This policy is designed to strengthen existing practice guidelines around engaging, assessing and servicing newborns, toddlers, preschoolers and their caregivers.
This policy was designed to strengthen existing practice and policy guidelines around engaging, assessing, and servicing, newborns, infants, toddlers, and preschoolers (ages birth to five) and their parents/caregivers. Children ages birth to five who have suffered abuse and neglect, especially those that are separated from their primary parents/caregivers, are extremely vulnerable due to the critical period of physical and socio-emotional development. Children of this age deserve a loving and attuned caregiver that can meet their physical and socio-emotional needs. Parents/caregivers of this age group will need a lot of support to help them read their children’s cues and meet their needs.
POLICY
The goal of this policy is to strengthen practice guidelines around the unique needs of children aged birth to 5 and their caregivers. By looking at the child and caregiver(s) together as a unit, it is easier to identify areas of concerns and/or protective capacities of each, expressed through their relationship. When looking at the child and caregiver(s) relationship the following is to be considered:
The importance of children having safe, protected, calming and nurturing environments.
The importance of Teaming when working with families who have children aged birth to five.
A child’s primary caregiver(s) can be a variety of people, not just their biological parents, it can also be grandparents, godparents, parent’s partners, older siblings, etc.
Children come with complexities, abilities, vulnerabilities, and differences in how they present.
It is important to assess who the child relies on for their primary caregiving and emotional support from their perspective.
The aim of this policy is to encourage social workers to be curious and ask questions about a child’s experience in the context of their relationship with their primary caregiver(s), to understand what is going on with regards to safety and wellbeing. Early in a child’s development the caregiver(s) must learn how their child communicates their needs and how to develop a nurturing relationship with them. When working with families who have young children, it is important to withhold judgement and stay neutral as CSWs assess the caregiver-child relationship, understanding that this is a vulnerable time as they are just starting to know each other.
It is also important to note how culture including cultural perspectives on gender identity can influence how we understand and respond to behaviors. What may be perceived as normal in one culture may not be in other cultures. Throughout this policy, keep cultural norms and practices in mind when working with and assessing families.
Background
Children experience the most brain development in the early years of life with 80% of a child’s brain developing by age three. Young children are like sponges and every interaction with the adults around them impact their development, their ability to form heathy relationships/attachments and to feel safe in the world. When young children experience abuse and/or neglect, it can have very detrimental impacts on all aspects of their life. However, young children's brains are the most malleable which means that the earlier we can intervene to support nurturing supportive relationships between children and their caregivers, the more likely we can have a positive impact on their life trajectory.
Key data points for children aged Birth to Five:
As of the first quarter of 2022, children aged birth to five make up 51% of all foster care entries in LA County. (Child Welfare Indicators Project, UC Berkeley)
In 2021, children ages birth to five made up 75% of all child fatalities in families with child welfare history. (Child Fatality Report to the Board June 30, 3022)
Of all High Risk/Complex needs youth, over 50% were known to us at or before age 5 (2017 study of High-Risk Cases)
Caregiver Definition
For the purposes of this policy, caregiver is defined as a person responsible for meeting the daily physical and emotional needs of a child and who is entrusted to provide a loving and supportive environment for the child to promote stability and healing from trauma. A caregiver can include a parent, resource parent, legal guardian, prospective adoptive applicant/parent or other individual assuming a role as a caregiver. However, it is to be noted that per Structured Decision Making (SDM) policy 0070-548.24 a caregiver is defined as, “An adult, parent, or guardian in the household who provides care and supervision for the child.”
Practice Tip-Parent Trauma
For parents who have suffered childhood trauma, having and raising young children may also trigger some of their past trauma. It will be important for them to recognize and address these triggers and past trauma. Conversations on how past childhood trauma impacts current parenting may help parents understand this connection and address any concerns.
Fathers
For the rest of the policy, fathers will be part of the universal term “caregivers.” However, it is important to highlight their role in a young child’s life. When a father is involved, children have increased attachments, better emotional security, increased social skills, and are better able to manage their emotions. Additional information on locating and engaging fathers can be found in the Father Engagement 0080-506.11 policy.
A few important things to note about fathers:
Make sure to see a father interact with his child(ren).
Ask a father what he needs to care/support his child(ren).
Ensure that resources are given to fathers to help them support their children.
Ask the father about his support system both formal and informal, especially about his family.
Assess a father who is non-offending as you would a non-offending mother.
Be aware of any biases towards fathers.
Mothers and fathers may interact differently with their children. The best way to assess the interaction is to observe it in person and note if the child is engaged/responsive.
Even if a father does not have a current relationship with a child, it does not mean the father can’t begin developing a relationship or be an appropriate caregiver.
Provide guidance/education to mothers and caregivers on the potential benefits of having a father involved in the child’s life.
Perinatal
The perinatal period (between pregnancy and birth) can be a difficult adjustment for any mother and father and may trigger unexpected physical and emotional reactions that may impact the quality of their response to the infant. Ask mothers and fathers about their feelings pre and post-partum and refer out to professional support (I.e., a healthcare provider) if depression or other health concerns are suspected. Mothers are especially vulnerable to societal pressures or judgement during this vulnerable period, make sure questions are open-ended and non-judgmental.
A few things to consider exploring when caregiver(s) are expecting:
Asking about prenatal doctor visits
Being curious with parents about how the pregnancy was and the delivery was
Showing concern for how the caregiver(s) is doing
Asking about how each caregiver(s) is feeling about having a baby
Asking caregiver(s) if they have a plan for when the baby arrives
Asking caregiver(s) what they need to feel more prepared to parent
Asking caregiver(s) what supports they have after the baby arrives
Asking caregiver(s) what they know/understand about breastfeeding
Young children require a lot of support for healthy development. When children aged birth to five and their caregivers are experiencing hardships, it is important to gather a targeted dedicated team that supports strengthening the parent-child relationship. As a lot of development is happening quickly at this young age, it is important to bring multiple systems together. Consider the following when building a team:
Be intentional about who should be part of the team for each age group.
Establish a minimum standard of teaming frequency and key participants. Also consider expanding the team membership and/or frequency when there are additional concerns. The minimum frequency standard can be weekly, monthly, etc. depending on the needs of the child/family. Consult with your supervisor on what the minimum should be.
Team members should support bridging connections between the biological parents and resource parents and/or caregivers(s). Resource parents can be both a concrete support and a social support to the family.
Establish a specified person who can bridge the gap of communication between resource parents and parents, as needed, before the team is formed.
Each team member should be a resource to the child, parent(s) and/or caregiver(s).
Once a team is established, it is important to hold initial and ongoing staff engagement meetings to share information and to brainstorm case plans. Staff engagements, especially for young children, should address the relationship between a young child, their caregivers and the caregivers' support. This should be followed by a Child and Family Team Meeting.
It is important to note that a CSW should always consult with their SCSW about next steps.
Other Considerations
It is important to focus on supporting the whole family system and what stressors may arise when there are multiple children in the home or other difficult situations. Consider that stressful living situations will impact a caregiver’s emotional resources so it will be important to ensure a lot of support for the caregivers in these situations so they can be emotionally available to the young child. As mentioned earlier, approach families with empathy and cultural humility while staying strength-based and non-judgmental.
Infants: Children Aged Birth to 1 Year Old
Newborns and Infants are solely dependent on others to take care of all their needs. Caregiver(s) of newborns/infants need a lot of support to learn how to read the newborn’s cues and respond to them appropriately. New or inexperienced caregiver(s) are especially vulnerable to misread or misunderstand the newborn/infant’s communication and behavior. Infants thrive in nurturing, supportive and stable environments provided by their caregivers.
Assessing Infants
Below are specific areas of development to look at during initial and monthly home visits with newborns, infants, and caregivers. Babies must be awake during the assessment. It is important to note that these categories are fluid, and strengthening one area will support another. Each category is different, but they are all interconnected.
Caregiver(s) and Infant Relationship, Communication and Feelings
A healthy caregiver(s) and child relationship will display significant amounts of face-to-face, back and forth interactions which include smiling, cooing, talking, and playing. Caregiver(s) may need support in learning when and how to respond to the infant’s cues, soothe them when they are upset and seek appropriate medical care when needed.
Explore the communication between the infant and caregiver(s) by asking the following:
How do you know when this baby wants/needs something?
How do you know when this baby is happy, sad, afraid or sick?
What is easy about raising this baby?
What is difficult about raising this baby?
Observe the infant’s facial expression during their interactions with the caregiver, paying close attention to the following:
Back and forth interactions between caregiver(s) and infant.
Shared moments of contentment or joy. (This point is very important)
Whether this baby is comforted by their caregiver(s) when they are in distress.
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
Infant ignores or pushes caregiver away (seems to relate better to strangers).
Caregiver(s) describes this infant in negative terms (spoiled, difficult, bad). (Keep in mind cultural practices around child rearing.)
There is no evidence of shared happiness/joy between this infant and caregiver(s).
Infant Self-soothing Behaviors and System Functions
Successful development during the first year of life is dependent on the infant’s ability to regulate behaviors and bodily functions (sleeping, eating, bowel movements, and crying) in response to their environment. Struggles in these areas can signal sensory (i.e., baby’s aversion/sensitivity to touch and possible food textures at feeding) processing problems.
Explore with caregiver(s) the infant’s behaviors by asking the following:
Do you have any concerns with this baby’s eating/bowel movements?
Any concerns with the amount and quality of this baby’s sleep?
Does this baby cry excessively or not cry at all? Is this baby colicky?
Observe and document the following:
Note how many hours a day the baby is sleeping.
Note if the baby is having regular bowel movements and if not, ask why.
Note how much the baby is eating, what types of food and any struggles with eating routines.
Be curious about behaviors that may lead to concerns which include substantial delays or regression in any of the following areas and may warrant additional professional assessment:
Sleeping, eating, pooping/peeing, soothing/calming when upset.
Infant Growth and Movement
An infant’s physical appearance and movements can indicate if the baby is in good health and reaching development milestones. Consider using a checklist from the CDC (https://www.cdc.gov/ncbddd/actearly/milestones/index.html) to guide your assessment.
Explore with the caregiver expectations for growth and movement by asking the following:
What does the doctor say about this baby’s growth and development?
Do you have any concerns with this baby’s growth and development?
Observe and document any noticeable changes in the following:
Child’s size (height/weight/head size) appropriate for their age.
Observing the baby’s growth from one visit to the next.
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
Body is too rigid/too limp
There is little to no movement, or there are jerky body movements
The infant is losing weight instead of gaining
Teaming/Support (Age Birth to 1)
DCFS must support creating a team, especially when it comes to children this young. Below is a list of possible some team members to engage/consult or invite to a team meeting. Consult first with the DCFS Coordinated Services Action Team (CSAT) coordinator or co-located DMH staff, whenever possible, for the most up-to-date clinical resources available. Here are some examples:
Family members and any other natural supports
Co-located DMH partners to find an early childhood specialist/clinician
Post-partum/ parents’ needs: Consult with DMH duty staff for guidance
Regional Center Staff/Representative
PHN / Medical Social Worker / HUB / Pediatricians
MAT Assessors
Court Appointed Special Advocate (CASA) (https://casala.org/refer-a-child/)
Alternate caregivers /holder with developmental decision-making rights
Birth to 5 champions /services within regional office
Additional Areas of Concern about (Age Birth to 1)
Concerns will require action. Being curious and exploring with the caregivers regarding infant concerns is a good place to start. Talk with the caregivers to gauge their awareness/ concern. It is important to note that if there are any concerns, CSWs should be consulting with their SCSWs to discuss next steps. Below is a list of possible concerns that should be followed up with during subsequent visits.
Absence of emotion in child, or no crying
Changes or delays in smiling, crying and cooing
Lack of tracking caregiver with the eyes
Being non-responsive to voices or loud sounds
A baby not making any sounds at all and/or difficulties communicating
Has glassy eyes or blank stare, like they are not connecting with the caregiver or looking through them
Caregiver ignores child’s cries, cooing, or babbling
Multiple missed well-child visits
Child’s condition or illness is not improving
Caregiver is unaware of previous or upcoming well-child visits
Caregiver is unaware of treatment plan or not following medical recommendations
A collateral has concerns for the child’s safety or the caregiver’s ability to adequately care for the child
A newborn was hospitalized for an extended period-of-time
Practice Tip-Infant Communication
Babies communicate with their eyes, face, voice, and body movement. Babies can exhibit smiles, laughing and changes in tone, high-pitched crying, yelling, screaming, or no sounds. A responsive caregiver will recognize the baby’s different cries and sounds as well as shared joy with their young child. Ask the caregiver(s) about the baby’s different cries/sounds/movements and what they mean. Additionally, ask the caregiver(s) what they enjoy most about their child.
Toddlers: Children Aged 2 to 3
Toddlers are all about exploration and learning. They are learning about what they can do with their bodies, their emotions, and their surroundings, including the people in their environment. This can be a scary time for parents and caregivers as these children are very active, agile and can easily get hurt if not adequately supervised.
Assessing Toddlers
Below are specific areas of development to look at during initial and monthly home visits with toddlers and caregivers. It is important to note that the categories below are fluid, and we cannot address one area without supporting the other. Each category is different but are all interconnected.
Caregiver(s) and Toddler Relationship, Communication and Feelings
Toddlers start to take interest in specific people, activities, environments and foods. They start to understand meaning of words and start to talk. They begin to have their own sense of independence in the world and communicate likes and dislikes to others. They have limited vocabulary to express big feelings, so they are often misunderstood as being “bad” or “difficult.”
Explore the communication/feelings between the toddler and caregiver(s) by asking the following:
How does this toddler show you affection and love?
How does this toddler tell you when they need attention?
How does this toddler show you when they are nervous, scared, sad, upset (other negative feelings) versus happy, excited (other positive feelings)?
Observe the toddler’s facial expression and body language during their interactions with the caregiver(s), paying close attention to the following:
Is there a mutual connection between the toddler and the caregiver(s) (e.g., looking at each other, shared moments of joy/laughter, tracking each other’s movements when one moves around the room, etc.)?
Can the caregiver(s) help calm the child when they are in distress (i.e., offering to hold them, using a calm voice, soothing pat on the back, etc.)?
Are caregivers able to understand what the child is trying to communicate/express (e.g., can make out the toddler’s “baby talk” and body language that others cannot), or make attempts to understand (e.g., ask the toddler to repeat/show again what they were trying to communicate and make guesses, etc.)?
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
The toddler is showing discomfort with or fear of the caregiver(s) and moves away from them.
The toddler’s behavior and feelings change after a visit with a parent.
Explore the reasons for both positive and negative changes
The caregivers do not understand the toddler’s babble and body language expressions and do not make attempts to learn about the child’s attempts to communicate.
The caregiver displays increasing frustration and shortness with the inability to manage the toddler’s behavior or understand the toddler’s efforts to communicate.
Explore reasons for the caregiver’s frustration.
Toddler Self-Soothing Behaviors
Toddlers should be able to self-soothe and/or be calmed by significant adults when upset. They need a consistent eating, sleeping and playing schedule that can provide them a predictable and safe environment. Toddlers should also be able to tolerate low levels of stress. For example, they should be able to tolerate a caregiver stepping away for a few minutes.
Explore and/or observe with the caregiver(s) the toddler’s routines surrounding sleeping, eating, crying, pooping, and peeing by asking the following:
Does the toddler sleep at night? Do they nap during the day?
Does the caregiver(s) have any worries/concerns about potty-training?
What does this toddler eat throughout the day and how often?
Does the caregiver(s) have any worries/concerns during feeding time?
When the toddler is upset, how long does it take for them to be comforted and soothed by the caregiver(s)?
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
Caregiver(s) lets the toddler cry for a long time without attempts to soothe them.
There are no routines for eating, sleeping and toilet training, and the caregiver(s) has no plans to start.
The toddler does not nap or sleeps too much during the day.
The caregiver has no plans to toilet-train, when age or developmentally appropriate.
The caregiver displays increasing frustration with the toilet-training process.
Toddler Growth and Movement
Toddlers are very active and are always exploring. They have good command of their bodies for investigating and manipulating objects and environments. They want to test their bodies by jumping, climbing or throwing things, so they are very prone to injury when not closely supervised.
Explore with the caregiver(s) the toddler’s appearance and movements by asking the following:
When did this toddler first start walking independently?
What happens when this toddler falls (e.g., do they attempt to get back up, cry for help)?
Observe the caregiver(s) and the toddler during play, paying close attention to the following:
When the toddler falls, do they seek out the caregiver(s) for comfort or help?
How far can the toddler walk independently on their own?
Can the toddler hold and carry objects/toys of different sizes successfully from point A to point B?
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
The toddler’s movements appear stiff (unable to bend joints with ease) or limp/fragile (poor muscle tone)
The toddler seems clumsy and falls or trips easily
The toddler is not active or curious or appears to be disinterested with surroundings/lack of activity.
Teaming/Support (Ages 2 to 3)
It is important to support the creation of a Child and Family Team (CFT) for children this young. Below is a list of possible team member(s) to engage/consult or invite to a team meeting. Consult first with the DCFS CSAT coordinator or co-located DMH staff, whenever possible, for the most up-to-date clinical resources available. Here are some examples:
Family members and any other natural supports
Consult with co-located DMH partners to find an early childhood specialist/ clinician
Parents’ emotional needs (depression, anxiety, etc.): Consult with DMH duty staff for guidance
Regional Center Staff/Representative
PHN / Medical Social Worker / HUB / Pediatricians
MAT Assessors
Court Appointed Special Advocate (CASA) (https://casala.org/refer-a-child/)
Alternate caregivers /holder with developmental decision-making rights
0-5 champion leads/services within region, when available in each office
Childcare provider
Preschool teacher/ early childhood education director
Educational rights holder and/or developmental decision-maker
Additional Areas of Concern (Ages 2 to 3)
While toddlers may have more language skills and mobility than infants, it remains important to be curious and observe their interactions with others in the home. Asking caregivers regarding their concerns for the toddler is a good place to start. CSWs should consult with their SCSWs to discuss next steps and ensure to follow up with the caregiver during subsequent visits.
Caregivers and the child are not playing together
Caregivers are not in-tune with the child’s expression/communication
Caregivers are not responsive to meet the child’s needs
Not walking by 18 months and/or unusual walking patterns
Caregivers continue to fail to show up to appointments
Lack of follow through by the caregivers
Caregivers are not able to provide proof of completed appointments
Child is being described in negative terms
Practice Tip-Toddler Development
Toddlers are very curious and continue to explore their environment, test their bodies and test their limits. Their bodies are getting stronger, and they are gaining better control of their movements. Their vocabulary is increasing as their speech and language continue to develop. Loss of vocabulary, loss of social skills and eye contact, or new unusual movements can signal red flags. A responsive caregiver will recognize the toddler’s loss of words or that they no longer respond to their name. Ask the caregiver(s) about the toddler’s new or different abilities and behaviors, when they began and how the caregiver responds when they happen.
Preschoolers: Children Aged 4 to 5
Preschoolers are very imaginative, creative and are developing relationships outside their immediate families. Children this age may make up stories about what they do or what happens to them which can be misinterpreted as a “lie” At this age they are starting to understand social structures and rules but are also likely to test them.
Assessing Preschoolers
A healthy parent/caregiver and child relationship includes allowing the child to lead playful social interactions. Imaginary play and social play with other children are strongly encouraged. A small set of simple rules may also help children feel safe.
Caregiver(s) and Preschooler Relationship, Communication and Feelings
Explore the interaction between the preschooler and the caregiver(s) while they play, interact, and to see how the preschooler responds to simple directions or requests made by the caregiver. You may also want to use the Three Houses Tool assessment technique to find some of this information.
How does the preschooler interact with and play with adults and other children and what do they enjoy playing with most?
Does this preschooler hold attention like other children their age?
How is the preschooler involved in helping around the home or with chores?
What does their teacher report about the child at preschool and their interactions and behaviors with their peers?
Observe the preschooler’s immediate response to your presence in the home and their interactions with the caregiver(s) and others in the home. Observe their transition time and how they respond to new situations during your visit.
Was the preschooler able to continue their activities without much struggle upon your presence in the home?
When asked to get something for the caregiver, is the preschooler able to locate the object requested or pointed out to them?
How does the caregiver make their requests and communicates with the preschooler and how the child responds to the caregiver.
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
Child doesn’t play with other children or acts in a very aggressive way.
Child doesn’t show empathy – for example, doesn’t try to comfort others who are hurt or upset.
Child appears very afraid, unhappy or sad a lot of the time.
Caregiver(s) expresses controlling behavior and/or show signs of jealousy with child.
Child's play repeatedly portrays abuse, family violence or explicit sexual behavior.
Child is excessively clingy, shows excessive attention-seeking behaviors with adults, or refuses to speak.
Preschooler Behaviors
Explore the preschooler’s daily activities and routines with the caregiver(s) by asking the following:
How does the child start their day and what are they able to do on their own, such as eating with utensils, bathing, drinking from a cup without dribbling, dressing themselves, and following multiple steps when completing tasks?
What are their favorite foods?
What are their sleeping patterns, sleeping schedules, and do they wake up rested and ready for the new day? Does the child have frequent nightmares or is unable to sleep alone in their bed?
Observe and document the following:
The preschooler’s interactions with others in the household, interactions with their caregiver(s) and how caregiver(s) and child respond to each other.
How the child reacts when they do not get what they want.
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
Child doesn’t show empathy – for example, doesn’t try to comfort others who are hurt or upset or seems to intentionally cause harm to another person/child
Child appears upset or fearful around the caregiver(s)
Child has difficulty eating, dressing or using the toilet
Child is excessively clingy or shows excessive attention-seeking behaviors with adults, or refuses to speak
Child has signs of, or caregiver(s) reports the preschooler has self-injurious behaviors such as picking at skin, sucks excessively on skin/bangs head on surfaces, or is eating non-food items (pencils, dirt, paint off the wall)
Preschooler Growth and Movement
Explore with the caregiver(s) expectations for growth, physical activity and the preschooler’s motor development by asking the following:
How does this child interact with their siblings, peers, and pets? Are they in anyway aggressive or fearful towards them?
Can the child use scissors, crayons, Legos, etc.?
Does the child engage in imaginary play and storytelling?
Does this child recognize colors and shapes?
Observe and document the following:
How the child plays with their pets, siblings, or others in the home and if they use too much force.
What the caregiver(s) shares about the child’s interest in crafts, activities, and if they have any of their school crafts.
Ask the child to tell you about their drawing and if they are aware of colors and shapes.
Be curious about behaviors that may lead to concerns which include, but are not limited to the following:
The caregiver(s) does not have any interest in enrolling child in a preschool/involve the child in preschool activities, or activities where they have social interactions with other children and adults.
The child is intentionally kept home with minimal physical activity, interactive/creative activity and/or social interactions.
The caregiver(s) speaks of the child in negative terms or reports the child is not interested in anything or anyone.
Teaming/Support (ages 4 to 5)
DCFS is to support creating a team, especially when it comes to children this young. Below is a list of possible team member(s) to Engage/Consult or invite to a team meeting. Coordinate first with the DCFS CSAT coordinator or co-located DMH staff whenever possible, for the most up-to-date clinical resources available. Here are some examples:
Family members and any other natural supports
Consult with co-located DMH partners to find an early childhood specialist/clinician
Parents’ health/ wellness needs: Consult with DMH duty staff for guidance
Regional Center Staff/Representative
PHN / Medical Social Worker / HUB / Pediatricians
MAT Assessors
Court Appointed Special Advocate (CASA) https://casala.org/refer-a-child/
Alternate caregivers/holders of developmental decision-making rights
0-5 champion leads/services within region, when available in each office
Childcare provider/early childhood education director
Afterschool provider
School teacher/camp counselor
Educational rights holder and/or developmental decision-maker
Additional Areas of Concerns (Ages 4 to 5)
Being curious and exploring with the caregivers regarding preschooler’s concerns is a good place to start. Talk with the caregivers to gauge their awareness/concern. It is important to note that if there are any concerns, CSWs should consult with their SCSWs to discuss next steps. Also, concerns should be followed up during subsequent visits.
Caregivers misunderstanding a child’s imaginary play and some aggressive behaviors as their child being defiant or a liar
Caregivers are not able to provide proof of completed appointments
A preschooler at this age who can't tell stories
Caregiver indicating that the child is having difficulties when going to school and doesn’t know how to support them
Practice Tip-Gender Identity
Gender identity typically develops in stages. Around age two, children become conscious of the physical differences between boys and girls. Before their third birthday, most children can easily label themselves as either a boy or a girl. By age four, some children have a stable sense of their gender identity. Transgendered or non-binary children may also recognize this by age 5 and may ask to use another name or dress in non-traditional ways. Listen for these cues about the child’s development and ask the caregiver if they have any questions about gender identity. Consult with knowledgeable professionals as needed.
Supporting Child(ren) During Transitions: Removals/Replacements/Return Home/Adoption
Due to the nature of the Child Welfare System, children birth to five may experience numerous caregivers in a short timeframe when abuse and or neglect is present. These transitions are severely detrimental to a child’s social-emotional development and should be avoided whenever possible. However, when it cannot be avoided, it is important to minimize the traumatic impact of the loss of a caregiver and aim to create a slow transition process so the child can adjust to a new caregiver. It should be noted that transitions for young children begin the moment child welfare becomes involved in a child’s life.
Removal from a Primary Caregiver(s)
It is important to work towards not only ensuring a child’s physical safety but also their emotional well-being, especially during a transition.
Whenever possible, try to keep siblings placed together to minimize the negative impact of a separation. If the child does not have siblings, work to maintain regular contact with other relatives or extended social support network.
For children who have experienced significant changes in caregivers during their life, it can be more difficult for them to develop a relationship with new caregivers. This impacts the quality of their relationships with caregivers and the ability to form and maintain connections to include family members, social supports and more.
Some questions to ask the child when verbal in preparation for and/or during a transition:
Who are the people who have taken care of them or have been actively involved in their life?
How can DCFS (and others) tell when they like and/or misses those people who they are attached to?
Some questions to ask the caregiver in preparation of and/or during a transition:
Who are the people in this child’s life that will keep the child safe (in the home, resource home, and in the community)?
What items help this child feel safe (routine, blanket, stuffed animal, food preferences/allergies, clothing preferences, pacifier, music, books)?
What information can we tell this child to feel safer (where they are going, if more changes are coming)?
Does this child act their age (younger or older)?
Is this child on target with eating, sleeping, moving, pooping, communicating, engaging with others?
How does this child play with other kids and adults?
What can DCFS (and others) do to support this child’s emotional development?
Encourage the current caregiver to maintain contact with the child, if appropriate. Maintain connections with parents and/or previous caregivers can ease the transition.
Practice Tip-Transitions
Moving away from a caregiver and a familiar home environment can be very scary and unsettling for any child. Ensuring that a child has a familiar transitional object will help them feel emotionally safe and can help them reach a state of calm sooner during the move. Attempt to pick one transitional object to support the child using each of the 5 senses (i.e., something that smells familiar, tastes familiar, feels familiar, etc.). It can be something that they normally sleep with, or something that reminds them of their previous caregiver or previous home (i.e., picture of their caregivers and/or family, favorite plush toy or book, blanket, parent’s t-shirt with their scent, etc.).
Practice Tip-Interpersonal Violence
All forms of Domestic Violence (DV)/Intimate Partner Violence (IPV) (e.g., verbal, psychological and physical) can have negative consequences and impact a child’s development if left unaddressed. When supporting a young child who is experiencing DV/IPV in their home, it is key to observe the relationship the child has with each parent to inform any safety concerns and next steps. It is impossible to do a thorough safety assessment without these observations. If these observations are not possible, interview knowledgeable people about their observations of the caregiver/child relationship. Please refer to relational concerns in children noted in previous sections of the policy.
Practice Tip-Family Time
Making a Family Time Plan is equally important to helping alleviate a child’s fears of separation from their caregiver and ensuring continuity of contact and relationship. In addition to family time with caregivers, it is important for a child to have visits with their siblings and other important family members or extended family. Also, it important to consider the child’s schedule (i.e., naptime and/or bedtime) when making a family time plan. Finally, anticipate that the child may have behaviors that let you know they are having a hard time with the change in routine, environment, expectations, etc.
Practice Tip-Substance Use in Parents
When a baby and or birthing parent tests positive for substances at birth, it is key to observe the caregiver's ability to bond and understand the needs of the young infant. Substance use alone is not sufficient reason for detention. Giving birth to a baby can be a stressful time for any new caregiver therefore it is important to assess the caregiver’s plan for safely caring for their baby, what supports the caregiver has available and what else is needed to support the young child and the new caregiver‘s relationship. Refer to the Assessment of Drug and Alcohol Use/Abuse policy 0070-521.10 for further information.
Child and Adolescent Needs and Strengths (CANS)
An additional tool that the information in this policy supports is the CANS assessment. The CANS assessment must be completed on every child with an open case. The CANS has a specific section for children ages birth to five and can be used to support current needs and provide a picture of progress when the CANS is updated. Following the guidance from the Birth to Five policy will facilitate gathering the necessary information to fill out the CANS correctly. Below are some of the areas of the CANS assessment that this policy aligns to:
Review case records for the family to get a sense of the family dynamics and any possible concerns for caregivers. A case records review includes assessment results from CANS, Newborn Risk Assessment, MAT, HUB, HEP, Regional Center, etc.
Review early childhood milestones prior to visits with children (CDC Milestone Link).
Prior to a new investigation or a monthly home visit on an open case, the CSW should consult with their SCSW and appropriate service providers. Consider using the Consultation Worksheet which can provide guidance on protective factors.
Using the guidance noted in the previous section, refer to the most supportive resources for the family.
When a medical or developmental concern is noted or suspected, consult with PHN prior to the next visit.
Assessment During Visit
During any face-to-face visit with a young child and their caregiver(s), the CSW should intentionally observe one or more of the following to assess for any strengths or concerns in the relationship:
Back and forth interactions and/or communication between the young child and the caregiver
Feeding interaction between a caregiver and a young child (breastfeeding, bottle feeding or chair feeding)
The caregiver and young child engaging in play
How a caregiver responds to the young child’s emotional cues (e.g., crying, asking for items, etc.)
What to ask caregivers during a visit about young children:
Infants age birth to one: caregiver(s) and infant relationships, communication and feelings, infant self-soothing behaviors, infant growth and movement
Toddlers aged two to three: caregiver(s) and toddler relationships, communication and feelings, toddler self-soothing behaviors, toddler growth and movement
Preschoolers-Children aged four to five: caregiver(s) and preschooler relationships, communication and feelings, preschooler self-soothing behaviors, preschooler growth and movement
When a concern is identified:
Be curious and explore with the caregiver(s) regarding the concern and gauge their awareness and their plan to address the concern. It is important to note that if there are any concerns that are not being addressed, CSWs should consult with their SCSWs to discuss next steps.
Documentation
During or shortly after visiting with a child(ren) birth to five, the CSW should document the following:
The observed back and forth interactions between caregiver(s) and child or the lack there of
Information gathered regarding a child’s eating, sleeping and pooping patterns
Any developmental strengths and concerns
Any relationship strengths and concerns
A caregiver(s)’s ability to respond to a young child’s needs (e.g., if a baby is crying, does the caregiver help soothe the baby)
Any positive/happy interactions between a child and their caregiver(s)
Any medical information and/or provider information
Any natural supports important to the caregiver/child relationship
Any significant change in the child or the child/caregiver relationship since the last visit
Complete a case consultation for all children birth to five from the first point of contact and ongoing at every contact/visit that includes the following:
Identify the Worry Statement
Consider assessing at least two of the six protective factors from the Consultation Worksheet, (which can provide guidance on protective factors) in order of priority beginning with Nurturing and Attachment, Social Connections, Knowledge of Child Development, and Social-Emotional Competence of Children
Consider incorporating assessment results from other assessment tools and reports (e.g., CANS, Newborn Risk Assessment, MAT, HUB, HEP, Regional Center, etc.)
Ensure that CSW documents in the case contact any assessment information about the child and caregiver and any observation about their relationship during their face-to-face visits
Identify professionals that can be members of the Child and Family Team.
Ensure that CSW has followed up on any referrals to and from the HUB, PHN, Regional Center, child’s primary care provider, MAT assessor, or any other medical/mental health specialist
Consider accompanying the CSW on a home visit and modeling or coaching on observing child-caregiver interactions to reinforce their practice with children ages birth to five
If the CSW needs additional training and support on Worry Statements and Protective factors, seek out the Regional Coach Developers or Countywide Coach Developers. Coaches can walk the CSWs through protective factors and worry statements using a real case vignette.
Servicing Children Birth to Five and Their Parents and Caregivers
The Department must support creating a team that includes all pertinent natural supports and professionals to ensure that they are talking to each other about the safety worries, especially when it comes to children this young. Below is a list of possible team member(s) to engage/consult or invite to a team meeting. Coordinate first with the DCFS CSAT coordinator or co-located DMH staff, whenever possible, for the most up-to-date clinical resources available. Here are some examples;
Child’s natural support system (family, friends, neighbors, etc.)
Consult with co-located DMH staff to find an early childhood specialist/clinician
Post-partum/ parents’ needs: Consult with DMH duty staff for guidance.
Regional Center Staff/Representative
PHN / Medical Social Worker / HUB / Pediatricians
MAT Assessors
Court Appointed Special Advocate (CASA) if appointed
Alternate caregivers/holder with education and/or developmental decision-making rights
0-5 champion leads/services within region, when available in each office
Childcare provider
Preschool teacher/early childhood education director
Afterschool provider
School teacher/camp counselor
Cultural/Tribal representative
Parents in Partnership (PIPs)
LGBTQ+/SOGIE support/champion, as needed
Child and Family Team Meetings
Staff engagements -
As listed in the CFT policy and above, ensure that the correct team members are included in the staff engagement.
Identifying protective capacities (the Consultation Worksheet can provide guidance on protective factors)
Identify strengths and concerns in the relationship between the caregiver(s) and the child(ren)
Family Engagement -
Ensuring that at least one primary caregiver, if not all, is engaged for the CFT process.
The Family engagement can be a good opportunity to explore:
Goals the family has connected to strengthening the caregiver(s)-child(ren) relationship and what kind of parenting practices will support a healthy, safe relationship.
Moments of shared happiness/joy between the caregiver(s) and child(ren)
Worries the caregivers have about being parents
Explore how key natural supports can support the relationship
Child and Family Team Meeting (Planning) should include discussions on -
Family Time w/ Parents and Siblings
What is needed to strengthen the parent-child relationship
Who can support (natural or professional) the parent-child relationship
ARA Responsibilities
During a case consultation for a child aged birth to five, especially for decision making points: (Examples of areas where ARAs can use consultations: Domestic Violence/Intimate Partner Violence cases, when thinking about detaining a young child, releasing a young child to parents, VFMs)
Ensure all staff know how to observe and assess child/parent relationships and can speak to any worries regarding these.
Ensure all staff know how to form teams that help mitigate safety worries and support the parent/child relationship.
Ensure that CSWs and SCSWs can identify worry statements and assess for protective factors, especially Nurturing and Attachment and Social connections.
With complex birth to five cases, use the Consultation Worksheet to guide case consultation, assessment of the child and family, and CFT development.
Ensure that CANS assessment results are included in consultations where applicable or that information during the consultation can be used to inform scoring on the CANS assessment.
Work with Regional Coach Developers or Countywide Coach Developers to ensure every Supervisor and Social Worker can clearly identify worry statements and are knowledgeable about protective factors especially, Nurturing and Attachment and Social Connections.
The following list of resources is not all-inclusive. Staff are encouraged to review these resources, each of which offers an array of services to support young children and their families. Coordinate first with the DCFS MAT coordinator, whenever possible, for the most up-to-date clinical resources available.
Welfare and Institutions Code (WIC) 706.6. (a) - states that services to minors are best provided in a framework that integrates service planning and delivery among multiple service systems, including the mental health system, using a team-based approach, such as a child and family team
Welfare and Institutions Code (WIC) 361.8(a) - The newborn of the parenting minor or NMD parent shall not be considered to be at risk of abuse or neglect solely on the basis of information concerning the their placement history, past behaviors, or health or mental health diagnoses occurring prior to the pregnancy, although that information may be taken into account when considering whether other factors exist that place the newborn at risk of abuse or neglect
WIC Section 306(f)(3) – States, in part, that "Before taking a child into custody, a social worker shall consider whether the child may remain safely in his or her residence. The consideration of whether the child may remain safely at home shall include, but not be limited to, the following factors:. (3) Whether a nonoffending caretaker can provide for and protect the child from abuse and neglect and whether the alleged perpetrator voluntarily agrees to withdraw from the residence, withdraws from the residence, and is likely to remain withdrawn from the residence."
California Department of Social Services Manual of Policy and Procedures, Division 31.320.111 – Specifies in pertinent part that the purpose of social worker contact with the child is to verify the location of the child, monitor the safety of the child, assess the child’s well-being and to gather information to assess the effectiveness of services provided to meet the child’s needs, to monitor the child’s progress.
California Department of Social Services (CDSS) Manual of Policies and Procedures (MPP) Division 31-125 – summarizes the protocol for the social worker initially investigating a referral to determine the potential for the existence of any condition(s) which places the child, or any other child in the family or household, at risk and in need of services and which would cause the child to be a person described by Welfare and Institutions Code Sections 300(a) through 300(j).
California Department of Social Services (CDSS) Manual of Policies and Procedures (MPP) Division 31-201 – requires that when it has been determined that child welfare services are to be provided the social worker shall complete an assessment for each child for whom child welfare services are to be provided, and includes gathering and evaluating information relevant to the case situation and appraising case service needs.
A non-specific file number generated by the Emergency Response Command Post (ERCP) identifying a placement case that is transferred from ERCP directly to a regional Family Maintenance and Reunification (FM&R) or generic (G) file.
Los Angeles County Department of Mental Health's (DMH) 24 hour, 7 (seven) day a week hotline: Emergency psychiatric services are coordinated through ACCESS. ACCESS offers information regarding all types of mental health services available in Los Angeles County. CSWs may request a joint response with FRO by contacting ACCESS at (800) 854-7771.
The term includes physical injury or death inflicted upon a child by another person by other than accidental means, sexual abuse as defined in Section 11165.1, neglect as defined in Section 11165.2, unlawful corporal punishment or injury as defined in Section 11165.4, or the willful harming or injuring of a child or the endangering of the person or health of a child, as defined in Section 11165.3, where the person responsible for the child's welfare is a licensee, administrator, or employee of any facility licensed to care for children, or an administrator or employee of a public or private school or other institution or agency. 'Abuse or neglect in out-of-home care' does not include an injury caused by reasonable and necessary force used by a peace officer acting within the course and scope of his or her employment as a peace officer.
The team is made up of former RUM (Resource Utilization Management) staff who have experience in finding placement for high risk/needs children. APT Specialist CSWs can assist Regional CSWs expedite the process in finding placement/replacement after hours and/or when all other efforts have been unsuccessful.
Active investigation means the activities of an agency in response to a report of known or suspected child abuse. For purposes of reporting information to the Child Abuse Central Index, the activities shall include, at a minimum: assessing the nature and seriousness of the known or suspected abuse; conducting interviews of the victim(s) and any known suspect(s) and witness(es) when appropriate and/or available; gathering and preserving evidence; determining whether the incident is substantiated, inconclusive, or unfounded; and preparing a report that will be retained in the files of the investigating agency.
A mandatory statewide program that provides financial support to families in order to facilitate the adoption of children who would otherwise be in long-term foster care. The intent of this program is to remove limited financial resources as a barrier to adoption.
State licensed adoption practitioners who are authorized to help the adopting family in obtaining consents from birth parents in non-relative independent adoption.
An order/decision which is contrary to a DCFS recommendation and which DCFS believes, if carried out, will jeopardize the safety of a child; and an order/decision which adversely affects the administrative and/or operational functioning of DCFS. This includes, but is not limited to, orders, which are contrary to DCFS policy and/or state or federal regulations; and/or, penalizes DCFS for the actions or inaction of a CSW and/or DCFS.
CSW is requesting a ruling on the warrant on a weekend, holiday, or during non-court hours. (Same as expedited but the matter cannot wait until the next court day for a ruling.)
The adoption of a child in which DCFS is a party to or joins in the petition for adoption. DCFS has custody of the child and approved the applicant assessment (adoption home study).
Foster care financial assistance paid on behalf of children in out-of-home placement who meet the eligibility requirements specified in applicable state and federal regulations and laws. The program is administered by DCFS.
An identified or unidentified man who: could be or claims to be the father of the child; or is claimed by the birth mother to be the child’s father; or is identified on the child’s birth certificate prior to January 1, 1997 and does not meet the definition of a presumed father.
Benefits equal to the rate that a Regional Center vendorized home receives for a child that requires the same level of care. These rates are established by the California Department of Development Services and only available for the foster care and Adoption Assistance Benefits (AAP) set prior to the establishment of the dual agency rate.
A hearing in which the court has ordered all affiliated parties to appear to address a matter before the court.
Appellate review refers to the power of a higher court to examine the decision or order of a lower court for errors. Appellate procedure consists of the rules and practices by which appellate courts review trial court judgments. Appellate review performs several functions, including: the correction of errors committed by the trial court, development of the law and precedent to be followed and anticipated in future disputes, and the pursuit of justice.
This is the term used for an agency adoption to determine AAP eligibility.
An assessment usually conducted by a child welfare of adoption agency of the suitability of a prospective adopting family prior to an adoptive placement.
A motion for rehearing or reconsideration seeking to alter or amend a judgment or order.
A family participating in DPSS CalWORKs
When a report has been made about a child alleging abuse and/or neglect and the child's sibling(s) are also at risk of abuse and/or neglect.
A foster parent, relative or nonrelative extended family member (NREFM) who has applied to adopt the child residing in his or her care. S/he is considered to be "attached" to the child because of an existing relationship.
Disease-carrying microorganisms that may be present in human blood. These pathogens include, but are not limited to, hepatitis B and C virus (HBV and HCV) and human immunodeficiency virus (HIV). Depending on the disease, they may be transmitted by direct skin contact to blood, semen, and vaginal secretions. Feces, urine, vomit, sputum, and nasal secretions may be infectious only if they also contain blood.
A redeemable certificate used as a substitute for currency. Transit companies other than the Metropolitan Transit Authority (MTA) issue bus passes.
A permit or authorization to ride at will, without charge. Passes are valid for the current month. Transit companies other than the MTA issue bus passes.
A piece of metal used as a substitute for currency.
California's food stamp program
California Statewide Automated Welfare System. The California Statewide Automated Welfare System (CalSAWS) Project and Consortium is the automated welfare business process in California which will serve all 58 California counties by 2023. The implementation of CalSAWS will merge California’s most recent three (3) county-level consortia welfare systems and will support six (6) core programs: California Work Opportunity and Responsibility to Kids (CalWORKs), Supplemental Nutritional Assistance Program (SNAP) known as CalFresh in California, Medi-Cal, Foster Care, Refugee Assistance, and County Medical Services. It encompasses the following functions: eligibility determination, benefit computation, benefit delivery, case management and information management. CalSAWS is replacing the LEADER Replacement System (LRS), which replaced LEADER (Los Angeles Eligibility, Automated Determination, Evaluation, and Reporting) and sixteen (16) other legacy systems in 2016.
A system to determine if the subject of an inquiry by DCFS, law enforcement, the District Attorney or any other appropriate inquiring agency possesses a criminal record. DCFS may only request a CLETS clearance when related to child protective services issues.
California Regional Centers are nonprofit private corporations that contract with the State Department of Developmental Services (DDS) to provide or coordinate services and supports for individuals with developmental disabilities.
CalWORKs is a welfare program that gives cash aid and services to eligible needy California families. The program serves all 58 counties in the state and is operated locally by county welfare departments. If a family has little or no cash and needs housing, food, utilities, clothing or medical care, they may be eligible to receive immediate short-term help. Families that apply and qualify for ongoing assistance receive money each month to help pay for housing, food and other necessary expenses.
The child's parent has been incarcerated, hospitalized or institutionalized and cannot arrange for the care of the child; parent's whereabouts are unknown or the custodian with whom the child has been left is unable or unwilling to provide care and support for the child.
Parent or guardian's mental illness, developmental disability or substance abuse. The child's parent or guardian is unable to provide adequate care for the child due to the.
The non-accidental commission of injuries against a person. In the case of a child, the term refers specifically to the non-accidental commission of injuries against the child by or allowed by a parent(s)/guardian(s) or other person(s). The term also includes emotional, physical, severe physical, and sexual abuse as defined in CDSS MPP Section 31-002(c)(9)(D).
The CACI is a system that allows Children's Social Workers to access in written form to any child abuse records of individuals through the Department of Justice (DOJ) listing names and other identifying information compiled from child abuse reports submitted to DOJ by mandated child abuse reporting agencies which maintain information regarding allegations of abuse and/or neglect. This is primarily utilized to evaluate relative and nonrelative extended family members as prospective caregivers.
California’s version of the federal health care program called Early and Periodic Screening, Diagnosis and Treatment (EPSDT). It provides comprehensive medical, mental health and dental diagnostic and treatment services for all Medi-Cal eligible persons aged newborn to 21 years who request them. States are required to inform the families of eligible children about CHDP; assist with referral and transportation to providers; and, follow-up to ensure that necessary diagnostic and treatment services are provided.
Includes the intentional touching of the genitals or intimate parts or the clothing covering them, of a child, or of the perpetrator by a child, for purposes of sexual arousal or gratification. This does not include acts which are reasonably construed to be normal caretaker responsibilities, demonstrations of affection for the child, or acts performed for a valid medical purpose.
A general term for a device that can be installed in a vehicle and is designed to restrain, seat, or position children who weigh 50 pounds or less.
A group of individuals, as identified by the family, and convened by DCFS, who are engaged through a variety of team-based processes to identify the strengths and needs of the child or youth and his or her family, and to help achieve positive outcomes for safety, permanency, and well-being.
CFT Meetings are structured, guided discussions with the family, their natural supports and other team members. The meetings are designed to specifically address the family's strengths, worries that the family, agency or team members have regarding the child's safety, permanence and well-being. The family and team members develop a plan that builds on strengths, meets needs and considers the long-term views.
The term "child’s attorney" refers to the Children’s Law Center of Los Angeles (CLC) attorneys as well as the Los Angeles Dependency Lawyers (LADL) attorney appointed to represent the child in dependency proceedings. In addition, the term also refers to a paralegal, social worker or any other person working for that attorney. This also includes a youth’s delinquency attorney.
A non-profit corporation whose attorneys represent children in dependency court matters.
Support staff responsible for providing required notification to the child’s attorney, as detailed in a blanket minute order issued by the Presiding Judge of the Dependency court.
Collateral contacts are individuals or agencies with information that can assist the CSW in understanding the nature and extent of the alleged child abuse/neglect and in assessing the risk to and safety of the children. Collateral Contacts include professionals working with the child or parent and have regular contact with the family. Examples include: teachers, parole officers, physicians, DPSS, DMH, therapists, hospitals, and probation.
Sexual activity involving a minor under the age of eighteen (18) in exchange for something of value (i.e., food, shelter, money). [See PEN sections 11165.1(d)(2) and PEN 236.1(c)]. Exploitation includes instances when a minor exchanges sexual acts with a “John/date” even when there is no known trafficker/pimp; Examples of CSEC: Internet-based exploitation, pornography, stripping, erotic/nude massage, escort services, private parties, interfamilial pimping, child being exploited on the streets. CSE is a form of child abuse that mandated reporters must call in to the Child Protection Hotline for each new incident/episode. This includes reporting new AND repeated incidents of CSE on open cases.
The division within the California Department of Social Services (CDSS) responsible for licensing foster care facilities, i.e., foster family homes, foster family agencies, group homes and small family homes. Additional responsibilities include investigating any reported incident of child abuse, neglect or exploitation in such facilities and/or violations of licensing standards.
Offers counseling, nutrition classes, drug education and counseling, parenting classes, pre-natal care, continuing education, pre-employment training, family planning, group outings, and aerobic and weight training classes
Questions that may confuse a young child because they reference more than one response option. For example, 'Is it right or wrong to lie?'; 'Is your shirt green or yellow?'; 'Would your mom give you candy or punish you if you told a lie?'
Lowered resistance to infection.
Concurrent Planning aims to support timely permanence for children. Safe reunification is DCFS' first priority, but in the event that this is not possible, Concurrent Planning ensures that the identification of an alternative placement plan for children who cannot safely return home is in place from the beginning. Working with a labor/management group, the department implemented changes to Concurrent Planning which support the safety and permanence for children and families from the first day they enter out-of-home care. These system changes include focusing on identifying relatives and siblings and developing 'resource families' who are committed to working toward reunification and providing legal permanence if safe reunification is not successful. Concurrent Planning also engages families and draws on their strengths and uses ongoing assessments and case planning.
An assessment document as prescribed in Welfare and Institutions Code Sections 366.21(I), 366.22(b) and 361.5(g). The CPA is initiated by the case carrying Children's Social Worker and completed by the APRD CSW when adoption home study for attached children or matching/recruitment activities for unattached children are initiated.
Adoption petition was filed by the court and stamped with the filing and the action number.
Placement of a child six years and younger in a group home prior to the Disposition Hearing due to a special need for an in-depth evaluation that can only be completed in a "congregate care" facility. The placement cannot be more than 60 days unless and extension of the placement is included in the case plan and approved by the ARA. The child’s total time spent in the placement shall not exceed more than 120 calendar days.
When a party to a lawsuit needs to postpone a matter that has been calendared for a hearing or trial, the proper procedure is to apply to the court for a continuance (postponement to a later date).
CPM is a shared model of practice developed to better integrate services and supports for children, youth and families. The model emphasizes child-centered, family-based practice to identify strengths/needs, collaborative case planning and decision making that considers the long-term view for the family, and development of a support network (team) that will continue to be available to the family even after termination of formal services. The five key practice domains include Engaging, Teaming, Assessing, Planning & Intervening and Tracking.
An officer of the court who advocates the individual needs and best interests of a child, and provides the court with written recommendations. Persons serving as CASAs are generally community volunteers who participate in a training program, after which they are appointed as an officer of the court to advocate on behalf of a child(ren). CASAs are also referred to as Child Advocates or Guardians Ad Litem (GAL).
Refers to the parent with whom the child(ren) reside(s) (i.e., the parent with physical custody or primary physical custody).
Licensed clinician who provides assistance to CSW in identifying and assessing the needs of children with special needs by ensuring that the caregiver's home meets the child's needs and that all children having special needs have those needs met in accordance with the provisions of the Katie A. settlement agreement.
A deficiency is considered any failure to comply with any provision of the Community Care Facilities Act and/or regulations adopted by DCFS or the California Department of Social Services (CDSS) Community Care Licensing Division.
Developmental delay refers to infants and toddlers having a significant difference between the expected level of development for their age and their current level of functioning. (DCFS Glossary)
A disability that originates before an individual attains age 18 years, continues or can be expected to continue, indefinitely, and constitutes a substantial disability for that individual. The term includes mental retardation, cerebral palsy, epilepsy, and autism. It also includes disabling conditions found to be either closely related to mental retardation or to require treatment similar to that required for individuals with mental retardation, but shall not include other handicapping conditions that are solely physical in nature.
Services provided by the Regional Centers, which include diagnostic evaluation, coordination or resources such as education, health, welfare, rehabilitation and recreation for persons with developmental disabilities. Additional services include program planning, admission to and discharge from state hospitals, court-ordered evaluations and consultation to other agencies.
Involves a child who came to the United States for the purpose of adoption through the intercountry adoption process but entered foster care prior to finalization of the adoption regardless of the reason for the foster care placement. The disruption occurs after a child enters the United States under guardianship of the prospective adoptive parents or an adoption agency with a visa for the purposes of completing the adoption process domestically. The disruption must be reported even if the child's plan is reunification with the prospective adoptive parents and the stay in foster care is brief.
Family Code Section 297 defines domestic partners as two adults who have chosen to share one another’s lives in an intimate and committed relationship of mutual caring.
Welfare and Institutions Code Section 18291 (a) states that 'Domestic violence' means abuse committed against an adult or minor who is a spouse, former spouse, cohabitant, former cohabitant, or person with whom the suspect has had a child or is having or has had a dating or engagement relationship. Penal Code Section 13700 (b) states that "Domestic violence" means abuse committed against an adult or a minor who is a spouse, former spouse, cohabitant, former cohabitant, or person with whom the suspect has had a child or is having or has had a dating or engagement relationship. For purposes of this subdivision, "cohabitant" means two unrelated adult persons living together for a substantial period of time, resulting in some permanency of relationship. Factors that may determine whether persons are cohabiting include, but are not limited to, (1) sexual relations between the parties while sharing the same living quarters, (2) sharing of income or expenses, (3) joint use or ownership of property, (4) whether the parties hold themselves out as husband and wife, (5) the continuity of the relationship, and (6) the length of the relationship.
A child who is receiving AFDC- FC, Kin-GAP or AAP benefits and is concurrently a consumer of Regional Center services.
A web-based system used by the DHS Medical Hubs that tracks the health status of children in the child welfare system and facilitates provision of quality medical care. As part of a joint effort between DHS and DCFS, the E-mHub System accepts the electronic transmission of the DCFS Medical Hub Referral Form and returns appointment status alerts and completed examination forms, to DCFS via an e-mail notification. DCFS and DPH PHNs and PHN Supervisors have access rights to EmHub screens pertaining to the health care of children served at the Hubs. Completed examination forms may be accessed through the link in the email notification by using the SITE User ID (employee number) and Password (current password used by employee).
The EX Pass TAP Card/Sticker is a monthly pass good for MTA and local travel on twenty-four (24) different public transit carriers throughout the Greater Los Angeles region. No transfers are necessary between the EZ Pass TAP Card transit carriers.
Are characterized by severe disturbances in eating behavior. Eating disorders are divided into three categories: Anorexia Nervosa, Bulimia Nervosa, and Binge Eating.
Often seen in families where children are forced or allowed to work under certain illegal conditions outside and inside the home. This form of exploitation prohibits children from attending school and may place them in work environments that are a threat to their general health, safety and security. Although poverty may be a prime motivation for this type of exploitation, other situations may exist.
A stipend available to supplement (not replace) ILP. To qualify for this stipend, a youth must be eligible for ILP, be 18 years of age or older, and whose financial need has been verified by YDS. Current and former foster youth, as well as, Nonminor Dependents may qualify. The stipend may provide for, but not be limited to the following independent living needs: bus passes/transportation, housing rental and utility deposits and fees, education and work-related equipment and supplies, training-related equipment and supplies, auto insurance and driver’s education.
Emancipation allows a youth to be freed from the custody and control of their parents and to have many of the rights and responsibilities of an adult. There are three ways a minor may become emancipated: Get married with parental consent and permission from the court; Join the military; Go to court and have the judge declare you emancipated.
An ex-prate temporary restraining order issued by the Superior Court following a determination by law enforcement that a child is in immediate danger of abuse by a member of a child’s family or household. An EPO may exclude any parent, guardian or member of a child’s household from the dwelling of the person having the care, custody, and control of the child. EPO allow children to remain in their home while allegations of child abuse by the restrained parties are investigated and allow the non-offending parent time to seek assistance from Family Law Court. EPO expire at the close of the second day of judicial business following the day of issuance. EPO may only be extended by application to the appropriate court. See "Ex-Prate Order," "Judicial Business Hours" and "Restraining Order."
The term 'assessment' goes beyond the concept to evaluate a child's safety and risk, and to determine whether and what services are needed to ameliorate or prevent child abuse and neglect. In order to complete a thorough family assessment, any and all safety threats (as listed on the SDM Safety Assessment) that may compromise a child's safety and well-being must be thoroughly assessed, even if those safety threats were not identified on the referral as an allegation.
The term 'investigation' encompasses the efforts of DCFS to determine if abuse or neglect has occurred, if allegations can be substantiated.
"Emotional abuse" refers to nonphysical mistreatment, the results of which may be characterized by disturbed behavior on the part of the child such as severe withdrawal, regression, bizarre behavior, hyperactivity, or dangerous acting-out behavior.
CSW has good cause to request a ruling the same day the request is submitted, and intends to serve the warrant or at least make an attempt the same day it is granted.
Forcing or coercing a child into performing functions which are beyond his/her capabilities or capacities, or into illegal or degrading acts. The term also includes sexual exploitation, economic exploitation, exploitation involving illegal activities and exploitation in the home.
When assessing families that are involved in the gang culture investigate to see if children are encouraged from a young age to value gang membership (parents may be active or retired gang members), or if someone is teaching children gang signs, dress codes and affiliations and advocating membership, if adults are supporting violent behavior and criminal activities of the children.
Exploitation exists within the family household as well. A child may be selected to perform all or the majority of such parental tasks as cleaning, cooking and caring for younger siblings, including bathing, dressing, feeding and babysitting. Frequently, the child who is singled out in this manner is substituting for a parent who is absent or unable to fulfill parental responsibilities due to the parents' substance abuse and/or physical/mental disabilities.
The Extended Foster Care program allows a foster youth to remain in foster care and continue to receive foster care payment benefits (AFDC-FC payments) and services beyond age 18, as long as the foster youth is meeting participation requirements, living in an approved or licensed facility, and meeting other eligibility requirements.
A method of bringing family members together to come up with a recommendation to the court for a safe and permanent plan for a child. If differs from the traditional child welfare case conferencing in that although the caseworker participates in an information-sharing capacity, the family and not the child welfare worker is "in charge" of the meeting and responsible to create the recommended plan. Refer to the memo dated 1/12/15 from the DCFS Chief Deputy Director, "Teaming with Families - Operational Guidelines for Moving From Team Decision Making Meetings to Child and Family Teams" located in the Director’s Page under Memos from the Chief Deputy Director and the CPM website.
In January 1991 as a result of Senate Bill AB546, we established comprehensive community-based networks and services to protect children while they remain within their homes. The primary goal of the Family Preservation approach is the safety of children in their own homes and safe return of children being reunified after periods of placement into foster care. DCFS currently works with 38 Family Preservation agencies and covers most of Los Angeles County. On average, 5,000 families are served annually. The maximum length of time services can be provided is 12 months. The average stay in Family Preservation is 9 months.
Activities designed to provide time-limited foster care services to prevent or remedy neglect, abuse, or exploitation. The child remains in temporary foster care while services are provided to reunite the family.
An on-line Structured Decision Making (SDM) tool used for identifying family strengths and needs and to assist with case planning.
The term 'first degree relative' refers to grandparents, uncles, aunts, and adult siblings.
The Foster Care Search Engine (FCSE) is a web-based system providing an interactive search mechanism using Geographic Information System (GIS) technology. The system is a tool used to identify vacant placement homes within Los Angeles County based on the children needs and well-being. Mapping capability allows for staff to view location of vacancies in proximity to schools, community boundaries and placement of siblings. The system interfaces with CSW/CMS Datamart database to maintain data integrity and provides a web-based data entry screen for Foster Family Agencies to provide specific data not available on CWS/CMS. The system is used by Children’s Social Workers (CSW) and by Technical Assistants (TA) who assists the workers in foster care placements.
A non-profit organization licensed by the State of California to recruit, certify, train, and provide professional support to foster parents.
Greater Avenues for Independence - CalWORKs services may include GAIN services (Welfare-to-Work Program). GAIN is mandatory for parents aided on CalWORKs, unless there is an exemption (e.g., parent has a child under a year old, temporary incapacity, participant is over age 65).
A portion of the cash aid being received by a CalWORKs participant is reduced when (s)he is not adhering to GAIN Program requirements.
Penal Code Section 11165.2(b) defines general neglect as the negligent failure of a person having the care or custody of a child to provide adequate food, clothing, shelter, medical care, or supervision where no physical injury to the child has occurred.
The unavailability of a preferred placement, after a diligent search has been conducted; or the desires of the Indian parent, child, or tribe; or the child’s special needs for a placement, which offers either proximity to a parent or a therapeutic program when no available preferred placement can meet these needs.
For the purpose of the adoption home study, procedures initiated on behalf of the applicant, at the applicant's request, to appeal the Department's decision when the adoption home study has been denied by DCFS. The Grievance Review Process pamphlet outlines the specific action taken by the Department when the applicant requests a grievance review hearing. In addition, grievance procedures are in place for foster parents who want to challenge the Department's decision in regards to their care and supervision of a child(ren). Foster parents who want to challenge decisions regarding their license must follow grievance procedures from the State Department of Social Services.
Refers to behaviors or factors that may increase the risk of contracting HIV/AIDS such as: sexual activities involving exposure to the blood or semen of an infected person, sharing needles used for intravenous (IV) injections, tattooing and body-piercing with infected persons, maternal transmission (i.e., from an infected mother to her fetus during pregnancy, birth or breast feeding) when the infant’s parent has a history of behavior that places the parent at an increased risk of exposure to HIV, blood or blood products, transfusions or organ transplants during the period from 1978 to June of 1985, and child is a victim of sexual abuse that places them at risk of exposure to HIV.
Harassment is unlawful violence, a credible threat of violence, or a knowing and willful course of conduct directed at a specific person that seriously alarms, annoys, or harasses the person, and that serves no legitimate purpose. The course of conduct must be such as would cause a reasonable person to suffer substantial emotional distress, and must actually cause substantial emotional distress to the petitioner. (California Code of Civil Procedure Section 527.6 (a)(3))
An individual designated to make medical decisions on behalf of an adult if (s)he is incapable of making her/his own health care decisions. If no health care agent is appointed, when an adult has a medical emergency in which (s)he is not capable of communicating with hospital staff, the parent(s) or other relative would be asked to make decisions about medical treatment for the individual.
Passed in 2003, the Health Insurance Portability and Accountability Act (HIPAA) is designed to give patients more control over their health information, set boundaries on the use and disclosure of health information, institute safeguards to protect privacy of health information, create accountability, civil and criminal penalties, and establish a balance between individual privacy and the public good. In cases where the law of California is more restrictive than HIPAA, the State law must be followed. Conversely, if HIPAA is more restrictive than State law, then HIPAA must be followed unless there is a legal exception.
A document that is generated on CWS/CMS that contains a summary of a child's health and education information. The caregiver keeps a current copy of the Passport, along with the health and education forms in a binder provided by DCFS. This binder shall follow the child to all placements. The Passport shall accompany the child to all medical, dental and educational appointments. The Passport binder in its entirety is given to the child upon emancipation.
A plan developed by a medical provider that assists the child/youth in developing life long practices that encourages healthy behaviors, healthy food choices and regular engagement in cardio-vascular activities.
In the context of CHDP, a child with one or more of the following conditions: A past significant medical problem or chronic illness; possible contagious disease; medication; and/or social problems (e.g., language barrier) which could conceal an unmet medical need.
The county that provides courtesy supervision for a child residing with a relative or in foster care placement whose legal jurisdiction is in another California County.
An approach to successfully connect individuals and families experiencing homelessness or housing instability to housing services without preconditions and barriers to entry such as service participation requirements.
The DCFS ICPC Unit will contact the potential host state, per existing procedures and obtain information regarding provision of services to a NMD placed in a SILP.
Shortcomings that if not corrected would have direct and immediate risk to health, safety, or personal rights of the child.
There is reasonable cause to believe that the child will experience serious bodily injury in the time it would take for the CSW to return to the office, prepare, obtain from a judge, and serve the removal order.
A report determined by the investigator conducting the investigation not to be unfounded, but the findings are inconclusive and there is insufficient evidence to determine whether child abuse or neglect, as defined in Section 11165.6, has occurred.
The adoption of a child in which neither CDSS nor an agency licensed by CDSS, such as DCFS, is a party to, or joins in, the petition for adoption.
The Lanterman Developmental Disabilities Act requires that a person who receives services from a regional center have an Individual Program Plan (IPP). Person-centered individual program planning assists persons with developmental disabilities and their families to build their capacities and capabilities. The planning team decides what needs to be done, by whom, when, and how, if the individual is to begin (or continue) working toward the preferred future. The document known as the Individual Program Plan (IPP) is a record of the decisions made by the planning team.
Those individuals who develop a health care plan for a child with special health care needs in a specialized foster care home or group home which shall include the child's primary care physician or other health care professional designated by the physician, any involved medical team, and the CSW and any health care professional designated to monitor the child's individualized health care plan, including, if the child is in a certified home, the registered nurse employed by or under contract with the certifying agency to supervise and monitor the child. The child's individualized health care plan team may also include, but shall not be limited to, a public health nurse, representatives from the California Children's Services Program or the Child Health and Disability Prevention Program, regional centers, the county mental health department, and where reunification is the goal, the parent or parents, if available. In addition, if the child is in a specialized foster care home, the individualized health care plan team may include the prospective specialized foster parents, who shall not participate in any team decision.
A person is considered institutionalized when (s)he has been residing in a hospital, jail, prison, homeless shelter, residential school, rehabilitation center, halfway house, out-of-home care facility, etc., for more than 90 calendar days. This does not include battered women's shelters.
ISWs are the key component when detention is being considered or when a detention has occurred. ISWs provide immediate linkage to services for families where a court detention was necessary. ISWs participate in child safety conferences shortly after detention to review for possible return of children and or to connect children and families to services immediately following detention.
The Intensive Treatment Foster Care Program (ITFC) was developed to meet the treatment needs of emotionally disturbed children who need out-of-home placement. An Intensive Treatment Foster Care agency refers to an organization licensed by the California Department of Social Services for children who have a history of emotional/behavioral disturbance, have experienced multiple placement histories; are at risk of hospitalization, and/or qualify for Rate Classification Level (RCL) 12 or higher group home placement.
One agency has custody of the child and another agency approved the applicant assessment.
A hearing that is not mandated by the Welfare and Institutions Code, but is set by the court to address specific information and/or receive a progress report on the case at hand.
The computer system tracking all dependency court schedules and proceedings. Additionally, this software system allows DCFS to print minute orders.
The intent of the Kin-GAP program is to establish a program of financial assistance for relative caregivers who have legal guardianship of a child while Dependency Court jurisdiction and the DCFS case are terminated. The rate for the Kin-GAP program will be applied uniformly statewide.
The Kinship Support Division promotes, increases, and sustains legal permanency for children, adolescents and young adults in relative and legal guardianship placement through providing education, supportive services, advocacy, mentoring, and aftercare that is accessible and meets the needs of the child, family, and community.
Physical custody of a minor 72 hours old or younger accepted by a person from a parent of the minor, who the person believes in good faith is the parent of the minor, with the specific intent and promise of effecting the safe surrender of the child.
Questions that suggest a desired answer; often these are questions that can be answered with a simple 'yes' or 'no.' For example: "The sky is blue, isn't it?"
Legal relief (legal remedy): the means to achieve justice in any matter in which legal rights are involved. Remedies may be ordered by the court, granted by judgment after trial or hearing, by agreement (settlement) between the person claiming harm and the person he/she believes has caused it, and by the automatic operation of law. Some remedies require that certain acts be performed or prohibited (originally called "equity"), others involve payment of money to cover loss due to injury or breach of contract, and still others require a court's declaration of the rights of the parties and an order to honor them.
Involves a child who was previously adopted from overseas (whether the full and final adoption occurred in the foreign country or domestically) but entered foster care as a result of a court terminating the parents' rights or the parents' relinquishing their rights to the child.
A child whose birth parents have had his or her parental rights terminated or whose birth parents have voluntarily given up parental rights through relinquishment.
Includes the intentional masturbation of the perpetrator's genitals in the presence of a child.
Foster family homes, small family homes, group homes, foster family agency certified homes, child care facilities.
Any medical procedure or intervention that will serve only to prolong a state of unconsciousness where there is a reasonable degree of medical authority that such state of unconsciousness is permanent, or prolong a terminal condition."
A criminal history check based upon the submission of the subjects' fingerprints to the DOJ. The inquiry may also include an inquiry of the Child Abuse Central Index and an inquiry of the FBI database, if there is an indication that the subject may have been arrested outside of California, or that the subject has been a resident of California for less than two years. The clearance will confirm the identity of the subject of the inquiry and give the subject's history of arrests and convictions.
Degree to which there are stated, shared and understood safety, well-being, and permanency outcomes and functional life goals for the child and family. The outcomes and goals should outline required protective capacities, desired behavior changes, sustainable supports, and other accomplishments necessary for the child and family to achieve and sustain adequate daily functioning and greater self-sufficiency.
California's federal Medicaid program.
As defined by Civil Code (CIV) Section 56.05(g), is any individually identifiable information, in electronic or physical form, in possession of or derived from a provider of health care, health care service plan, pharmaceutical company, or contractor regarding a patient’s medical history, mental or physical condition, or treatment. This does not include psychotherapy notes (notes made by the therapist about a private therapy session that are kept separate from the rest of the patient’s medical record). These notes are subject to additional privacy protections and cannot be disclosed by therapists even in situations where other PHI may be disclosed.
One or more of the following exist: Previous significant medical problem or chronic illness; possible contagious disease; on medication; and/or, social problem or language barrier which could conceal an unmet medical need.
Children with special health care needs as defined by Assembly Bill 2268. These children have medical conditions and symptoms that require special procedures, may be temporarily or permanently dependent upon medical equipment and/or devices, therapies and may require ongoing medical care and assessment as determined by the child’s physician. The caregiver must have been trained to provide the specialized in-home health care to these children.
A motion for rehearing or reconsideration: seeking to alter or amend a judgment or order.
For youth whose behavior places them at risk of entry into the juvenile justice system, particularly those who are subject of a 241.1 assessment. The goal of the therapy is to improve caregiver discipline practices, enhance family relations, decrease youth association with deviant peers, increase pro-social peers, improve youth school or vocational performance, engage youth in pro-social recreational outlets, and develop a support network of extended family, neighbors, and friends to help achieve and maintain such changes. (Only available in Regional Offices in SPA 6 and 7)
A program which provides a comprehensive, multi-level intervention to children and youth in the child welfare system. MTFC is an evidence-based practice (EBP). MTFC Program provides each youth with short-term treatment (average 6-12 months) in specialized foster home environment where child/youth is the only foster child and has the following: own bedroom, an individual therapist, a skills trainer, attend public school, foster parents trained in the MTFC model, permanent caregivers receive behavior training and family therapy before and after the youth is returned to their home, a program supervisor that coordinates all care and is available 24/7.
The cornerstone of and entry point to the Protective Services Child Health (PSCH) system and the focal point for a community-based Provider Network. The KDMC Hub will provide timely, comprehensive medical, developmental and psychological assessments, as well as on-site preventive health services to children in out-of-home care. In addition, the Hub will assist in the development of a comprehensive child health plan for each child, provide referrals for follow-up care and conduct provider outreach. (DCFS Glossary, from "Hub Services: King/Drew Medical Center (KDMC)")
Any team of three or more people trained in the prevention, identification, management or treatment of child abuse or neglect cases and qualified to provide a broad range of services related to child abuse or neglect. The team may include a CalWORKs case manager, whose primary responsibility is to provide cross program case planning and coordination of CalWORKs child welfare services of those mutual cases or families that may be eligible for CalWORKs services and that, with the informed written consent of the family, receive cross program case planning and coordination.
A near fatality is a severe injury or condition caused by abuse or neglect that results in the child receiving critical care for at least 24 hours following admission to a critical care unit.
The failure to provide a person with necessary care and protection. In the case of a child, the term refers to the failure of a parent(s)/guardian(s) or caretaker(s) to provide the care and protection necessary for the child's healthy growth and development. Neglect occurs when children are physically or psychologically endangered. The term includes both severe and general neglect as defined by Penal Code Section 11165.2 and medically neglected infants as described in 45 Code of Federal Regulations (CFR) Part 1340.15(b).
A network (also known as a support network, support system, or social support system) refers to an extended group of family, friends, neighbors, professionals, and/or cultural, religious, or other communities that provide support for -- and meet a wide range of needs for -- a parent/caregiver and/or the child/ren (including tribal ICWA programs, Indian organizations, and/or family members, which can include non-related tribal members). The network may consist of individuals or organizations (e.g., religious organizations, community organizations, professional providers) who care about the child/ren or family and who provide or share concrete support (e.g., financial help, transportation, babysitting) or emotional support (e.g., listening, advice).
Children who first, or initially, enter the child welfare system and are placed in out-of-home care under a WIC 300 petition. (This definition includes children in an open case under a Court FM or VFM case plan who are subsequently removed from their biological parents and placed in out-of-home care).
A hearing in which the affiliated parties are not required to appear in order for the court to proceed with the matter at hand.
Non-Child Welfare Department module within CWS/CMS used to enter non-court cases such as Kin-GAP. It contains placement and payment information, the Legal Guardian’s information and case notes. The Probation Department also enters information in the Non-CWD module for cases supervised by their department.
A relative other than the child's birth or adoptive parents.
A person appointed by the Superior Court pursuant to the provisions of the Probate Code or appointed by the Dependency Court pursuant to the provisions of the Welfare and Institutions Code, who does not meet the definition of a 'Related Legal Guardian.'
A hospital, jail, prison, homeless shelter, residential school, rehabilitation center, halfway house, out-of-home care facility, etc. where the individual has lived for more than 90 calendar days. This does not include battered women's shelters.
A current dependent child or ward of the juvenile court, or a nonminor under the transition jurisdiction of the juvenile court, who: has attained 18 years of age while under an order of foster care placement by the juvenile court; is in foster care under the placement and care responsibility of the county welfare department, county probation department, Indian tribe, consortium of tribes, or tribal organization; is participating in a transitional independent living case. Defined by WIC 11400(v).
A nonrelative extended family member is defined as an adult caregiver who has an established familial relationship with a relative of the child or a familial or mentoring relationship with the child. The county welfare department must verify the existence of a relationship through interviews with the parent and child or with one or more third parties.
Includes any sexual contact between the genitals or anal opening of one person and the mouth or tongue of another person.
also known as intravenous feeding, is a method of getting nutrition into the body through the veins. While it is most commonly referred to as total parenteral nutrition (TPN), some patients need to get only certain types of nutrients intravenously.
DPSS term for person receiving services.
This is a six-week, 33-hour program that prepares resource families (foster and adoptive) for the new roles and parenting skills they will need if they adopt. A program of mutual preparation and selection which uses the teamwork approach between foster and adoptive parents and the agency to prepare foster and adoptive parents for theexperience of parenting children with special needs, such as those supervised by DCFS. The program incorporates self-assessment, mutual decision-making and experiential preparation for foster and adoptive planning to help parents decide if their expectations and abilities match the realities of foster and adoptive parenthood.
An economic loss or expense resulting from an injury or death to a victim of crime that has not been and will not be reimbursed from any other source. This is related to compensation from being a Victim of Crime.
Includes any intrusion by one person into the genitals or anal opening of another person, including the use of any object, except for acts performed for a valid medical purpose.
Includes any of the following options: the child returns home, the court approves adoption, legal guardianship, permanent plan living arrangement with a relative/non-relative extended family member, or the child's case is closed.
The services provided to achieve legal permanence for a child when efforts to reunify have failed until the court terminates FR. These services include identifying permanency alternatives, e.g., adoption, legal guardianship, tribal customary adoption and planned permanent living arrangement. Depending on the identified plan, the following activities may be provided: inform parents about adoptive planning and relinquishment, locate potential relative caregivers and provide them with information about permanent plans (e.g., adoption, legal guardianship) and refer the caregiver to the Adoption Division for an adoptive home study, etc.
Permanency Planning Conferences (PPCs) are modeled after TDM meetings to ensure that a multi-disciplinary team of professionals, family members and caregivers meet regularly to focus on the urgent permanency needs of youth. Refer to the memo dated 1/12/15 from the DCFS Chief Deputy Director, "Teaming with Families - Operational Guidelines for Moving From Team Decision Making Meetings to Child and Family Teams" located in the Director’s Page under Memos from the Chief Deputy Director and the CPM website.
In the context of adoption, substantially correct information regarding a prospective adoptive parent. This shall include, but is not limited to, the following: full legal name; age; religion; race or ethnicity; length of current marriage and number of previous marriages; employment; whether other children or adults reside in the home; whether there are other children who do not reside in the home and the child support obligation for these children and any failure to meet these obligations; any health conditions curtailing normal daily activities or reducing normal life expectancies; any convictions for crimes other than minor traffic violations; any removal of children due to child abuse or neglect; and, general area of residence, or upon request, address.
Pertinent collateral contacts are individuals or agencies with information that can assist the CSW in understanding the nature and extent of the alleged child abuse/neglect and in assessing the risk to and safety of the children. Collateral Contacts include professionals working with the child or parent and have regular contact with the family. Examples include: teachers, parole officers, physicians, DPSS, DMH, therapists, hospitals, and probation.
Non-accidental bodily injury that has been or is being willfully inflicted on a child. It includes willful harming or injuring of a child or endangering of the person or health of a child defined as a situation where any person willfully causes or permits any child to suffer, or inflicts thereon, unjustifiable physical pain or mental suffering, or having the care or custody of any child, willfully causes or permits the person or health of the child to be placed in a situation such that his or her person or health is endangered.
Shortcomings that without correction would become a risk to the health, safety, or personal rights of the child. The child can be placed in the home pending completion of the CAP. TANF/CalWORKs is the funding source possibly available to the caregiver until the CAP is completed and eligibility for federal Foster Care funding is determined.
A meeting of attorneys and parties held for the purpose of reaching a negotiated settlement involving joint solutions.
A PPT is held for any pregnant or parenting teen under the Department’s supervision (as well as potential and recent fathers) as a youth-centered approach in order to identify and discuss issues related to pregnancy and early stages of child-rearing as well as breaking intergenerational cycles. Refer to the memo dated 1/12/15 from the DCFS Chief Deputy Director, "Teaming with Families - Operational Guidelines for Moving From Team Decision Making Meetings to Child and Family Teams" located in the Director’s Page under Memos from the Chief Deputy Director and the CPM website.
Provides for 12 months in a residential program and a 12-month outpatient transitional services program.
i.e., more likely than not
A man is presumed to be the biological father of a child if: He has signed a voluntary declaration of paternity (VDP) or, after January 1, 1997 is identified on the child’s birth certificate; He and the mother are or have been married to each other and the child is born during the marriage or within 300 days after the marriage is terminated; Before the child’s birth, he and the child’s birth mother have attempted to marry each other and the child was born during the attempted marriage or within 300 days after the termination of cohabitation; After the child’s birth, he and the child’s birth mother have married or attempted to marry and either with his consent he is named on the child’s birth certificate or he is obligated to pay child support; He receives the child into his home and openly holds out the child as his birth child; Anyone whom a court has found to be a presumed or legal father (this includes family court, dependency court, and judgments for child support services);Other men who tried to marry the mother or thought they had married the mother (even if it turns out that they did not), and even if after the birth may qualify as a presumed father. Consult County Counsel.
As it pertains to the allegations in a child welfare case, the petition must include enough facts that if later proven, will cause a child to be declared a dependent of the court.
Reasonable cause or a reasonable ground for belief in certain alleged facts (more than a hunch, but less than absolute certainty).
As defined by Health Insurance Portability and Accountability Act (HIPAA), is health (including mental health) information created or maintained by a health care provider that identifies or can be used to identify a specific individual. PHI relates to an individual’s health, health care or payment for care – in the past, present or future.
Medications used as tools for producing certain chemical and physiological effects in the central nervous system. They are usually classified according to the types of disorders they are primarily used to treat.
A pro bono law office serving low-income children, adults, and families. Through its Children's Rights Project, Public Counsel assists children in civil legal matters such as guardianship, adoption, special education, government benefits, emancipation, teen parenting issues, immigration, mental health services, access to education and transitional services upon emancipation from foster care.
Referral Address Verification System
Includes any penetration however slight, of the vagina or anal opening of one person by the penis of another person, whether or not there is the emission of semen.
An intervention, informed by a Housing First approach, that connects families and individuals experiencing homelessness or housing instability to assistance that may include the use of time-limited financial assistance and targeted supportive services.
The law requires child welfare agencies to make reasonable efforts to provide services that will help families remedy the conditions that brought the child and family into the child welfare system. It is based upon a standard of reasonableness, which is a subjective test of what a reasonable person would do in the individual circumstance, taking all factors into account. This includes conducting a Due Diligence search to locate parents whose whereabouts are unknown.
When it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing when appropriate, on his or her training, to suspect child abuse or neglect.
The standard characterized by careful and sensible parental decisions that maintain the child's health, safety, and best interest.
The DCFS office that is responsible for providing services to the child, youth, dependent, or nonminor dependent. Usually, the office where the child's CSW is located.
Court will rule on the request by 5:00 p.m. the day after the request is filed with the court.
An adult who is related to the child by blood, adoption or affinity within the fifth degree of kinship, including stepparents, stepsiblings, and all relatives whose status is preceded by the words, 'great,' 'great-great' or 'grand' or the spouse of any of these persons even if the marriage was terminated by death or dissolution. A former stepparent is considered a relative only if the child is federally eligible.
For the purpose of placement and foster care payments: An adult who is related to the child by blood, adoption or affinity within the fifth degree of kinship, including stepparents, stepsiblings, and all relatives whose status is preceded by the words, "great," "great-great" or "grand" or the spouse of any of these persons even if the marriage was terminated by death or dissolution.
The action of a parent in which he or she surrenders custody, control and any responsibility for the care and support of the child. Currently, only an Adoption social worker or the court is qualified to process a relinquishment.
The RMP is a family centered, multi-departmental, integrated approach to identifying, coordinating and linking appropriate resources/services to meet the needs of children currently in, or at risk of a RCL 6 through 14 placement. Additional information can be found at www.lacdcfs.org/katieA/RMP/. Refer to the memo dated 1/12/15 from the DCFS Chief Deputy Director, "Teaming with Families - Operational Guidelines for Moving From Team Decision Making Meetings to Child and Family Teams" located in the Director’s Page under Memos from the Chief Deputy Director and the CPM website.
Families that have a foster care license and an approved family assessment that meets the State’s adoption standards. They are dually prepared to provide foster care and support family reunification; but, should reunification not occur, they are approved to provide an adoptive home for a child.
An order issued by the court, which enjoins a person from engaging in a specified behavior or activity, limits the distance a person may approach a specific location and/or person, or excludes a person from a specific dwelling or place of business. See "Emergency Protective Order."
For children aged three or older at the time of initial removal, services are to be provided from the dispositional hearing until the 366.21(f) hearing, unless the child is returned home. For children under the age of three, services are to be provided until the 366.21(e) hearing, unless the child is returned home.
The Review Agent conducts the Grievance Review Hearing. In accordance with CDSS Manual of Policies and Procedures (MPP) 31-020.511-.513, the Review Agent is a staff or other person not involved in the complaint; neither a co-worker nor a person directly in the chain of supervision of any of the persons involved in the complaint unless the Agent is the Director or Chief Deputy of the county; knowledgeable of the field and capable of objectively reviewing the complaint. The Review Agent for Los Angeles County, DCFS is the Manager, Appeals Section.
Supplemental Security Income. This program pays monthly benefits to blind or disabled children/youth who have limited income and resources. It is administered by Social Security.
Specialized Supportive Services - CalWORKs participants eligible to receive GAIN services may be eligible to receive Specialized Supportive Services (e.g., mental health, substance abuse, domestic violence assessment and treatment services) and transportation, child care and other ancillary expenses.
The D-Rate is the rate paid on behalf of hard-to-place children with severe and persistent emotional and/or behavioral problems. This rate can be paid for eligible children placed in the following types of out-of-home care facilities if they have been certified for the D-Rate: foster family homes, non-related legal guardian homes, nonrelative extended family member homes, foster care-eligible relative (Youakim) homes, and small family homes which are not vendorized by Regional Center but are licensed for mentally disordered/emotionally disturbed children.
The school that the foster child attended when permanently housed (prior to detention) or the school in which the foster child was last enrolled. If the school the child attended when permanently housed is different than from the school the child was last enrolled, or if there is some other school that the foster child attended with which he/she is connected (and attended within the immediately preceding 15 months) the local educational agency foster child education liaison, in consultation and agreement with the foster child and their Educational Rights Holder, can determine which school should be the child's school-of-origin.
Is defined as being able to meet one’s basic needs for food, shelter, income, and overall functioning. It is complementary to the goal of permanency, as individuals typically function better when they are surrounded by loving and caring adults. However, if one’s safety net were to be removed, self-sufficient adults would still be able to survive. In order for youth to become thriving, self-sufficient adults, they need to acquire solid assets and skills, early on, in key areas and outcome areas, such as, permanency/housing; education; social and emotional well-being; career/workforce readiness; health and medication. These four outcome areas lay the foundation for a successful transition into adulthood. To develop properly, they must be addressed and nurtured early on, at the first point of contact. Having continuous high expectations for success in these four areas is critical if youth are to have the support they need to achieve self sufficiency.
Reasonable cause to believe that the child has a need for medical care for a serious medical condition; or is in danger of physical or sexual abuse; or the physical environment poses a threat to the child's health or safety.
Penal Code Section 11165.2(a) defines severe neglect as the negligent failure of a person having the care or custody of a child to protect the child from severe malnutrition or medically diagnosed nonorganic failure to thrive. "Severe neglect" also means those situations of neglect where any person having the care or custody of a child willfully causes or permits the person or health of the child to be placed in a situation such that his or her person or health is endangered, as proscribed by Penal Code 11165.3, including the intentional failure to provide adequate food, clothing, shelter, or medical care. Child abandonment would come under this section.
Includes any single act of abuse which causes physical trauma of sufficient severity that, if left untreated, would cause permanent physical disfigurement, permanent physical disability, or death; any single act of sexual abuse which causes significant bleeding, deep bruising, or significant external or internal swelling; or repeated acts of physical abuse, each of which causes bleeding, deep bruising, significant external or internal swelling, bone fracture, or unconsciousness.
The victimization of a child by sexual activities, including, but not limited to, those activities defined in Penal Code Section 11165.1(a)(b)(c). See "sexual assault" and "sexual exploitation."
Conduct in violation of laws pertaining to: Section 261 (rape), 264.1 (rape in concert), 285 (incest), 286 (sodomy), subdivisions (a) and (b) of Section 288 (lewd or lascivious acts upon a child under 14 years of age), 288a (oral copulation), 289 (penetration of a genital or anal opening by a foreign object), or 647a (child molestation). If there are no indicators of abuse, “sexual assault” does not include voluntary sodomy, voluntary oral copulation, or voluntary sexual penetration unless the conduct is between a person 21 years of age or older and a minor under 16 years of age.
Conduct involving matter depicting a minor engaged in obscene acts in violation of Section 311.2 (preparing, selling, or distributing obscene matter) or subdivision (a) of Section 311.4 (employment of minor to perform obscene acts). Any person who knowingly promotes, aids or assists, employs, uses, persuades, induces or coerces a child, or any person responsible for a child's welfare who knowingly permits or encourages a child to engage in, or assist others to engage in, prostitution or a live performance involving obscene sexual conduct or to either pose or model alone or with others for the purpose of preparing a film, photograph, negative, slide, drawing, painting or other pictorial depiction involving obscene sexual conduct. 'Person responsible for a child's welfare' means a parent, guardian, foster parent, or a licensed administrator, or employee of a public or private residential home, residential school, or other residential institution. Any person who depicts a child in, or who knowingly develops, duplicates, prints, or exchanges, any film, photograph, video tape, negative, or slide in which a child is engaged in an act of obscene, sexual conduct, except for those activities by law enforcement and prosecution agencies and other persons described in subdivisions (c) and (e) of Section 311.3.'
Sexually Transmitted Infections, including HIV and AIDS, are transmitted from one person to another through sexual contact as well as though direct person-to-person contact with blood or body fluids that contain the infection.
A sibling is defined as a child related to another person by blood, adoption, or affinity through a common legal or biological parent.
The determination of what is considered 'significant contact' by an individual with a child will be determined by the ASFA Division in consultation with County Counsel and regional staff.
Any residential facility in the licensee's family residence, which provides 24-hour care for six or fewer foster children who have mental disorders or developmental or physical disabilities and who require special care and supervision as a result of their disabilities. WIC 11400(e)
Assembly Bill 2268, defines children with special health care needs as those children who are either temporarily or permanently dependent upon medical equipment or in need of other specific kinds of specialized in-home health care, as determined by the child’s physician. See "medically fragile."
Definition for Adoption Assistance Program (AAP), a child whose adoption, without financial assistance, would be unlikely due to one or more of the following factors: age (three years or older),ethnic background, race, color or language, mental, physical, emotional or medical handicap, adverse parental background, membership in a sibling group which should remain intact. In the context of protective services childcare, a child who is mentally or physically incapable of caring for him/herself, as verified by a physician or a licensed or certified psychologist, and requires separate accommodations to be provided with basic childcare. In the context of dependency court, a special needs child is one who has had three or more placements during a 12-month period and has a diagnosis or history of one or more of the following: conduct disorder with aggressive tendencies or antisocial behavior; attention deficit disorder treated by psychotropic drugs; self-destructive or suicidal behavior; use of psychotropic drugs; developmental disability; fire setting; manifestation of psychotic symptoms; somatizing or chronic depression or social isolation; severe sexual acting-out behavior and/or; substance abuse.
A rate paid in addition to the basic care rate for the care of children/youth with special needs.
Any of the following foster homes where the foster parents reside in the home and have been trained to provide specialized in-home health care to foster children: 1) Licensed foster family homes; 2) small family homes or; 3) certified family homes that have accepted placement of a child with special health care needs who is under the supervision and monitoring of a registered nurse employed by, or on contract with, the certifying agency, and who is either of the following: a) a dependent of the court under WIC 300 or; b) developmentally disabled and receiving services and case management from a regional center.
Includes, but is not limited to, those services identified by the child's primary physician as appropriately administered in the home of any of the following: 1) A foster parent trained by health care professionals where the child is being placed in, or is currently in, a specialized foster care home; 2) Group home staff trained by health care professionals pursuant to the discharge plan of the facility releasing the child where the child was placed in the home as of Nov. 1, 1993, and who is currently in the home; 3) a health care professional, where the child is placed in a group home after November 1, 1993. WIC 17710(h)
The act of temporarily stopping a judicial proceeding through the order of a court.
Assesses the child's present danger and the interventions currently needed to protect the child. Assesses whether any children are likely to be in immediate danger of serious harm/maltreatment and determines what interventions should be initiated or maintained to provide appropriate protection.
A thirty (30) day pass good for MTA travel only. Students must have an appropriate MTA ID Card to obtain the pass. Student Cardholders are provided with a Student TAP Card each month. There is no charge for the Card itself. Students can pick-up a photo-less Metro Student Dare ID Card (K-8 or 9-12) at participating schools or one of the four Metro Customer Centers.
Substance Abuse and Drug Testing Services are available to determine whether parents or caregivers’ abilities are impaired by the use of alcohol and drugs; if parents/caregivers need to be referred for alcohol/substance abuse treatment, and to monitor progress in treatment. Test results are used as part of the evaluation process to determine if children can remain safely in the home of their parents and caregivers, or if children can be safely returned to the care of their parents and caregivers.
A report determined by the investigator conducting the investigation to constitute child abuse or neglect, as defined in Section 11165.6, based upon evidence that makes it more likely than not that child abuse or neglect, as defined, occurred.
SILP is a supervised and approved placement that is part of the Extended Foster Care program. SILP is a flexible and the least restrictive placement setting. It can include: an apartment (alone or with roommates); shared living situations; room and board arrangements; room rented from a landlord, friend or relative, or former caregiver; or college dorms.
CWS/CMS services component for nonminor dependents (NMD) under which the required Extended Foster Care (EFC) participation criteria must be indicated.
SOC refers to a continuum of care for children and their families, which meets their mental, emotional, and behavioral needs. The program focuses on treatment for children and youth who are at risk of placement in either a group home or a more restrictive setting. An Inter- Agency Screening Committee comprised of representatives from DCFS, Department of Mental Health, the Probation Department, Special Education Local Planning Area, and local school districts, screens these type of cases. Services may include intensive in-home treatment, in-home support services, daily living skills, mental health services, crisis intervention, respite care, parent training, school intervention and therapeutic foster homes.
Refer to the memo dated 1/12/15 from the DCFS Chief Deputy Director, "Teaming with Families - Operational Guidelines for Moving From Team Decision Making Meetings to Child and Family Teams" located in the Director’s Page under Memos from the Chief Deputy Director and the CPM website.
The Transit Access Pass (TAP) Card is a monthly pass good for MTA travel only.
A process utilizing a multidisciplinary assessment and team approach in working with children and their families. Includes community-based social workers and other child and family service providers that assist the family in identifying local supports that could help reduce stresses and improve family life. Parents play a key role in identifying their needs and the supports that would be most helpful in addressing them. Refer to the memo dated 1/12/15 from the DCFS Chief Deputy Director, "Teaming with Families - Operational Guidelines for Moving From Team Decision Making Meetings to Child and Family Teams" located in the Director’s Page under Memos from the Chief Deputy Director and the CPM website.
The removal of a child from the home of a parent or legal guardian and placement or facilitation of placement of the child in the home of a non-offending parent, relative, foster caregiver; group home or institutional setting.Temporary custody also includes: placing hospital holds on children; situations in which the CSW interrupts an established Family Law Court custody or visitation orders when the CSW believes that if the order is carried out, the child would be placed in immediate risk of abuse, neglect or exploitation and the child is allowed to remain in the home of the non-offending parent; situations in which DCFS requests that law enforcement remove a child from the home of his or her parent/legal guardian and the CSW places the child with a relative or unrelated caregiver; and situations in which the child is living with a relative or an unrelated caregiver and all of the following conditions exist: child’s parent is asking for the child to be returned home, CSW believes that the return of the child to his or her parent would place the child at risk of abuse, neglect or exploitation, CSW does not allow the child to be returned to his or her parent; and, the child remains in the home of the relative or is placed in out-of-home care.
When a child is declared free from the care custody and control of his or her birth parents by court action.
A free legal services organization focused solely on protecting the rights of impoverished, abused and neglected children in Los Angeles County – children in foster care, children with educational disabilities, children who need healthcare or public benefits, and children in need of legal guardianship or adoption.
For the purposes of assigning Dependency Investigation tasks, a traditional residence is a house, an apartment, room(s) in a shared house or apartment, or another residence not included under the definition of non-traditional residence.
Hearing held by the receiving county court to determine if the case transfer request will be accepted.
Hearing held by the sending county court to determine the appropriateness of the transfer request. The court may order a case transferred to a different county during the Transfer-Out Hearing.
A home that has been licensed or approved by an Indian child’s tribe or a tribal organization designated by the Indian child’s tribe, for foster or adoptive placements of an Indian child using standards established by the tribe.
In the context of adoption, a person who has applied to adopt a child but has not been matched with an available child, and is therefore considered "unattached" to a particular child. An applicant for adoption who is not already linked with a specific child to adopt.
In the context of adoption, a child for whom adoption is the identified permanent plan but for whom no prospective adoptive parent has been identified.
A report determined by the investigator conducting the investigation to be false, inherently improbably, to involve an accidental injury, or not constituting child abuse or neglect as defined in Section 11165.6.
An aggressive, standardized approach to infection control which treats all human blood and certain body fluids as if they were known to contain blood-borne pathogens.The extension of blood and body fluid precautions to all patients. Under universal precautions, blood and certain body fluids of all patients are considered potentially infectious for human immunodeficiency virus (HIV), hepatitis B virus (HBV), and other bloodborne pathogens. (CDC)
Authorities, e.g. CSWs, law enforcement, etc, have reasonable evidence that a parent is abusive, cannot provide love and support to the child, or will in some significant way interfere with the examination.
The provision of non-court, time-limited protective services to families whose children are in potential danger of abuse, neglect, or exploitation when the children can safely remain in the home with DCFS services. In order to receive VFM services, the family must be willing to accept them and participate in corrective efforts to ensure that the child's protective needs are met. There is a six-month time limit for this service.
The foster care placement of a child by or with the participation of DCFS acting on behalf of CDSS, after the parent(s)/guardian(s) of the child have requested the assistance of DCFS and signed a voluntary placement agreement form.
A legal document filed by DCFS in juvenile dependency court alleging that a child is described under Welfare and Institution Code (WIC) 300.
A hearing will be held no later than 120 days from the date of the Permanency Review Hearing. The purpose of a WIC Section 366.26 hearing is to identify and implement a permanent plan for a dependent child of the court. The court will then make findings and orders in the following order of preference: permanently terminate the rights of the parent or parents and order that the child be placed for adoption; or, without permanently terminating parental rights, identify adoption as the goal and order that efforts be made to locate an appropriate adoptive family for the child within a period not to exceed 180 days; or, appoint a legal guardian and issue letters of guardianship; or, order that the child be placed in long-term foster care, subject to the periodic review of the court under WIC 366.3.
A request to submit a report to the court when a hearing is not calendared, but the matter requires immediate court attention. Walk-on hearings may be appearance or non-appearance matters.
The Welfare and Institutions Code (WIC) section that describes abuse, neglect, exploitation, and other endangerment situations and conditions whereby a child may be removed from the care and custody of parents or legal guardians and declared a dependent of the court under DCFS supervision.
W-Homes provide foster care to dependent teen parents and their non-dependent children, while assisting the teen parent’s to develop the skills they will need to provide a safe, stable and permanent home for their children. This is not a new licensing category. A W-Home can be a family home, approved relative caregiver or non-relative extended family member’s (NREFM) home, or the home of a non-related legal guardian whose guardianship was established pursuant to WIC Section 366.26 or 360.
A situation where any person willfully causes or permits any child to suffer, or inflicts thereon, unjustifiable physical pain or mental suffering or having the care or custody of any child, willfully causes or permits the person or health of the child to be placed in a situation such that his or her person or health is endangered.
These include concerns the family, team members or DCFS have related to the safety of the children/youth. The worries help the team identify what is important to ensure a safe and secure future for the children/youth.
Wraparound is a multi-agency initiative. The Wraparound approach is a family-centered, strengths-based, needs-driven planning and service delivery process. It advocates for family-professional partnership to ensure family voice, choice and ownership. Wraparound children and family teams benefits children by working with the family to ensure Permanency. Wraparound is funded through Title IV-E funds. The average length of involvement with the program is 8 months. The primary focus of the program is to keep children out of residential placements and maintain them safely in their family and community.
The practice of using flipchart pads and markers to write all brainstormed team responses to the agenda items during the CFT meeting. Examples of what is charted include: Family goal, non-negotiables, strengths, worries, needs and the plan for "what could go wrong".
Refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for boys and men or girls and women. These influence the ways that people act, interact, and feel about themselves. Gender is different from Sex in that Sex is assigned at birth.
an internal understanding of one’s own gender (e.g. a person’s internal sense of being male, female or something else). Therefore, a transgender person’s gender identity does not match the sex assigned to him or her at birth.
Ideas on what possible needs may be driving a person's behavior.
Matters related to the safety and well-being of the child(ren)/youth that cannot be changed at the present time (e.g. children cannot be supervised by anyone under the influence). Non-negotiables are focused on the "now" and should give the team ideas about the limits to planning and clarity on what cannot be compromised.
A continuous learning process in which you think about your practice, and consciously analyze your decision-making. It is an important tool in developing insight based on professional experiences, drawing on theory and relating it to practice.
A continuous process by which the "right people" for the child, youth and family have formed a CFT that meets, talks and plans together. The CFT has the skills, family knowledge and abilities, necessary to define the strengths and needs of the child and family, in order to organize effective services specific to their needs.
A need is what drives a behavior and what makes a behavior functional for the person. The child and/or youth's needs should be the focus of the teaming process to ensure their safety and well-being. Recognizing the individual and family needs is central to the family-engagement and planning process.
Degree to which the focus child(ren), parents (including the non-custodial parent), family members, and caregivers are active ongoing participants (e.g. having a significant role, voice, choice and influence) in shaping decisions made about child and family strengths and needs, goals, supports and services.