13/Page 4
EVENT
PS-MAPP Leader’s Guide
AZ Edition September 2009
ISSUE
WAYS OF
RESOLVING ISSUE
Meeting 8
Handout 14/Page 1
Team Member Systems
CPS
DDD
Case
Manager
Community
Resources
Church,
Extra
Curricular.
Activities
Child
Resource
Family
Behavioral
Health
System
RBHA,
Therapists
Licensing
Agency
Education
System
School,
Teachers,
Spec. Ed.
PS MAPP Leader’s Guide
AZ Edition September 2009
Birth
Family
Legal
System
Court,
attorneys,
GAL, FCRB,
CASA
Medical
System
CMDP, MD
ALTCS
Meeting 8
Handout 14/Page 2
Team Member Systems
CPS/DDD
CPS is the agency that is responsible for managing the investigations and the
ongoing support work to ensure the safety and permanency of the child. The
Division of Developmental Disabilities (DDD) works with families and children
who have or are at risk for Autism, Cerebral Palsy, Epilepsy or Mental
Retardation. (For DDD resource families, this wheel may look a bit different).
[Reference: Go-To-Guide*, Child Protective Services – Programs and Services]
The Legal System
The Legal System includes court hearings presided by a judge or commissioner,
lawyers for birth parents and lawyers for children who advocate the wishes of
their clients. Some children are assigned a Guardian ad Litem (GAL) who is to
advocate for the child’s best interest. Some children are also appointed a Court
Appointed Special Advocate (CASA) who is a volunteer independent of the state
system that advocates for the child. Additionally, the Foster Care Review Board
(FCRB) also meets every 6 months to review a case and reports directly to the
court.
[Reference: Go-To-Guide*, Legal Process and Resource Parents]
Licensing Agency
The Licensing Agency is the organization responsible for your initial home study
assessment and training and for providing that information to DES Office of
Licensing Certification and Regulation (OLCR). The licensing agency is also
responsible for seeing that you and your home follow Licensing Rules and court
adoption requirements. Additionally, they are responsible for supporting you as a
resource family.
[Reference: Go-To-Guide*, Rules, Regulations and Requirements]
The Medical System
The medical system includes the medical insurance for children in foster care
such as Comprehensive Medical and Dental Plan (CMDP) or Arizona Long Term
Care System (ALTCS) and the child’s physicians and dentists. For adoptive
parents this also may include Arizona Health Care Cost Containment System
(AHCCCS) and Adoption Subsidy.
[Reference: Go-To-Guide*, Health Care – Medical, Dental and General Health]
* Handout 18 from Meeting 2
PS MAPP Leader’s Guide
AZ Edition September 2009
Meeting 8
Handout 14/Page 3
The Education System
The education system involves the child’s school, teachers, transportation to and
from school, and any resources needed by the child, such as Special Education,
Individualized Education Plan (IEP), tutors, etc.
[Reference: Go-To-Guide*, Education]
The Behavioral Health System
The Behavioral Health System covers counseling or therapeutic needs your child
may have. It includes counselors, psychologists, psychiatrists, therapeutic
facilities, psychotropic medications, etc. Each district in the state has a Regional
Behavioral Health Authority (RHBA) that oversees the services in that area. The
RBHA then contracts services out with various agencies. Child and Family
Teams (CFT) are also a part of this system. A CFT meeting is a child and family
centered meeting of all significant parties to discuss progress and therapeutic
needs of the child.
[Reference: Go-To-Guide*, Health Care – Behavioral Health]
Community Resources
Community Resources refers to all those activities in the community that the child
will encounter, such as faith community, cultural events or clubs, sports, arts,
scouts, etc.
[Reference: Go-To-Guide*, Supports]
* Handout 18 from Meeting 2
PS MAPP Leader’s Guide
AZ Edition September 2009