Transcript Older-than-Infant Placements

Sexual abuse webinar: image
 Handout with site URL for slides
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DISRUPTIONS
INTERVENTIONS: BEFORE & AFTER
Judy Stigger
Speaker:
Judy Stigger, LCSW
DEFINITIONS
STATISTICS
PREVENTION
TRIAGE
RE-PLACEMENT
ADDRESS “REHOMING”
RESOURCES
Our Challenge
Definitions
Disruption: before adoption is final
Dissolution: after adoption is final
Statistics
10% - 25% of placements disrupt
9.5% before finalization (Smith & Howard)
 0% - 5% infant placements
 6% -15% “younger”
 10% -15% over age 3
 24% - 25% ages 12 thru 17
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If place older-than-newborn contingency plans
APs need to know
DEFINITIONS
STATISTICS
PREVENTION
TRIAGE
RE-PLACEMENT
ADDRESS “REHOMING”
Our Challenge
Prevention
Before Placement:
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Screen
Define Expectations
Educate
Network
Presume post-adoption services
After Placement:
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Support & sustain
Respond to phone calls within 24 hours
Prevention Challenge
Prepare families while they have
little context for learning and are
focused on the logistics of bringing
a child “home”.
Screen: what do we use & why
State-required basics
 Predictive measures
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 CUIDA
 Adult
Attachment Scale
 Adult-Adolescent Parenting Inventory
 Safe Home Studies
 Smith & Howard research
 Cradle research
Screening Tools
Adult-Adolescent Parenting Inventory (AAPI-2)
www.assessingparenting.com
www.nurturingparenting.com
Safe Questionnaire II
www.safehomestudy.org
Adult Attachment Inventory
www.psychology.sunysb.edu/attachment/measures/content/aa
i_interview.pdf
Summary discussion by Mary B. Main
CUIDA
FOURTEEN PERSONALITY
SCALES:
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Altruism
Openness
Assertiveness
Self-esteem
Problem coping
Empathy
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Emotional stability
Independence
Flexibility
Reflectiveness
Sociability
Frustration tolerance
Attachment style
Mourning coping
CUIDA: Protective Factors
Results: Caregiver characteristics
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Increased risk
 Independence
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Altruism
Decreased risk
 Self-esteem
 Sociability
 Emotional balance
(abstract)
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“Independence”
Positive Outcomes / Skills to Teach
Capacity for relationships
 Self-regulation
 Self-efficacy
 Identity
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Researchers: S. Smith & J Howard
Screen for Realistic Expectations
Cradle research: 2013 Siragusa grants review
Not the severity of child’s disability or
challenge that disorients parents,
it is the unexpected.
Define Expectations
1/4
1/4
Adjust readily
OK with work
1/2
Lifelong
Dr. Dana Johnson
Expectations / Faith-based Lens
Leap of Faith:
“I can’t believe God would call us to an action that
will not succeed.”
Christian Guide to The Connected Child by Dr. Karyn Purvis
Effective Training
People remember:
16% of what read
 20% of what see
 30% of what told
 50% of what see and told
 70% of what see, told and respond to
 90% of what actively practice (do, see,
respond, and manipulate or discuss)
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Figures are taken from several studies on retention and indicate averages rather than reflecting individual responses or
impact of various learning styles.
US
Department of
Education
Office of Planning,
Evaluation and
Policy
Development
September 2010
Training Topics
Tough Starts (Trauma: neglect & abuse)
 Lifebooks
 Transracial
 FAS/FASD
 Sexual abuse
 School struggles & IEP’s
 Self-regulation & discipline
 Can’t vs. Won’t
 ???
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Early Trauma
Use with Permission from Ed Tronick and Adoption Learning Partners.
Tough Starts & Attachments
 Tough Starts Matter: Brains Matter
 Attachment
Lifebook: for AP or Siblings
Copyright AdoptionLearningPartners.org 2009
“No one who looks like me is worth my
parents’ friendship”
Conspicuous Families
 Braids, Curls, Twists & Twirls
 Identity: The Adoption Project
www.AdoptionLearningPartter.org
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Other resources incl:
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Youtube.com
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www.youtube.com/watch?v=LTZwUks_wFE
WISE-UP (CASE)
Mentors & support groups
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FAS / FASD
IQ low to normal
 ADD/ADHD
 Learning disabilities – academic challenges
 Executive functioning (common sense)
 Can look normal or have some facial
features
 Possible higher risk for mental illness
 Often development tests w/in normal range
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Sexual Abuse: ALP webinar
Sex Proof Talk:
 No touching bathing
suit area
 Tell adult if touched—
tell, even if promised
not to
 Only parents have sex,
and only in bedroom
with door closed
Siblings
Kids in family already
 Birth siblings placed into your family
 Previous or subsequent birth sib. or ½ sib.
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by Jane Schnitter
Network: Identify & Test Drive
Mentor
 Local/live support/adoption group
 On-line communities
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 By
anticipated challenges
 By country of origin
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Professionals (adoption & trauma competent)
Require test drive professionals and support
groups during home study
Preparing Extended Family & Friends
Bring them up to speed:
 Adoptive Families Magazine
 Live and on-line training
 Blog or regular updates
(don’t post child’s picture)
Presume Post-placement Needs
Identify & Verify
Therapist: adoption & trauma competent
 Physicians: (ped & dentist & psychiatrist)
 Education & support services:
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 Early
Intervention Services
 Early Education
 IEP & 504
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Adoption Preservation Services
Adoption-competent, Trauma-informed
Please help populate APP
www.AdoptionLearningPartners.org
We’re Home! Now What
“Why my foster family gave me up?”
Photo by Tarin
DEFINITIONS
STATISTICS
PREVENTION
TRIAGE
RE-PLACEMENT
ADDRESS “REHOMING”
Our Challenge
Triage
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Respond to phone calls within
24 hours
Listen: help carry pain/
frustration
Assess
Pump in services to sustain or
Plan for damage control
New home options for child
Reframe
Not Your Fault; Is Your Problem
Therapeutic parenting: if our kids have a
tougher start, we have to parent smarter
Self-Regulation
Self-control……………………………..Impulsivity
(Can’t vs. Won’t)
Michael Mischel, Stanford University, 1960’s
Parents Grieve Too
What’s Your “Tell”?
“Education is simply the soul of society as it
xpasses from one generation to another.”
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G. K. Chesterton
DEFINITIONS
STATISTICS
PREVENTION
TRIAGE
RE-PLACEMENT
ADDRESS “REHOMING”
Our Challenge
Damage Control: manage the move
Managed move
What is Agency’s Disruption Protocol?
Which staff?
 What responsibilities?
 Report to whom?
 Options for replacement homes?
 How support new family?
 Response to displacing family?
 Legal counsel (agency & family)
 Trauma informed?
 Staff self-care?
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New Home Options
Temporary care – thru DCFS
Where do you network for resources?
Our Challenge to Offer
Useful, available, affordable support
“Where will I go?”
Sustaining Re-Placed Families
“I feel like they dropped us.”
How do we interact with family that was
unable to sustain placement?
Assess: capacity or fit
 Help them grieve and contain damage
 Blame & shame
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Supervision & Self-Care
How do you take care of yourself?
Schedule self-care into your calendar
DEFINITIONS
STATISTICS
PREVENTION
TRIAGE
RE-PLACEMENT
ADDRESS “REHOMING”
Our Challenge
State or Federal Legislation?
Jurisdiction: Interstate Compact?
 Home study for guardian placement with
non-relative?
 Who does these home
studies in your state?
 What allowed on the
internet: and
what can be controlled?
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DEFINITIONS
STATISTICS
PREVENTION
TRIAGE
RE-PLACEMENT
ADDRESS “REHOMING”
RESOURCES
Our Challenge
Spring 2015 Parenting Webinar
Register Now at www.adoptionlearningpartners.org
Identity in Adoption: Mirrors and Windows
Have you ever wondered just how much nature vs.
nurture will play a role in your adopted child’s identity
formation? How will they balance these influences as
they pull together their own understanding of who
they are?
What can you do to help them?
Join moderator Leah Bloom, LMFT, as she leads our
panel through a discussion about the intricacies of
identity formation within an adopted individual.
Live Webinar
Thursday, May 7th, 2015
7:00pm Central
Q&A: 8:00pm
www.AdoptionLearningPartners.org
Sexual Abuse
FADS
Growing Up Adopted
Professionals
• Social Worker CEU’s
• COA / Hague compliant training
• Continuing education for everyone