Infusing Protective Factors in Child Welfare Practice

greetings everyone my name is Sharon McKinley and I am the senior consulted with the NRC for in-home services funded by Department of Health and Human Services Children's Bureau on behalf of NRC for in-home services I would like to welcome you to promoting safe and stable families peer learning call today's topic is protective factors in child welfare before we get started can we find out who is on the phone if you can state your name and what agency and state your calling from that would be very helpful can we start with Virginia's person yes onymous troubled brown call them from Virginia from the law offices of Sabine brown okay thank you and from no come on hi this is our little Lambert with the North Carolina Division of Social Services child welfare services section thank you before we introduce our presenters I would like to ask that you all removed your phone so that we will not hear any background noises and to do that you hit star six and then we will allow time at the end of the presentations for your questions your comments and we'll probably do a little interactive polling questions also it's doing that period of time so if you can just saw fix your phone right now thank you at the end of the presentation we will also send out the materials from today's presentation as well as the post the webcast on the NRC for Animal Services website so regardless of whether or not eating those who wear it on a call they'll be able to access the inflammation once it is posted and then also for those of you are on the call we would like for you to do a little brief little survey I'll be sitting it out just so you can kind of give us some feedback and let us know what other topics you would like for us to have a discussion on in the future for this disco coming year okay so I'm going to go ahead and start this by introducing our presenters for today today we have on a call nila fer Hassan she leaves distressing families initiative which works with states and national partner organization to improve outcomes for parents and children by and through the protective factors framework she also helps advance the center for the study of social policies work to improve conditions for families and low-income neighborhoods by supporting efforts to mobilize communities to achieve as the same results and build a capacity of resident leaders next we also have kelly per year she is the assistant director of adolescent services for the new jersey department of children per family children and family services prior to joining the office kelly worked at a youth development agency throughout her career in both private and public agency she oversaw data collection and element analysis efforts in order to measure and sustain program effectiveness she has experienced with organization development competitive procurement of service and program development kelly holds a bachelor's degree in social work from Temple University and a master's degree from Rutgers University and a PhD from hairless School of Social Policy and brandis Brandeis University and then finally we have Brenda Kinsler she has been with department of human services in Philadelphia for 28 years she is currently administrative for the family and youth engagement Center she is also lead project manager for the implementation of strengthening families and to the improving outcomes for children initiative in philadelphia brenda has worked in investigations and supervise all parent education programs for DHS doing her time there i would like to welcome them and i will turn the presentation over down to deliver great thank you so much Sharon and because I do know that it is a small group today and because I also know that some of the people who are honest as audience are also doing some very active work in their own States to integrate a protective factors approach into their child welfare work i know our letter you were on the phone and I know that North Carolina has been a very active Trevor I know that at least in some of the counties in Virginia that there's a lot of activity going on so I want to encourage you all on it's a small group we really we really can have dialogue so as we go if you have questions or comments or you know this is what's happening in our state's please feel free to jump in so I'm going to go very quickly and the idea was just to update you all on what is happening around the country around using a protective factors approach in child welfare practice so I'm going to speak to some of the larger national work that's going on give some examples from the work that we cssp has have been doing in particular with states and we have Brenda and Kelly who are going to be talking about their own experience at the state level so just very early a chair and can you move to that first slide with the arrows so very just to set some initial frame what when we say a protective factors approach in child welfare what do we need protective factors approaches really are there there are many different approaches in the field but what they're really based on is this idea of let's look at the existing research and literature and let's really understand the qualities of families that are able to succeed despite risk in crisis and let's use that understanding to think about what are the Sprint's that we need to build in families that are going to help to mitigate an offset risk so protective factors if we think of them are conditions or attributes of individuals that will help to mitigate risk we have cssp also talked about protective and promotive factors protective factors are those things that are associated with strengths in the face of specific risk right and promotive factors are things that are known to be linked to the achieving of good outcomes so when we talked a little bit about the strengthening families protective factors that you thrive protective factors what you'll see is that they're both protective and promoted factors but in this particular context of this Cole we're going to be talking about protective factors that are in play in the field of child welfare so those protective factors frameworks that are specifically designed around reducing the risk of child maltreatment so Sharon if you go to the next slide so as I said there's many protective factors frameworks that are out there we've got the new work acyf has been doing on their literature review of kids in that are in risk essentials from early childhood that's going on for the CDC stressful families and you thrive that are coming from TS SP but we've also got things like communities that care that from the substance abuse sector and the search institutes for developmental assets that comes from the positive youth development literature sure and if you can just automate this slide a little bit so press your key three times now okay so in this webinar we're going to focus on the first three the acyf protective factors literature review essentials for early childhood and strengthening families and youth drive and the reason is that those three frameworks are specifically associated with protective factors that are associated with either the reduction of child maltreatment or well-being for children in care so Sharon can you go on okay so this is the conceptual model that is coming out of acyf new literature review about four kids that are in care so acyf was very concerned about let's look at the populations that we are responsible for children adolescents who are victims of or at risk for abuse and neglect runaway and homeless youth youth in or transitioning out of foster care children and youth exposed to domestic violence pregnant and parenting teams so they were very interested in let's look at those the rich literature that is specific to these five groups that we're responsible for and they they they recently completed a very very detailed literature review of all the literature that was available for those populations and came up with the the conceptual model that you see so the outcome they're focused on is well being social emotional wellbeing for the kids who have experienced who are a part of child welfare systems essentially and you'll see that they're looking at protective factors at three levels community levels relationship level and individual level we have done a crosswalk of the articles from their literature review to our trusting families and youth thrive protective factors which are based on a universal frame and what is very interesting about all of this is well there are substances we also see a tremendous amount of consistent about what's promoting well-being for these kids who are in care and what promotes wellbeing for kids for a universal population of kiss so we see the same emphasis when kids are really young on essentially their social emotional their self-regulation their own sort of social behavioral skills we also see the importance when kids are very young of parenting company trees and then as kids get older we really see that there's this evolving focus on on their own internal capacities on on caring adults and peers around them so it's interesting stuff at this point the literature review on this is hopefully going to be released to the field in the beginning of next year and at that point there will also be a lot more information about how some of this pegs to other frameworks that are available in the field so a chair next slide the other framework that is sort of new to the field that is just starting to be used is CDC's essentials for early childhood and they're really focused on their protective factors are the safe stable and nurturing relationships CDC was very centers for disease control the CDC was very concerned about child maltreatment as a pathway to very to poor health outcomes for kids and so they looked at all the literature around child maltreatment and what would prevent child maltreatment and came up with this framework of face stable and their journal relationships the CDC's framework a less focused on the protective factors themselves than what they see as the processes that help build these safe stable and nurturing relationships and so this left-hand column which is around raising awareness and commitment using data to inform actions norm change in programs and policies that build so stable nurturing relationships are really the focus of sort of the action proponent of the CDC work and CDC has just funded five sites Massachusetts Colorado California Washington and North Carolina we to to look at how they build these essentials for early childhood and they're also trying to build a larger learning network of states that are going to be participating in the essentials project next slide shows so at cssp we actually have two protective factors framework that we that we are using in the field the most the most widely known the most widely used and the oldest at this point is strengthening families and strengthening families really looks at it it's based on the research literature from children from birth to eight years old and really looks at all of the early childhood all the early childhood the early brain development literature and really focus on us on those protective factors that are associated for wellbeing for those young children and what's not surprising given that these are often very young children and the parental environment is extremely important for children of that age is that what we see as having very strong relevance is primarily parental protective factors as well as these early social-emotional regulatory issues self regulatory issues for children but then as children get older we see this importance in focusing on the child's own protective factors and our newly developed work which Kelly is going to talk a little bit more about is called youth drive and it really focuses on what the the new research is telling us about adolescent brain development and how we can build protective factors for children who are in that eleven to twenty six range so we see these two initiatives as working together because to a certain extent they're really they're focused on what can we do for to build parent capacity what can we do to build the child's own capacity but to really support those well-being outcomes for kids and families and and the the reduction of child abuse neglect so Sharon if you move to the next slide strengthening families and you thrive use a somewhat common framework of five protective factors which are resilient so in sync families we look at the parents resilience their ability to bounce back from stressful situations their their ability to to parent effectively in stressful situations in you thrive we're looking at some of the same concepts but for the youth how do the youth have the their own internal capacity and skills to respond to stress effectively we're looking at social connections and again that we have this divide between in strengthening families we're looking at the parent social connections and you thrive we're looking at the youth social connections but in both cases we're not looking just at the quantity of those social connections with the quality of those social connections that whether or not they provide sort of instrumental social and emotional and support to the individual we have concrete supports which include include whether or not individuals have access to services but also whether or not they have the internal skills to to have health seeking behavior to advocate for themselves etc and then knowledge of development so not a surprise in the strengthening families framework that we have that the knowledge of parenting and child development is associated with good outcomes for children we have a lot of information about also how that information is provided but then what is very interesting is in the youth development field we find that it is it is still important and it is important for the caregivers and the youth themselves to understand sort of all of the changes that are going on in the adolescent brain and finally we have this category of developmental competence and in both cases this is for the child itself so in strengthening families we talked about the fact that even the very youngest kids the infants in the arms are engaged in very important social emotional activities building block activities like building attachment like learning to respond when others communicate with them or other looking someone in the eye and that all of these are very crucial for the child's ongoing development and so there are an important protective factor and then in youth the issues are more complex because their development is more complex but those fundamental skills of self-control self-regulation ability to communicate with others again are very foundational to the good outcome okay Sharon you want to move on I'm trying to go very very fast because we have so much covered this is just on some of our strengthening families data from last year and I'm going to I'm going to suggest that folks who are interested in this might want to look at it after the webinar but what it shows this is just the variety of strategies that are being used across States and how many states are using these these strategies and I included our child welfare prep strategies but also our child abuse neglect prevention work and how states are using protective factors in home visiting so I'm going to go to the next slide Sharon and I'm going to go very quickly through these slides which are really giving some of the examples of what's the work going on on ground so prevention and diversion we know that actually at this point the majority of states have have aligned things like their CD caps funding and their prevention dollars to to the two protective factors so that they're actually providing funding to programs specifically to build protective factors with families we know that in a number of states they're using protective factors with their differential response strategies so that families that are moved into a differential response and referred to community providers are being served by community providers that are operating within a protective factors framework we're just starting some work in Philadelphia which is very interesting on how to how to protect factors can be used in their hotline response so that that workers will actually be asking questions related to the protective factors and as they make recommendations to families who are being diverted from the system they're using a protective factor spraying for some of those things I'm going to move on to the next slide I'm just going to pepper some examples from each of these rather than go through everything on the slide so anyway I in intake and investigation what we're looking at in a number of places is revising in taking investigation tools to include questions on protective factors we're also looking with stations including some trauma screening questions and slides for developmental delays and then Amy an intake and investigation work what we've seen is a lot of interest because so many states are also using a protective capacities framework and using that with their intake and investigation that we're doing a lot of work to help workers understand how protective factors and protective fat protective capacities align and can work together and support each other and what the distinctions are between the two because the language is so close we really need to help workers understand how to work with these things together okay next slide show in the case planning in a number of states in a number of different ways we're looking at revising assessment tools so that when families receive a family assessment when they go into case planning is they're getting a family assessment as that first building block for developing a family plan that they are actually being assessed in ways that assess them not just on the risks but also on their protective factors so what this looks like in from state to state varies in a number of ways in the state of Utah they're using a version of something that looks like the fast that that builds off of the fast and we are doing some adaptations with them that are linking a protective factors related item on the scale of responses so that that are that we have plus ends of protective factors that are being that will be assessed in other states we have specific assessment tools that are that are looking at protective factors and then let me see what else would I pull out of here in Michigan they've done some very simple adaptation to their case planning tools to include information on protective factors and then in in Philadelphia we've been doing some work on looking at they're using teaming as a core strategy and looking at how protective factors can connect to that I should stop giving Philadelphia examples because event is going to talk I'm going to die I'm going to stop from that one Brenda okay in a home take care in a number of states they're looking at using a protective factors framework in there in home cases Utah is one in specific that we've been working with and so we're really talking with them about training because they want to make sure that they're in home workers have the capacity to use themselves as an effective tool to interact with families in a way that builds protective factors so there's we're talking about training but we're also talking about shifts and supervisory tools brown bags videos and activities that we can do with workers so that it would build their capacity really think about when I'm in a hole and I've got you know 20 minutes with a parrot how can I in the course of doing the work that I'm doing do it in a way that will build protective factors the other thing that is very interesting and i'm going to leave um Brenda to talk about is how parent cafes can be used as a strategy to support those families who are in in home in home services out of home care it looks a lot like the work that's happening in in-home care but the thing that is an addition in out-of-home care is that we're really looking at the protective factors framework not just as a framework for how we support first families in the system but also how we support support of resource families so foster families adoptive families kingship families that we're recognizing that here that all of these families are under stress and so if we can use the protective factors framework to build the capacities of these families we can build we can help their capacity we can help a disabled placement children when they're in placement we're going to we're going to increase stability when children go into adoption in Africa the particular project that I'm excited about that we're going to be starting from work on is in arlington virginia where they have a model called building bridges where they very intentionally try to link their foster families with their birth families in ways that are mentoring and supportive of those birth families skill and capacity building and we're going to be looking at how the protective factors framework and support that underlying work to engage foster families and birth families and supportive relationships he got tremendous feedback okay okay let me just ask if is anyone on the phone that's not muted if not if you're not mutilated saw six just so that will hear in the background you're my star six to mute your phone 38 my tanem I wow okay so I'm just going to talk about the last piece which is permanency exit and aftercare that the last piece that we're really interested in looking at and that we think this is a very useful framework for miss Ashley came up in a conversation we had in North Carolina yesterday is the potential of this framework as a framework for thinking about the are aftercare relationships with families and how do we really ensure that when families lead the system whether it's a birth parent having a child returns home or it's an adoptive parent that we're really thinking about what are the relationships we build at the community level so that there is ongoing support for those families having those capacitors protective factors in place in order to ensure their long-term stability and i know this is also a piece that Brenda will talk a bit about in a second so I am going to pause for a second and I think we're going to go straight to Kelly and then we'll go back to questions that right but um you're gonna go through after Kelly would do Brenda and you will do first yes okay so thank you know for this is kelly am i up yes greetings everybody I Kelly per year I'm the assistant director for adolescent services here in New Jersey as part of the Department of Children and Families and I bring you greetings from the very icy Garden State and so amiable firm mentioned in her comments earlier we are using in our department the you thrive portion of the frameworks in our work and adolescent services and so I'm going to talk a little bit about New Jersey talk a little bit about kind of how we fit in the larger child well Phil walk welfare system here and then talk a little bit about a piece of work that I think is helpful for folks to understand how we're applying it and so the Flyers you see now is just a context so New Jersey Department of Children and Families has five divisions and for those who may be a familiar with New Jersey some years back we are child welfare system used to be called the Division of Youth and Family Services or dices for short and it's now called the division of child protection and permanency and that's where really all of our child welfare services spit so office of adolescent services which is the office and I work in is considered a sister division to our C PMT office and we provide technical support and consultation to taste caring staff for young people aged 14 to 21 so on our system what that means is we don't have to carry responsibility but we inform and bring forth policy practice guides develop resources and provide support to our purchase services including resource placements I'm in that 14 to 21 age range if you can identify this and so just a little bit about how the youth life framework seems to be about a year and a half ago our Commissioner Alison blank some convened a task force that we lovingly call the task force for helping you flatten placement or high-touch to really look at given some federal guidance that it come out given the youth wise framework how can we really be envisioned and reinvigorate our services for 14 to 21 year old and the goal as is listed on the slide is to really use the youth wise framework to identify and implement strategies to really look at sista matic cultural change really focusing on the 14 to 21 year old and for the purpose of this piece of the work the 14 to 21 year olds and out-of-home care and i should say in new jersey the child welfare system goes to 21 at the age of 18 a young person can continue to keep their teeth open up until their age 21 he events wisely so this is an algorithm and so a miller furred mention that promoters and protective factors and i don't know who can see it well but the slide sets left now talks about the five categories of motors and protective factors on the left-hand column and then on the right-hand column really outlines different examples of ways to kind of think about operational lives really challenge you to think about how does a resource a policy of placement really either encourage or reinforce those relevant protective factors and so for example if you look at the social competence these use that last one we really use the framework to say one of my favorites how do our programs how to our services how to our staff help young people 14 to 21 explore their spirituality or consider recreational and hobby building activities and part of their for work and that really came from a presentation that as the SSP staff member did and that our director was at where they really talked about speed she talks about how there are 30 or so risk factor and there are hundred or so for motives and protective factors and for those of us who do the work of a consistent basis that kind of feels like an odd ratio sometimes in our work it feels like there are far more risk factors to consider than there are promotive or protective and so the framework really helped us to really drill down and say let's not focus on you know the risk factor which we are comfortable with and often go to first but how do we think more broadly around in this context where maybe there is risk they're also promoted and protected or how do we increase or create opportunities for those faculties are not present to be brought to bear and so if you could advance supply we have this very pretty report and which is an image up on your screen and it's the pdf's report and I put the link at the bottom and so please at your leisure feel free to download it and it's very brief and so it really outlines the recommendations that came forward then came towards our Commissioner earlier this calendar year to really say if we really want the court case practice for 14 to 21 year olds from resources for that population to really increase encourage promote for motives and protective factors there's some recommendations that that we'd like to see happen and those recommendations of you can advance the slide are in for category the first is policy and so really for example we have an independent living stipend that we have in the state of New Jersey and that policy had not been visited in 30 plus years and so we had an opportunity to resent it but also consider what is normally look like for young person what are those factors that we can encourage so for example if a young person has to do a budget in order to receive a stipend and where it's important to us that we focus on the motive of protective factors is it permissible and not for yoga classes to be an accepted part of their budget and how do we look for and encourage those opportunities and so our policy that launched an april really really looks at that and create space for young people to be able to do those things and to be able to do them with department support the second category placement resources and in our systems that come with everything from on resource homes kin and non-kin but also some group home settings and then we have other licensed programs or our young people reside and so really looking at how do the systems of the program model that those resources used how does it create and promote motive and protective factors we also have been looking for within our resource homes especially those that serve all the young people to really look at how does the resource parent play a more pivotal role in kind of increasing and encouraging so those examples and so one way that's come up again because it's one of my favorites on spirituality is how to resource parents help young people kind of explore and engage in maybe not religious activities but maybe some spiritual activities and exploration and how will we as a system encourage resource parents to be comfortable having this conversation and to do so the third column is in training and so we have a pretty large staff and so how do we look at ways of not just providing direct resources the case for staff but also challenging the expansion of their thinking again not away from risk factors because that's an important part of our work but to make sure that we infuse those motives and protective factors and so if there are only 30 risk factors and 104 others and protective factors how do we alter our mind space to really consider those proportions willing to look for ways of encouraging and then the last is program models specifically the report looks at potentially creating a specific model of a specialized resource homo 40 votes for older adolescents looking for ways of bringing those those factors in some really looking at a model where a youth BIOS social and cognitive development and the impact of trauma which has really been a huge part of our work lately how does that show up in terms of how about resource parent provide care to a young person and so the framework some that was outlined in the slides and then as nil aforementioned really helped us challenge our thinking to saying well we know what it's been but if we're saying and having knowledge of youth development is important in these four spheres how do we make sure that it's there and so it's been a really helpful really helpful process and the report goes into a little bit more detail on those points I just want to say before a transition that there are other parts of our department that are using other pieces of the frame Arkansas in our prevention side we are looking at using the strengthening families of peace or framework are working adolescent services really focuses more on the youth drive the older adolescents piece and so consider no questions I believe until after me that's my last slide Thank You Kelly appreciate this we haven't helped Brenda hello everyone thank you for having me I'm going to talk about Philadelphia's transition and how we are integrating implementing sensitive family so for those of you that don't know indeed in Philadelphia we completely overhauled the child welfare system as we used to know it and so to that end we wanted to achieve better outcomes for our children and so we increase the parental responsibility and involvement the the focus was insane children in their own homes include parents in the discussion decision-making primer ensure the safety and well-being of children in their own homes and provide services to families in their own communities and so we edition a process called improving outcomes for children and what that meant for Philadelphia is that we decentralized a child welfare agency to community agencies that we call community umbrella agencies or the cooler and so services that including hotline and it with the exception of hotline and investigation all case carry and services moves to the cooler or are in the process of moving to the cooler and so all services their families in home and out-of-home would receive would come from an agency that is in their own community that we feel their parents would access services much more frequently and be more comfortable getting services if they could stay in their own community that includes having children who had to be placed outside of your home temporarily be pleased if community and so that when families were disrupted for whatever reason there was support in the community there was a sense of support in the community and so we developed what we call coolers and to date we have seven coolers and by the end of this process in 2016 there will be ten another initiatives that comes out of improving outcomes for children is that we move from a dual case system to a single payment plan one single family single case plan so that instead of families having multiple service providers from the various systems that they need services from there would be one case manager who oversees the entire single case so that if you have multiple children with multiple need there weren't a different social worker on each part of that case but you have one single case and one family up to one family another critical piece of improving outcomes for children is the teeming process the teeming process says that a family parent and/or a older or youth must be involved in the decision-making process of them about their lives up the plans are made at a 20-day safety conference it involves everybody who is has anything to do with that case it is the parent it's the child it is the supports it is whoever's is the parent identifies as a person the therapists are all at the table with the parent being the center of the focus that the parent is the decision maker in his or her own case that families mom and dad must be at the table to provide their input is there fair knowledge about what their family needs so that end we knew that we had to have a framework that would with move past I as practice of identifying deficiencies rather than strength and so we looked at resented in families framework and saw that it alive very nicely with what improving outcomes for children was trying to do and that is that the protective factors would promote those things that we saw in the families that we wanted to enhance in the family which is looking at the strength of the family as opposed to the deficiencies and so in those areas in addition to where you see on the screen we also had to look at every part of our system and we're strengthening families needed to be integrated if you move to the next slide okay so when you move to the next slide you see that it's broken down into every part of our program is so Scylla for had talked a few minutes ago about prevention and diversion and so we looked at we're in the prevention side that we need to implement this Justin and Families framework and so to that end and long with intake and investigations we are now training on the staff in both of those divisions to understand what the protective factors are and that of how to make sure that we're using the protective factors as we engage families and how do those protective factors when we know what they are and can identify them in the families could prevent families from becoming involved in the system with regard to intake and investigations as those are alluded to protective capacities as part of our main tool for assessing safety and so we look at the safety model practice and we are now trying to integrate children and families language into the training process which encompasses the safety practice because our staff goes through a what we call charting the course which is to improve practices so we've had to look at the protective capacities which is art of the safety assessment to say how does this alarm with the protective factors and what we know is that protective capacities are directly linked to the protective factors that if we can identify is the family of the protective capacities we would can better identify how we need to build on the protective factors and so we saw that there was a real link between capacity and the protective factors and so we're linked at to the investigations and intake seeds and and uses it to focus on child well-being and so that when we know that mom and/or dad capacities are deficient that we also look at how what protective factors do they do they have and how do we build one so there is a link their case planning is the one family single plan again we looked at and have trained staff in working from behind the protective factors so that you are looking at families when you're talking to them and interviewing them you identifying the strengths that mom had you're looking at social connections or lack thereof you're looking at mom's knowledge of child development so that you're better able to assess what does this mind me what are the needs of this family and in many cases we're hoping that the in his or her own community they can access those services some of the assessment tools that I think was alluded to earlier that we looked at and ensure that we had to their family and language in is the cams assessment and they're fast and so we looked at it and saw that many of the issues in the fast hands did actually work from behind the protective factor so we were very careful and mindful of looking at all the tools that DHS currently attached used to assess families to ensure that protective factors were a part of the framework we also move to as I said the family team decision-making process we found gave the family the voice that they did not have previously it also allows for all of the support both formal and informal to be at the table to inform us as to how this case should proceed so that we can make the best decisions with mom and that we could keep the family in the community whether the child stayed in home or had to be placed outside the family would remain in its own community and those rich resources would be accessible that way uh we adjusted the policy and practice standards to support stress page Family Center and trauma-informed practice so that strengthening families language is in the cooler the community umbrella agency policy guidelines the staff that they hire to work with families has to have a knowledge of incident families they are receiving it through as i said the charting the course class that many of them have to take before they can be certified additionally we're working with them in the community in fear of children and families staff to ensure that they be the language is what we want that we are watching how they do it if they have really integrated this into their practice additionally we have integrated this into or we're beginning to integrate into the performance evaluations so that in every aspect of DHS child welfare we are ensuring their sensitive family language and protective factors is what is driving the work that also working from behind the factors so that that is forever most in their mind looking at family strengths as opposed to the weaknesses or the deficiency a creation of new positions to support the practice change we have in the coup is there's several positions and the coolest that towards the families that also those folks are being trained through my unit insensitive families and protective factors work one of the ways that we are also working with families to promote the protective factors and see the use of the parent cafe we have found that their parent slides fight fight in this environment because the cafe is an exchange of information it is it meets the protective factors in many cases of parents are often very isolated or don't have the connections that we assume that they do the cafe serves as a tool for imparting the protective factors helping families understand that they're not in this alone and then forming bonds and connections that they last a lifetime and also the cafe also empowers families to have a voice for themselves to advocate for themselves and to be more involved in their community so we are at this time and the coolers are now facilitating the cafes and I think to date we've done probably about 15 cafes between the coolest and as I said there's about seven of them now and so we're really supporting and encouraging the coup was to develop this tool of integrating the protective factors in this transfer of learning with parents in the cafe process I think that and as I said we anticipate having 10 who is in every ZIP code in Philadelphia by 2016 we are currently has seven and we're about the name is x3 in the next couple weeks we're very excited about this transition in Philadelphia we really believe that given the power back to parents is helping them be more involved in the decision-making process will will achieve significant outcomes for our children and it will help children stay at home or in their community and and lessen the amount of time that they're involved with our system thank you so much Brenda can you just music who are do you give up what does that stand for please again the courage is the community umbrella agency community umbrella agency main here and here well we okay so we have come to the to the time where we open up the lines if anyone has any questions you can saw fix your phone if you're interested in verbally giving you a question or you can also type it in if you don't want to say anything just want to Isis question is into your little bar that's on your right hand side and I can read the question out for you I did put here the contact information for nila for Kelly and also Brenda so that if you want if you have any questions for them after the presentation and you feel feel free to email them so that they can answer you appropriately so are there any questions any comments or if someone's on the phone want to share what you all are doing in your particular State or agency and within God's to infuse into techno factors in your valuable fairly works please do we would like to hear from you as well what's right I know Brenda you mentioned about training of the staff with the detective factors is there anything particular I know that the International Children's Trust Fund potential alliance to the traditional line to children's minds and check this factor program are you aware that our people have someone coming in to do specific type of bomb train so nila fur is why need a blunt Clark from cssp had been working probably over the last probably the last two years with VHS you which is the training arm of DHS are in terms of training and and and working with the safety the charting the course the safety model practice we're still in the process of trying to see how that's going to work out but they've been working very closely with DHS you to ensure that their respected in families language in the training of new kuwa staff as well as in taking Hotline staff Oh turn our our goal in Philadelphia was not to have a standalone fencing family training to have an introduction to strengthening families as workers came in but then make sure that the ideas were all infused in the much more in-depth training that they received on their case work practice so that it just became part of casework practice rather than something that you then had to translate into your casework practice so that's why we're not using a standalone training like the Alliance's training but rather doing this infusion method and then also a think I don't know frienda and no know who you touched on it to about the the assessment tools that you'll they says being used and then also trying to make sure that the protective factors are also a shafted into it it's how is that cuz of that work out because I know I if you call I don't know what you saw it and that but there was an inflammation memoranda went out about the assessment tools that lion Samuel is at that time stated he wanted to see it be initiated across the board to make sure people concentrated also on the trauma so you know that children may have and all of that so I'm just trying to see whether or not that is parallel to some of the things that that was going on with the memorandum that's interesting I don't know that I can answer that question off the top of my head but similarly to what we just talked about training in the work with assessment what we've been really trying to do is integrate it into existing assessment processes and I have a chart that I can share a folks wanted email me which actually lays out some of the work we're doing with existing developers of commonly used assessment tools in child welfare systems because again our intent or idea is it would be great if we could integrate into some existing assessment tools in terms of the work on having trauma screeners i integrated as part of assessment that that that definitely comes up in some of the work that we do so for example we work pretty closely with connecticut who on their early childhood child welfare linkages grant and so when we were looking at the practice for those workers who had families with very young children in their case closed we were including what are some of the questions that you might ask in order to have an understanding of whether or not that child has experienced trauma whether they're whether they're manifesting trauma in their behavior those type of things and I think those questions were there in lieu of a specific screener because they had a good screener for the older kids but not as much for the younger kids so that was probably too detailed of a response for you Sharon but I do have a chart on the work we're doing an assessment if anybody on the phone wants to get in touch with us because they're interested in it thank you are there any other any questions comment but I actually with Kelly would I will email Kelly probably about this because she's doing significant work in Trenton in Jersey we use rise ma'am and we've been more focused on the family side but we do have a center we call achieving independence center which works with use from 14 to 21 and so we had talked a little bit about how to integrate or implement you thrive in working with those you so I really would like to have some more conversation with you about how you're doing it in New Jersey because we we really need to get that involved with with our use on this side and we're right across the river so we get a cheesesteak and figure out that sounds good to me yeah yeah I'll be very interested to see how you guys did that yeah good afternoon everyone good afternoon my name is Rita Jones I am and with the Philadelphia Department of Human Services I work under the leadership of Brenda Kinsler and also have been working with no apparent and consulting about strengthening families and implementation in Philadelphia I just kind of wanted to add to the conversation about the youth drive framework and the achieving independence center we actually have a team cafe coming up on December their 30th at our achieve independence center so it would be great to connect with you Kelly I'm fire than prior to that to see if maybe we can collaborate on some ideas about how the cafe should go we have done a team cafe before this would be our second one but I would love to just pick your brain about some of your thoughts around the youth bride framework and how to help lead our team long as we approach our second cafe so Brenda if you could tag me yeah sure at email I appreciate it yeah i'm glad i have worked out if a business networking here oh yeah it's great well we are 404 so a little bit over time but i really do appreciate the fact that you just designed to share what you all are doing in New Jersey and Philadelphia and they look for where you are doing across the board again this will be placed on the NRC in-home services website as well as the webcast with those who did not come on a call so they can actually get a chance to hear it so with that I thank you and I hope that you will have a wonderful holiday and a new year thank you thank you thank you everybody okay the house has left the meeting

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