The Source Creating Threads of Continuity

A SERVICE OF THE CHILDREN’S BUREAUThe Source

Newsletter of CREATING THREADS OF CONTINUITY: The National Abandoned Infants HELPING INFANTS AND TODDLERS Assistance Resource Center THROUGH TRANSITIONS IN FOSTER CARE

VOLUME 13, NO. 2

FALL 2004 Twenty-month-old Sara had been living with her foster mother since birth. Her biological mother had a long history of substance abuse and was unable to stabilize her life. She had family reunification services but utilized them minimally. IN THIS ISSUE She was inconsistent in her visitation with Sara and expressed feelings of resentment and animosity toward the foster 1 Creating Threads of Continuity: mother. Nonetheless, at the eighteen- Helping Infants and Toddlers month hearing, the judge determined that Through Transitions in Foster Care Sara should return to her biological mother that same day. Sara’s things were 5 Helping Children Transition mental health services to assist with this to New Caregivers packed, and her grieving foster mother tried hard to prepare her and to say good- transition, but the mother refused. Several months later a chance 7 Making the Transition: bye. Her homeless biological mother, Learning to Cope Through Art pleased but no doubt overwhelmed by the encounter occurred at church one Sunday. quickness of the return, took Sara to a The foster mother, looking across the room, 9 Supporting the Transition of shelter with her that night. saw two eyes intensely focused on her. They Infants with Prenatal Substance Despite concerted and thoughtful were Sara’s eyes. The foster mother Exposure from Foster to attempts on the part of the foster mother approached Sara and her mother with excit- Adoptive Homes and child welfare worker to allow some ed anticipation and with care and respect transitional contact between Sara and her for Sara’s mother’s feelings. Sara’s eyes lit up 14 Congratulations! foster mother, her biological mother was when she realized it truly was her foster unable and unwilling to allow this. By mother. She immediately proceeded to reveal 17 Transition Issues for Children of all appearances, she was just too angered to her foster mother how she had held her in Incarcerated Parents by the system and focused on reclaiming mind through the loss. Sara showed her a her role as the mother of this child. She purse she had around her neck and the sole 25 Good Bets saw the foster mother as an interference contents—lip balm— something that her and a threat, rather than an ally. Sara foster mother had always carried in her 29 Conference Listings and her biological mother were offered purse especially for Sara.

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Continued from page 1 . . . disrupted attachments between chil- welfare worker, their supervisor and the dren and caregivers, but also the many attorneys involved. Though the judge Sara’s story movingly illustrates changes in professional relationships has the power to make a decision, how important it is to very young chil- with children in the foster care system. timetables, court processes and out- dren to maintain a connection to their Just as children experience multiple come are often unpredictable to all primary caregiver. In this case, Sara, caregivers, they also experience changes involved evoking feelings of helpless- with no external help, ingeniously in child welfare workers, teachers, ness or powerlessness. As a result, found a way to create a ready symbolic mental health providers, and peers, and children’s relationships invariably con- reminder of her foster mother as she therefore experience the loss of those tain an element of anxiety that must be grieved the loss of this first important important relationships as well. This managed for them to feel safe and relationship in her life. At 20 months, discontinuity results in a fragmented secure. Sara created her own “thread of conti- and incomplete history, and a lack of nuity” between caregivers by holding a knowledge about the child’s experience symbol of her foster mother’s love and by professionals and caregivers alike. care as she worked to develop a new The details of the child’s internal expe- Young Children’s Experience of relationship with her biological mother. rience and external reality, as well as Disruption and Loss their needs, wants, comforts, likes and dislikes, may be lost or obscured in a Given that multiple placements often succession of placements, social work- are a reality for young children in fos- Characteristics of the Typical ers, schools, daycares, and mental ter care, how do we protect their emo- Child Welfare Experience health professionals. tional experience and create threads of A second characteristic of the continuity for them? We know from Placement moves for children in the child welfare system experience is that burgeoning research that even very foster care system too often are it includes dilemmas involving less-than- young infants experience and act on inevitable. Even when all goes accord- optimal choices. Sometimes child wel- their world in multiple and rich ways. ing to plan, a child may experience at fare workers and other professionals are In fact, the period from age six months least three placement changes and pos- faced with decisions where none of the to four years has been identified as a sibly more: the move from the biologi- available options appears to provide the particularly vulnerable time for separa- cal home (where there may have been optimal life circumstances for a child. tion from caregivers (Rutter, 1981 as multiple caregivers already) to an A child welfare worker may be faced cited in Fahlberg, 1991). This is the assessment center and/or a temporary with a choice between caregivers, nei- period where models or templates of home, and then to a more permanent ther of whom are a “good fit” for a attachment relationships and expecta- home. Difficulties regularly arise that particular child, or a worker may be tions of the world are formed. It is also can lead to additional moves. For required to suddenly move a child out the time in which caregiving relation- example, foster caregivers may end a of a long-term placement. In these sit- ships define one’s sense of self, and placement for a variety of reasons; uations, it can be extremely challenging one’s confidence in moving auto- potential relative caregivers may express to find ways of intervening that feel nomously into the environment. Loss interest after placements have already useful, and to maintain a sense of and trauma during this time can have been made; or a relative may start car- hopefulness. long term consequences for the child, ing for a child hoping that the child Third, the experience of those including depression and anxiety will reunify, without being prepared to involved with the child welfare system (Bowlby, 1976, 1982; Carlson, 1998; provide a “forever home.” The exam- —children and professionals alike—is Lyons-Ruth, Easterbrooks,& Cibelli, ples and the complex reasons are frequently characterized by pervasive 1997). numerous and individual. The end uncertainty about the future and feelings John Bowlby (1976, 1982, 1989) result is the same—another move. of helplessness to effect change. and the Robertsons’ (1989) seminal In any case, a central, though Ambiguity about the future is often work clearly showed that toddlers with unfortunate, characteristic of relation- experienced by the child, his/her sib- positive attachments have strong reac- ships within the child welfare system is lings, the birth parent(s), the foster tions to the loss of a caregiver. They discontinuity. This includes not only and/or adoptive parents, the child

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described an initial appearance of flat- passive or compliant. This wish is Granger, 1995; Mayes, Grillon, tened affect and conformity, soon fol- understandable, given the alternative of Granger, & Schottenfeld, 1998), drug- lowed by a move to a “protest stage” feeling the impact of relationship dis- exposed infants and toddlers can pres- involving anger, searching and acting ruptions — as well as neglect, violence, ent severe challenges to a caregiver’s out in an attempt to regain connec- and poverty—on the very young. To sense of competence, and their feelings tion to the caregiver. Despair and feel this impact may also remind us of of being able to connect with a child. depression may follow when the care- our own painful experiences, or those For example, a drug-exposed child’s giver does not return, thus leading to of our children. Whatever the reason, sensitivity to visual stimuli and subse- detachment and a lack of connection we often are pulled to hope in our quent gaze avoidance may lead a to other adults. Children with more hearts that these children are being caregiver to feel inadequate or discon- conflicted and negative attachments, spared. nected. characterized by abuse or neglect, will Further, young children in transi- Other factors also may impede a often still have strong emotional reaction may demonstrate an array of caregiver’s ability to provide adequate tions when relationships to caregivers behaviors that are open to misinterpre- emotional support for a grieving are disrupted. Providing emotional tation. For example, a grieving child infant. There may be other children in support with the grief process, help may withdraw or avoid interpersonal the home, or a lack of time, energy and with a range of complicated feelings, contact and thereby appear not to need money. Relative caregivers may experi- and threads of continuity for the special emotional care, or alternatively, ence dramatic, unexpected life changes child’s experience, can facilitate the indiscriminately climb into her new as they return to parenting. Kin and formation of new attachments and caregiver’s lap as if she has known her non-kin foster parents may have com- lessen the impact of a potentially trau- for years. Each set of behaviors repre- plicated feelings about the child and matic event. For children who were sent a grieving child’s means of coping, the biological parent. They may fall in drug-exposed and/or received inade- which may be temporarily adaptive yet love with or, at times, work to avoid quate nurturance due to a parent’s costly, in the long-term. For example, falling in love with a child. They may drug-using lifestyle, however, a com- over time a child who avoids such struggle with a child welfare system bination of biological and environ- interpersonal contact and soothing may that is not always supportive, that mental factors may have impaired not be able to enjoy the pleasure of compensates poorly and too often their capacity to self-regulate, to man- close social relationships. Unfor- seems to lack respect for their work. age novel stressors, and to make use of tunately, such behaviors draw upon the When a child leaves their home, their relational forms of soothing and com- desires of well-meaning caregivers to own grief and loss may impede their fort (Lester, Boukydis, & Twomey, believe that a child is adapting “fine.” ability to help a child. Edelstein, Burge 2000; Mayes, 1995). This both com- This problem of misinterpretation can and Waterman (2001) refer to the grief plicates and intensifies the need for be compounded by a new caregiver’s of foster parents as “disenfranchised caregivers and providers to actively lack of experience with the child. As a grief” as others and even the foster par- help with the transition process. result, adults may respond in a number ents, themselves, have difficulty under- of ways including minimizing the standing and legitimizing their experi- child’s experience of grief, expressing ence. anger at difficult behaviors, and mis- Biological parents have their own The Experience of Caregivers perceiving emotional withdrawal as set of feelings that may affect their and Parents rejection or a lack of need for comfort capacity to support their child. They (Dozier, Migley, Albums, & Nutter, may feel guilty or shameful about their Responding to the grief of infants and 2002). child’s foster placement, and envious of toddlers whose relationships are dis- Additionally confounding the others caring for their baby. For par- rupted can be difficult. Among care- process of caregiver-child relationship ents whose children were removed for givers, parents, and professionals, development may be the impact of pre- reasons related to drug use, powerful there is a pervasive temptation to natal drug-exposure. With problems of feelings of guilt can be paralyzing and believe that children under one year state regulation, and difficulty respond- potentially interfere with their capacity of age are unaware of such changes ing to stimuli and sustaining attention to “see” their child’s needs. Parents who and are “okay” when they cannot ver- (Mayes, Bornstein, Chawarska & are actively using substances may be balize what they are feeling, or appear Continued on page 4 . . .

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Continued from page 3 . . . The first step in facilitating a tran- current caregiver(s), whether or not she sition is to consider important charac- is familiar with the new caregivers and unable to effectively perceive, interpret teristics of the child and the caregivers the way that previous placement and respond to their child’s emotional involved. An individual child’s special changes were handled. signals. Parents in recovery may discov- characteristics, developmental Additionally, it is important to er that in many ways they do not know strengths, needs and preferences will identify the special strengths and needs their child and his/her cues, if their affect his capacity to manage change. of the caregivers, as well as the unique prior relationship occurred in the con- For example, an infant with a slow-to- characteristics of the placements. It is text of drug use. This experience of warm temperament, or a child with essential to consider how the caregivers “starting from scratch” with parenting regulatory problems may have a more (both the “old” and the “new”) will feel can generate insecurity and frustration difficult time managing placement about this transition. Foster caregivers that further complicates their respon- changes than a child with an easy tem- providing a potential adoptive place- siveness to their child. perament or an ability to make use of ment may have very different feelings Further, it is common for biologi- adults to regulate her. It also is impor- about a pending reunification, for cal parents to feel marginalized or vic- tant to learn and/or imagine—even for example, than caregivers providing timized by the child welfare system and very young infants—how a particular short-term foster care. Exploration to consequently feel angry and resent- child will feel about a particular transi- with caregivers about their feelings, ful. This anger and resentment may be tion. Feelings will be affected by factors and acknowledgement and support for directed toward foster parents, thereby such as the child’s quality of attach- those feelings, are key to helping a creating a resistance to developing rela- ment to the prior caregiver(s), the child with a placement change. tionships on behalf of their child. A number of placement moves she has Encouragement and support for parent’s view of foster parents as a already experienced, the length and communication among caregivers is threat may obscure their ability to quality of her relationship with the Continued on page 22 . . . understand the importance, to their child, of the foster parent-child relationship. All of these factors can con- BOX 1 tribute to making an already complex situation more difficult for children. Transition Checklist: 10 Steps in Facilitating a Transition

Combining Theory and 1. Consider unique characteristics of this transition and feelings of all involved. Practice: Creating “Threads of 2. Discuss transition with “old” and “new” caregivers, provide support. Continuity” for Children in 3 Outline a tentative pre-placement visit plan in collaboration with “old” and Transition “new” caregivers. 4. Identify important routines and transitional objects that are likely to help Attending to the importance of rela- child tionships and a given child’s unique adjust. characteristics and circumstances, it is 5. Encourage communication between “old” and “new” caregivers. possible to create threads of continuity 6. Enlist help of other support people in the transition process. 7. Communicate with the child, according to the appropriate developmental even in circumstances where relation- level, about transition. ships must be disrupted. A process for 8. Conduct pre-placement visits between the child and the “new” caregiver. planning and implementing a thought- 9. Identify key child behaviors and observe the child’s response to transition ful transition, in which children and process. adults receive the necessary emotional 10. Revise the transition plan based on an assessment of the child’s adaptation to and practical support to promote the transition and the developing relationships. optimal well-being, is outlined in Box 1. Source: SEED Early Childhood Mental Health Consultation and Training Project (March, 2003). Alameda County Social Services Agency/Children’s Hospital and Research Center at Oakland.

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HELPING CHILDREN TRANSITION TO NEW CAREGIVERS

Most young children leaving Caregivers also need to be knowledge- do so is to be honest with their chil- their biological families would choose able about the developmental status dren about their lack of ability to care to remain within the confines of those and needs of infants and young chil- for them at the time, and to encourage families, particularly with their parents. dren, so that they have realistic expec- the children to be respectful of their However, for a variety of reasons such tations and respond appropriately. In new caregivers. as death, substance abuse, parental addition, caregivers should be sensitive Because abrupt moves tend to be incarceration, and/or HIV, some chil- to a child’s cultural background. more injurious than planned transi- dren must transition to new temporary tions, pre-placement visits between the or permanent caregivers, which can be children and the prospective caregivers a painful and traumatic experience. can help to ease the transition by According to Penzerro and Leinn diminishing the children’s anxiety (1995), when children are moved from WHEN CHILDREN MUST about the unknown and allowing them place to place, “they may become inca- to begin the grieving process. More- pable of forming lasting bonds.” When COME INTO CARE, HONESTY, over, Fahlberg (1991) asserted that the children must come into care, honesty, OPENNESS, AND trauma of parental separation or losses openness, and thoughtful preparation may be lessened if the child is prepared THOUGHTFUL PREPARATION for both the children and caregivers for the transition. can help to minimize the trauma for all FOR BOTH THE CHILDREN parties. Following are some suggestions AND CAREGIVERS to assist in this process. CAN HELP TO MINIMIZE Prepare the Caregivers THE TRAUMA FOR ALL PARTIES. All adults involved in the move must Make Informed and be able to empathize with the children’s Appropriate Placements feelings, which might include anger, frustration, or even ambivalence. Staff involved with each transition Additionally, caregivers must under- should speak directly to the children’s stand that issues of loyalty exist for current caregivers to gather as much children, and accept the fact that these information as possible about the Prepare the Children children have or had a mother and children’s temperament, needs, and father. Sometimes caregivers try to pro- routines. This information is helpful in Although it is not always possible, tect children from their biological par- identifying and preparing new care- involving children in the early plan- ents and would rather they forget givers. When possible and appropriate, ning phases of a move may give them a about them. Regardless of their views, current caregivers may even be sense of control over their situation. however, foster parents need to support involved in identifying or determining For instance, tell the child what the both the negative and positive feelings new caregivers. first meeting with the prospective fami- that children have of their parents, and It is helpful to identify foster or ly will be like, who will participate in they should not discourage children adoptive parents that have experience the meeting, and where it will take from speaking about their parents. As and/or formal training in caring for place. It is helpful if biological parents Littner (1975) emphasized, “For better children with specific needs (e.g., pre- communicate an attitude of trust of or worse, they are his roots to the past, natal substance exposure, HIV). the new caregivers. A way for them to Continued on page 6 . . .

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Continued from page 5 . . . his support and foundation. When he is separated from them, he feels that he has lost a part of himself.”

Prepare Other Children in the Home

When there are other children in the home where a new foster child is to be placed, caregivers should prepare those children for the new arrival. Advanced preparation might help the existing children to be more accepting of the they are accustomed. Also, allow new arrival. Sometimes children that children to hold onto their memories are already in the home, especially fos- by not discarding their possessions Conclusion ter children, feel as if they are being without their permission. These items displaced when other children move might be the only things the children There are no guarantees that the transi- into the home. Thus, it is important have by which to remember their tioning of children to new caregivers for the caregiver to reassure the current biological parents. will work out positively all the time. children of their love and commitment For older children, it also may be However, we must continue to strive for them, and assure them that they are necessary to help them adjust to a new to adequately prepare caregivers and not being “re-placed.” Also, depending school and/or community. Caregivers children for transitions to make them on the ages of the children, the foster can do this by having children partici- less traumatic, and support children parent can encourage them to create a pate in school orientation for new throughout the process to encourage work of art for the new arrival. comers and/or participate in after positive outcomes. We can do this by Sometimes, a caregiver can initiate the school programs. In addition, children ensuring that children’s physical and process by providing children with the could join neighborhood clubs such as educational needs are met, and that materials, e.g., paper, markers, paint, Girls & Boys Clubs, Girl Scouts/Boy their emotional/psychosocial issues are and picture frames. The completed art- Scouts, or other enrichment programs. addressed. work might serve as a welcoming ges- Finally, it is important for care- ture to the new child, which might givers and other adults involved in the Sweets S. Wilson, PhD, LADC, CDVC, hasten his or her adjustment to the children’s lives to look for warning Clinical Social Worker, PROKids Plus, home. signs that might indicate that children Children’s Medical Center are not adjusting well. For example, Dorothy Richards, LCSW, sleep disruption, anxiety, poor appetite, Clinical Social Worker, Permanency Services: inability to concentrate, and/or depres- Adoption/Foster Care, Village for Families Support Children through the sion may all be important signs. When and Children, Hartford, CT Transition any of these signs is evident, caregivers should arrange for a physical examina- REFERENCES tion to rule out any form of physical Fahlberg, Vera (1991). A Child’s Journey Enabling children to keep some things ailment. If the symptoms persist, a through Placement. Indianapolis: Perspective Press. the same can help them through the Littner, N. (1975). The importance of the mental health evaluation should be transition to a new caregiver. For natural parents to the child in placement. Child pursued along with any necessary Welfare, 54, 175-182. instance, help them keep the same bed- follow-up. Penzerro, R. M., & Lein, L, (1995) Burning times, routines and rituals to which their Bridges: Disordered attachment and Foster care discharge. Child Welfare, 74, 351-366.

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MAKING THE TRANSITION: LEARNING TO COPE THROUGH ART

Transitions present challenges for “re-create” more than one piece of art Chosen colors, line quality, size of each of us, but for children challenges provides the child with opportunities to image, omitted or added figures, pencil can be daunting. When a child’s transi- do, undo, and test out new possibilities. pressure, balance, and the overall mood tion is coupled with the loss of a parent Once learned and rehearsed, these skills of artwork provide clues and starting or caretaker, the result is often over- can then be transferred to coping with points for further discussion. Each art whelming, provoking feelings of anxiety the transition. therapist approaches sessions differently. and threatening a child’s sense of securi- In my sessions, the dialogue, art-mak- ty and control. ing, and play co-exist, which in my experience invites a natural flow to The Art Therapist’s Role emerge. The following two artworks were Use of Art Therapy At Pediatric AIDS/HIV Care, in created by Deonda (name has been Washington, DC, a child is usually changed to protect confidentiality), a Art therapy provides opportunities for referred for individual art therapy serv- 12 year-old African-American female children to explore and anticipate the ices because of a loss or other extenuat- who had witnessed her mother’s sub- transition from one caregiver to another ing life circumstance. A child’s level of stance abuse and her decline in health within the safe confines of a therapeutic understanding and acceptance of that due to HIV/AIDS. Artwork #1 depicts environment. Because the child is in loss can vary widely depending on fami- her life with her mother. Artwork #2 charge of his or her own exploration, a ly disclosure, family stigma, acceptance depicts her life with her new caregiver. sense of control is heightened as are level, and exposure to the ill caretaker’s These artworks stand as the “before- feelings of empowerment. Through cre- medical regime. During this often tur- and-after” house-tree-person drawings, ative arts modalities, children can use a bulent time, the art therapist maintains a standard diagnostic drawing tool range of expressive tools to explore their intimate and consistent contact with the utilized by art therapists. worlds. Common media utilized in art family to better serve the child and facil- therapy sessions are drawing and paint- itate the transition. Depending upon ing supplies, collage, and clay. These the level of openness versus resistance in conventional media can be combined exploring the transition, the art thera- Artwork #1 with other modes of expression, such as pist may or may not give directives in play and sand tray therapy, wherein session. Often times, anxiety will arise In this artwork, the figure identified as children can literally ‘act out’ the unconsciously through the artwork and the client’s mother is emaciated and impending transition. Such dramatiza- the art therapist can then use the creat- washed out, as if she is disappearing tions tend to diminish the anxiety and ed image as a bridge to begin verbal right before your eyes. The mother fig- fear associated with impending changes, processing. ure lacks eyeballs, as if she is unable to as scenarios have been imaginatively In some cases, particularly with see or has chosen not to witness her explored before they are lived experi- resistant or avoidant clients, the art own self-destruction; a mood of “soul- ences. Furthermore, the playful nature therapist will provide a directive that is lessness” is expressed. The client shared of art making, as well as the enticing designed to elicit feelings related to the that this is a drawing of the crack house range of media to choose from, enable issue at hand. For example, one direc- that she had frequented with her moth- children to feel safe enough to share tive may be to fold a piece of paper in er. A gloomy cloud hangs heavy above a their feelings of grief and anxiety. half and create a drawing of the house transparent house that is plagued by Moreover, the spontaneity of art- the child lived in with his or her mother harsh, angry marks of bold paint, lend- making challenges the child to cope on one side, and the house where he or ing a chaotic and intense feel to the with unknowns, and the ability to she will soon be living on the other side.

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Continued from page 7 . . .

ARTWORK #1 ARTWORK #2 piece. The door into the house is dark ening to crush the house as it was simple as reading images, as many and uninviting with a red knob, poten- drawn earlier; now it is floating. The people think. It is about using various tially symbolizing the danger within. house, although it appears more solid, medium and creativity to assist in the The tree has a large black hole in the looks to be filled with sadness and therapeutic process. trunk, which often represents trauma anger, most likely representing conflict- in art therapy work. Although the grass ed, unresolved, and complicated feel- appears supple and healthy, the ground ings of grief. However, the straight line is imbalanced and bumpy. ground line of grass suggests a measure Summary The overall mood of this artwork of stability. suggests panic, chaos, fear, and danger The overall mood of this artwork Art therapy can be a powerful modality — all of which were felt by this client appears happier and less frenzied than for tracking the emotional well-being when she created this work and shared the first; gloom still lurks here, but no of clients, particularly when the client memories of trips to the crack house longer does it pervade this depiction. has not yet found the words to express with her mother. This work is an example of the compli- the intensity of feelings. In this case cated and often painful expressions of study, the client chose to use the art- grief and anger that manifest after the making process to identify and express death of a loved one about which one her internal feeling states. These works Artwork #2 has conflicted feelings. This exercise were then used in session to explore (house-tree-person drawing) can be uti- her unresolved feelings of grief and Although this artwork still makes use lized at intervals of the treatment to transition to a new home environment. of some potentially troubling colors— track the grief process and new home red and black, which often symbolize environment. Jess Feury anger—this piece is, nonetheless, a However, judgments are not based Art Therapist, Pediatric AIDS/HIV Care, healthier depiction of this client’s emo- on artwork alone; rather art therapists Inc., Washington, DC tional state. Here the client has transi- ask the child about his or her image tioned to living with her maternal aunt and take the family context and cur- and grandmother, subsequent to her rent situation into account before This article was written in consultation with mother’s death. The figure, which this drawing conclusions. It is problematic Emily Piccirillo, ATR, BC, Executive Director client identifies as herself, stands tall when someone attempts to “read” a at Pediatric AIDS/HIV Care, Inc., which and smiling—a much fuller, more client’s drawings without education in collaborates with the Family Ties Project in robust figure than the one seen in the the field of art therapy, which is rooted Washington, DC. first artwork. The tree has shed its in a very clinical approach taking the black hole and although the dark cloud whole person—not simply the art— still looms large, it is no longer threat- into account. Art therapy is not as

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SUPPORTING THE TRANSITION OF INFANTS WITH PRENATAL SUBSTANCE EXPOSURE FROM FOSTER TO ADOPTIVE HOMES

Infants and toddlers are the most The complexity of providing daily interactions reflect the degree to which rapidly expanding age group in the care for many children with special infants can rely on their caregivers to child welfare system (Silver, Amster & needs calls for a gradual transition provide proximity and companionship, Haecker, 1999). In the United States, based on the needs and cues of the safe haven in the face of threat or anxi- approximately five percent of children infant or child. Thus, the Ministry for ety, and a secure base from which to now in foster care are under 12 months Children and Family Development explore. Failure to achieve secure old, and 25% of children in foster care (MCFD) has developed a transition attachment results in an inability to are less than five years of age process for infants to address issues fre- separate from caregivers and reconnect (Children’s Bureau, 2003). Similar quently seen in this population, e.g., to new relationships (including work, trends are occurring with the child-in- difficulty managing change; issues with friendship and intimate relationships) care population in Canada (Foster & attachment following what has often in a healthy way (Drummond & Wright, 2002). In British Columbia, been a prolonged placement in foster Marcellus, in press). 14% of the children in care in 2003 care; and daily care issues related to From an attachment theory per- are three years of age or younger health, sleeping, feeding, and settling. spective, infants placed into foster care (British Columbia Ministry of Child This article will review components of are at risk for later difficulties for mul- and Family Development, 2003). the foster-to-adoptive home transition tiple reasons—they experience many The Safe Babies project in British process developed specifically for disruptions in their relationships with Columbia, Canada was initially devel- infants and young toddlers with prena- primary caregivers, and they have his- oped in 1997 in response to the com- tal substance exposure from a collabo- tories of neglect, abuse, parental drug munity’s increasing awareness of the rative interdisciplinary perspective. abuse, and/or family instability (Stovall unique needs of infants with prenatal & Dozier, 1998). Additionally, infants substance exposure and the birth, fos- with prenatal substance exposure may ter, and adoptive families that care for have spent prolonged periods in a them. Of the 30 to 40 infants that Attachment Theory and Drug neonatal intensive care unit being cared require foster care services each year in Exposed Infants for by multiple staff members, or they the city of Victoria, where the project may have entered foster care from the originated, approximately 40% proceed A useful theoretical framework to home of the birth parents and may through to placement in adoptive underlie the process of transition from have experienced irregular and incon- homes. The majority of these infants foster home to adoptive home is based sistent daily care. have a history of prenatal alcohol on attachment and separation. John The behaviors and health and and/or drug exposure. Consequently, Bowlby (1907-1990), a child psychia- social issues that the infant brings to public service agencies such as chil- trist, proposed attachment and separa- the interaction often may be consid- dren’s ministries are finding themselves tion as the major conflict that needs to ered challenging. Frequently noted supporting a waiting-for-adoption pop- be resolved in order to produce healthy health issues for drug exposed infants ulation that is primarily composed of social and emotional developmental include risk of exposure to infectious hard-to-place or special needs infants outcomes across the lifespan. A basic diseases, failure to thrive, poor weight and children. In fact, 93% of infants premise of the theory is that the quali- gain, prematurity, feeding problems, waiting for adoption in British ty of attachment relationships stems developmental delays, immunization Columbia in 2000/2001 were designat- from interactions between infants and ed special needs (AFABC, 2004). their caregivers (Bowlby, 1969). These Continued on page 10 . . .

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Continued from page 9 . . . behavior (Marcellus, in press). The history information and having to caregivers’ guide developed for the Safe gradually come to the awareness that delays, upper respiratory illnesses, and Babies project (Baby Steps) and other their child has FASD, and to advocate skin conditions (Silver et al., 1999). parent education resources provide sug- for services and supports for them. Foster parents, professionals, and other gestions for foster parents on how to Similarly, there has been a great deal of caregivers also report specific challenges promote a secure relationship with misinformation about the effects of in caring for infants with prenatal sub- their infant. These suggestions are also illegal drugs (marijuana, cocaine, opi- stance exposure on a daily basis, useful to share with adoptive parents. oids). Now there are many sources of including irritability, inconsolability, information for potential adoptive par- difficulty settling and being soothed, ents who are encouraged to read and sensitivity to change and stimula- resources, meet other adoptive parents, tion. Steps in the Transition Process attend workshops, and fully educate Interventions to promote attach- themselves about the long-term impact ment may be designed to focus on the of prenatal alcohol and drug exposure infant, the caregiver, the interaction, on growth and development. To assist and/or the environment in which the IDENTIFYING AND EDUCATING in this process, MCFD developed a interaction takes place. In fact, when POTENTIAL ADOPTIVE PARENTS video on adopting children with FAS, discussing attachment theory, it is and provides potential adoptive parents important to address the “other-than- In 2002, MCFD launched a province with current information to help them mother” factors (Birns, 1999). wide adoption campaign, Kids Can’t make as informed a choice as possible. Bowlby’s theory has been criticized for Wait to Have a Family, to increase the Educational materials include a hand- focusing on the mother as critical and awareness of the community about the book on providing daily care for minimizing discussion of other issues number of children available for adop- infants with prenatal substance expo- such as relationships with multiple 1 tion within the child welfare system. sure. caregivers and social and economic fac- Adoption education programs were Information sharing may occur tors. Attachment theory is useful for developed and held in communities within the context of attachment thera- practice when it moves away from a throughout the province. The key goals py. Educating caregivers on the cues narrow maternal-infant focus to a of the program were to inform poten- given by infants and about the specific model that focuses on relationships tial parents about adoption in general, needs of infants with prenatal sub- and attachment from broader perspec- to educate them about characteristics stance exposure can help them develop tives, including the social support con- and potentials of children available for the skill of accurately interpreting the texts within which relationships devel- adoption, and to inform them of the infant’s needs and attending to them op (Bliwise, 1999). supports and services available to assist immediately. It is important not only Levy and Orlans (1998) suggest them in their parenting. to teach caregivers how to interpret that attachment is developed within In some communities, one entire their infants’ cues, but also to encour- the context of a relationship that session with a representative from the age caregivers to maintain self and fam- includes factors such as nurturing Safe Babies program (a registered ily well-being and utilize support serv- touch, safe holding, eye contact, smile, nurse, resource worker or experienced ices such as respite as necessary so that positive affect, and need fulfillment. foster parent) was devoted to sharing they can maintain the high level of For infants with prenatal substance current information within a lifespan attentive care that their babies and exposure, these factors may be difficult approach about individuals with prena- young children need. to achieve in the early neonatal period. tal exposure to drugs and/or alcohol The stress of withdrawal makes it diffi- (Fetal Alcohol Spectrum Disorder, cult for the infant to manage the stim- Neonatal Abstinence Syndrome). It has ulation associated with touch and eye only been in the past thirty years that contact. Need fulfillment and engage- knowledge of the effects of alcohol and ment may be difficult to achieve with drugs on the developing fetus has an infant that is experiencing the dis- become more widely available. Parents 1 comfort of withdrawal or gives This booklet is available electronically. who adopted children twenty to thirty To request a copy, email Lenora Marcellus at ambiguous cues and has disorganized years ago report not receiving any birth [email protected].

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their daily work with this specific pop- TABLE 1 THE MATCHING PROCESS ulation, they have developed a high level of expertise in the care of infants A move to placing the child’s best with special needs and the needs of the Strategies to support interests above any others’ inherent caregivers. An additional support with- infants and young children rights has opened up the potential for in the program is that of the caregiver major changes in adoption practice advisor. The caregiver advisor is a high- in their transition from (Sobol & Daly, 1995). One major ly experienced foster parent who serves foster to adoptive home change is related to the increasing con- as a mentor to the group of foster tribution of birth and foster parents to families who work within the Safe choosing a family with “goodness of Babies program. The caregiver is an When moving preverbal fit” for their infant or child. Foster par- invaluable resource not only for foster children, workers and parents ents are ideally situated to assist in the families, but also for birth and adop- must pay close attention to the matching process. As the daily care- tive families. signals the children are sending us. givers, they have the most intimate She suggests that a child can sense knowledge of the infants’ characteris- a withholding of permission for tics, patterns of behavior, personality, the move. We all need to be sup- temperament and needs. Many foster Pre-placement portive of everyone’s feelings. families are also adoptive families; Because small children usually feel because they had already been through The focus of pre-placement care is pri- most secure on their home the experience of adopting children, marily on transferring attachment and ground, initial contacts with the they have this additional perspective to empowering the new caregivers adoptive families should take place bring to the process. (Fahlberg, 1991). For older infants and in the foster home and in the Sobol and Daly (1995) suggest toddlers, pre-placement preparation is presence of the foster parents. that another change related to the crucial to reduce long-term anxiety and matching process is that instead of fear regarding separation, loss, and lack The child must be allowed to set parental characteristics being the lead- of safety with caregivers. Vera Fahlberg, the pace of the visits. In first vis- ing criteria, it is becoming more a U.S. pediatrician and psychothera- its, it may work to have the adop- important that the applicant possesses pist, provides suggestions in her book tive parents interact with the fos- attributes necessary to meet the best A Child’s Journey Through Placement ter family and not center attention interests of a specific child. This is par- (1991) related to moving children of on the child, so that the child can ticularly true for families who are con- different age groups from foster care to see that the foster parents are sidering adoption of a child with adoption (Table 1). Infants and young comfortable. FASD. Effective environments for children in the preverbal stage will children with FASD are those that are most likely require an extended period Contacts should occur more fre- highly structured, consistent and sup- of time to work through a gradual quently with a shorter time span portive. Families need to have the abili- transition of caregivers. between the contacts, as infants ty to provide this kind of environment Both foster and adoptive parents and toddlers do not have a well- for their child. enter this process with a lot of similar developed sense of time. Another key strategy in enhancing emotions and fears. Experienced foster the matching process in the Safe Babies parents suggest that there is no right Considerable time should be spent project has been the development of way or wrong way to facilitate this visiting, and at all times of the specialized social worker roles. Within process, but have some further ideas day, so that the adoptive parents the project there are resource social that might make it a less intimidating may become familiar with the workers (who facilitate and support the experience. If possible, the foster par- routines of their child. placement of children in foster homes) ents need to arrange to meet the adopt- and adoptive social workers (who work ing parents without the baby in the (Fahlberg, 1991) with children and families throughout social worker’s office for the initial the adoption process) that have taken meeting. This prevents the baby from on specialized caseloads. Because of Continued on page 12 . . .

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Continued from page 11 . . . being involved in the early anxiety that adults will feel, and it allows adults to get the “housekeeping” out of the way. It may also be helpful for foster and adoptive parents to share their fears and set out a plan of visiting and expecta- tions, keeping in mind that the baby will set the pace for the process. The Adoption Branch of MCFD also has developed guidelines regarding the placement process. It is suggested that, if the child lives in a different community, the adoptive parents visit the child’s home. For these first visits, a worker and sometimes the child’s caregiver are present. Over time, as the relationship with the child grows, the adop- diarrhea. She may reject the initial the baby permission to love and tive parents will begin to spend time attempts of the adopting family to accept her new family. It may seem alone with the child and have visits at approach her or handle her. Some that an infant is not able to compre- their home. Foster families within the infants shut down and just eat and hend such communication, but program have been overwhelmingly gen- sleep, hoping to ignore the world somehow it does place her at peace erous in opening their homes and wel- until they can cope with such huge and allow her to move on to her coming in the adoptive parents during changes. new life. this time. Breaks for everyone will be important, so the foster family needs to feel comfortable letting the adoptive POST-PLACEMENT PLACEMENT TRANSITION family know if it is time for a break. Similarly, the adoptive parents need The post-placement period of time is Within the Safe Babies project, over to let the foster family know how the critical as infants and their new care- time, a more targeted transition process pace of the transition is working for givers begin to get to know each other was designed and gradually implement- them. and develop relationships. Infants and ed collaboratively with the foster fami- Ensure transitional objects are children with FASD or drug exposure lies. The following strategies were devel- packed, such as bedding, toys, and have been identified as a specific risk oped by experienced foster parents and eating utensils. group for failed adoption because of are shared with other foster and adop- Encourage the new family to main- issues such as challenging behaviors tive families and with the professionals tain the same familiar routine, con- and difficulty with attachment (Levy & who are supporting the infant and the tinue with the same formula and Orlans, 1998). Changes in attachment families through the transition process diet, and slowly introduce new behavior must be considered within (Hatch, 2002). Some of the information clothing, toys and bedding to pro- the context of each specific child’s is general to infants, and some is specific vide reassurance to the baby. health and social history. For example, to infants with prenatal drug and alco- Include both sets of parents in the attachment related behaviors such as hol exposure. last of the packing together. lack of emotional responsiveness, resist- The transition may be stressful for At the final moment of the move, ance, avoidance of parents, indiscrimi- the baby. The baby will let you know both families join together in load- nate sociability and inability to be how she is managing. She may revert ing the car. As an important gesture, soothed, can also be linked to prenatal to some of the behaviors shown dur- on the final trip to the adoptive substance exposure. Thus, in British ing the withdrawal period, such as home, the foster family should place Columbia, social workers continue to agitation, difficulty with sleeping and the baby in the car seat. This gives visit until the adoption is legal and feeding, even some vomiting and

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permanent. The social worker needs to Because of the intensity of the REFERENCES make sure that the placement is feeling experience of transitioning, many fos- Adoptive Families Association of British Columbia (2004). BC’s waiting children. right for the adoptive parents and that ter and adoptive families develop close Retrieved June 20, 2004 from http://www. the infant appears to be adapting to relationships. The adoptive families neovox.net/~bcadoption/bcwc/statistics.htm. their new environment. usually recognize that foster parents Aitken, G. (1995). Changing adoption Additionally, families that are have played a critical role in their policy and practice to deal with children in limbo. Child Welfare, 74(3), 679-694. adopting a child with special needs may child’s life and are interested in main- Birns, B. (1999). Attachment theory revisited: require extra support. In British taining a relationship. Within the Safe Challenging conceptual and methodological sacred Columbia, the MCFD Post-Adoption Babies project, many wonderful rela- cows. Feminism and Psychology, 9(1), 10-21. Assistance Program provides financial tionships have continued, with foster Bliwise, N. (1999). Securing attachment theory’s potential. Feminism and Psychology, 9(1), assistance for services related to the parents becoming godparents or special 43-52. child’s specific needs, such as counsel- aunties or uncles to the children as Bowlby, J. (1969). Attachment and loss: ing, therapy, or corrective dental or they begin to grow. One recommenda- Vol. 1.Attachment. New York: Basic Books. medical expenses, as well as mainte- tion made by foster parents regarding British Columbia Ministry of Child and Family Development (2003). Adoption. Retrieved June 20, nance in some cases. As well as MCFD continued contact is that immediately 2004 from http://www.cf.gov.bc.ca/adoption. programs, there are other agencies following placement it is usually bene- Children’s Bureau (September 2003). The offering support services to parents of ficial for the transfer of attachment for Adoption and Foster Care Analysis and Reporting adopted children. The Society of the foster parents to wait a certain System. Washington, DC: U.S. Department of Health and Human Services, Administration for Special Needs Adoptive Parents (SNAP) length of time (often dependent on the Children and Families, Children’s Bureau. and the Adoptive Families Association age of the child and how long they Drummond, J., & Marcellus, L. (in press). (AFA) are two of these organizations. were in their home) before resuming Theories of growth and development. In J. Kerr Ross & M. Woods (Eds.), Canadian Fundamental of Both offer parent support groups, pub- contact. Nursing (3rd ed.). Toronto: Elselvier. lish newsletters, and provide a lending Fahlberg, V. (1991). A child’s journey through library on adoption and related issues. placement. Indianapolis, IN: Perspectives Press. Post placement resources and sup- Foster, L., & Wright, M. (2002). Patterns and trends in children in the care of the Province of port also need to be available for the Conclusion British Columbia: Ecological, policy, and cultural foster family. The foster family has like- perspectives. In M. Hayes & L. Foster (Eds.), Too ly developed a loving relationship with The Safe Babies project bases develop- small to see, too big to ignore: Child health and well- the child and is now expected to relin- being in British Columbia. Canadian Western ment of services and supports on the Geographical Series Volume 35 (pp. 103-140). quish this relationship to the adoptive underlying philosophy of attachment. Groze, V., & Rosenthal, J. (1993). Attachment parents. The experiences of grief and Movement of infants from foster to theory and the adoption of children with special needs. Social Work Research and Abstracts, 29(2), 5-13. loss for foster families are often over- adoptive homes represents a significant looked or minimized. Foster parents Hatch, A. (2002). Helping infants move to transition in the lives of sensitive their adoptive home. Safe Babies Newsletter (Fall), indicate that this is possibly one of the infants and young toddlers. This tran- 1-2. most difficult parts of fostering (Hatch, sition may be eased through incorpora- Levy, T., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating 2002). They suggest that besides help- tion of attachment–related strategies ing the child transition to their new attachment disorder in children and families. throughout the adoption process. By Washington, DC: CWLA Press. home, it is also important to be aware considering what will help the infant, Marcellus, L. (in press). Foster parents who of how their own family is doing. the caregivers, the interaction between care for infants with prenatal drug exposure: Support during transition from NICU to home. Neonatal Strategies for closure include: planning them, and the social context within a special family celebration; giving Network. which their relationship develops, pro- Silver, J., Amster, B., & Haecker, T. (1999). themselves permission to talk about fessionals involved in the adoption Young children and foster care: A guide for professionals. how they are feeling; allowing them- process may increase the success of the New York: Brookes. selves to cry; or whatever it takes to Silver, J., DiLorenzo, P., Zukoski, M., Ross, P., transition. Amster, B., & Schlegel, D. (1999). Starting young: acknowledge that it is difficult to lose a Improving the health and developmental outcomes of baby, even if it is in the best interests of Lenora Marcellus, RN, PhD(c) infants and toddlers in the child welfare system. the child. Each family responds differ- Former Provincial Coordinator, Safe Babies Child Welfare, 78(1), 148-165. ently to this event; some take a break Sobol, M., & Daly, M. (1995). Adoption prac- Project, British Columbia Ministry of tice in Canada: Emerging trends and challenges. and plan family time, while others are Children and Family Development Child Welfare, 74(3), 655-678. eager to care for another child. Stovall, K., & Dozier, M. (1998). Infants in foster care: An attachment theory perspective. Adoption Quarterly, 2(1), 55-88.

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CONGRATULATIONS!

On October 1, 2004, the following abandonment of infants and young Consortium for Child Welfare’s children perinatally exposed to dan- Family Ties Project addresses the programs were awarded four-year gerous drugs and/or HIV infection, issues of children at risk of abandon- grants from the U.S. Department and their siblings. ment or orphaned by the Miami, FL HIV/AIDS epidemic by working of Health and Human Services’ with parents/caregivers to plan for Children’s Bureau under the Children’s Hospital of the future care of their children. Philadelphia will provide training Washington, DC Abandoned Infants Assistance (AIA) and education for child welfare legislation. agency supervisors, judges and attor- Family-Children’s AIDS Network’s neys about early childhood health, Family Options program will pro- development and mental health; and vide comprehensive permanency establish an interdisciplinary pedi- planning and family support services COMPREHENSIVE SERVICE atric developmental evaluation and for HIV-affected families. DEMONSTRATION PROJECTS referral clinic to identify service Chicago, IL needs of infants with complex med- Alianza Dominicana, Inc.’s Best ical, developmental and behavioral FamiliesFirst, Inc.’s Shared Family Beginnings Plus is a home visitation conditions and link them to appro- Care Program will immerse families, program serving at-risk pregnant priate services. with infants and young children and parenting families that are sub- Philadelphia, PA who are impacted by substance stance affected and/or HIV infected abuse, in healthy family environ- or affected. The Children’s Mercy Hospital’s ments with community mentors, New York, NY Team for Infants Endangered by and provide comprehensive support Substance Abuse (TIES) Program is services in order to stabilize families, Bienvenidos Children’s Center will a comprehensive, multi-agency pro- prevent abandonment and promote provide home-based services, clinical gram providing intensive, home- permanency, well-being and safety interventions, family support servic- based services to pregnant and post- for the children. es, substance abuse recovery, perma- partum women and their families Concord, CA nency planning, parenting and affected by substance abuse and/or health education, and child focused HIV. FamilyConections’ Collaboration services for Latina families who are Kansas City, MO to Reduce Abandonment & Deliver at risk for abandoning their young Local Education and Support children. The Children’s Place Association’s (CRADLES) Project will provide Los Angeles, CA Lifelong Families Program will pro- comprehensive services to infants vide comprehensive permanency who have been or are at risk of Children’s Home Society of planning services to especially high being abandoned by mothers who Florida’s Project SAFE is a child- risk HIV/AIDS-infected families in are HIV+ and/or have substance centered, family-focused, peer facili- which the parent is ill or the care- abuse and/or other serious physical, tated program of home based and giver is a teen, sibling or kin. mental health or social problems. community services to prevent Chicago, IL Austin, TX

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The University of Oklahoma’s caring for children who have been RECREATIONAL SERVICES FOR Oklahoma Infants Assistance exposed to substance abuse and/or CHILDREN AFFECTED BY Program uses a team approach to HIV, and to link families to HIV/AIDS provide comprehensive, coordinated resources necessary to increase fami- services to families with prenatally ly stability. Camp Heartland Project, Inc. will drug-exposed infants. Bangor, ME enhance the lives of children infected Oklahoma City, OK with HIV/AIDS through year-round The Family Center, Inc.’s Project support, advocacy, recreational pro- University of Colorado Health Promise provides intensive, family- grams and community AIDS aware- Sciences Center, through a city- based interventions to grandparents ness efforts; evaluate the effect of wide consortium of agencies, will and other family members who are recreational camping experiences on provide an early intervention system caring for the children of HIV-posi- HIV/AIDS impacted youth; and of care for families of young infants tive and/or substance abusing develop and distribute model program who enter out-of-home placement. women. materials to other recreational pro- Denver, CO New York, NY grams. Milwaukee, WI The Yale Coordinated Intervention Families Resources, Inc.’s Family for Women and Infants (CIWI) Heritage Program will provide fami- Pediatric AIDS/HIV Care, Inc.’s Program and the Yale Positive ly preservation and supportive case Youth Space is a month-long summer Intervention for Families with management and counseling services day camp designed to preserve, assist HIV/AIDS (PIFA) will promote to children who are affected by sub- and strengthen the well-being of urban positive parent-child interactions stance abuse and/or HIV/AIDS and minority youth (5-18) living with through integrated, comprehensive, their kinship caregivers in order to HIV/AIDS through a range of thera- in-home programs. preserve their placements and pre- peutic, educational and cultural New Haven, CT vent entry into foster care. enrichment services, social and recre- St. Petersburg, FL ational activities, parent-caregiver counseling, and mentoring. Project Prevent’s Kin Care will pro- Washington, DC FAMILY SUPPORT SERVICES FOR vide comprehensive psychosocial GRANDPARENTS AND OTHER support to relative caregivers and RELATIVES PROVIDING developmental follow-up for infants These programs were existing AIA pro- CAREGIVING FOR CHILDREN OF maternally exposed to substances grams that received continuation grants. SUBSTANCE ABUSING AND HIV- and/or HIV/AIDS by using a holis- POSITIVE WOMEN tic, community-based service approach. Families & Children Together Atlanta, GA (FACT) will partner with other community agencies to enhance the skills and knowledge of relative caregivers and professionals who are

15 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

TRAINING WITHOUT TRAVEL

Please join the AIA Resource Center for the 2005 Teleconference Series. Access this timely interactive training from your office or home.

Methamphetamine: New Knowledge, New Treatments January 19, 2005 Richard A. Rawson, Ph.D., Associate Director and Associate Adjunct Professor UCLA Integrated Substance Abuse Programs,UCLA Department of Psychiatry, Los Angeles, CA

More than Accommodation: Specific Needs of Programs for Persons With Both Cognitive Disabilities and Chemical Dependency February 17, 2005 Jerry Annand, MA, Director, Annand Counseling Center, Portland, OR

Mental Health Issues in People Living with HIV/AIDS—Focus on the Family March 15, 2005 Karina K. Uldall, MD, MPH Associate Professor, Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA

Clinical Issues Involved in Treating Children Exposed to Family Violence April 19, 2005 Maxine Weinreb, Ed.D., Assistant Director, Child Witness to Violence Project, Boston, MA

REGISTRATION FORM

The registration fee for these 90- Please check date(s) All teleconferences are scheduled at minute, interactive telephone seminars Wednesday, January 19, 2005 11:00-12:30 p.m. Pacific Time is $25 for each session or $75 for Thursday, February 17, 2005 12:00-1:30 p.m. Mountain Time the series. A limited number of Tuesday, March 15, 2005 1:00-2:30 p.m. Central Time scholarships are available. To register, Tuesday, April 19, 2005 2:00-3:30 p.m. Eastern Time and receive the toll-free number and information packet, please complete Name & Title: ______this form and fax it to 510-643-7019, then mail it along with your check Agency: ______made payable to U.C. Regents to: Address: ______University of California, Berkeley City, State & Zip: ______AIA Resource Center Family Welfare Research Group Email: ______1950 Addison Street, Suite 104 #7402 Berkeley, CA 94720-7402 Phone: ______Attn: Teleconference Series Fax: ______

Look for a confirmation from the AIA Resource Center. For further information, contact John Krall at the AIA Resource Center at 510-643-8832 or [email protected] Fax: 510-643-7019.

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TRANSITION ISSUES FOR CHILDREN OF INCARCERATED PARENTS

There are more than 2 million infant development literature shows parental substance dependency. The children of currently incarcerated par- that babies are capable of forming great majority of incarcerated parents ents in the United States, and at least attachments to any reasonable caregiver are drug offenders and, typically, their another 8 million children whose par- who appropriately meets their needs children have experienced drug- and ents have been arrested and incarcerat- (Bowlby, 1969; 1982). Of greater con- crime-related separations from their pared during the children’s lifetime but are cern is the effect of such separations on ents that precede parental incarceration. not in jail or prison today (Center for the mother’s ability to bond with her There is little information available Children of Incarcerated Parents, infant, which has significant implica- on the effects of these specific kinds of 2004). Even though the majority of tions for the subsequent mother-child parent-child separations, but they share prisoners who are parents did not live relationship and quality of future characteristics that make it likely they with their children immediately before maternal care. will be distressing transitions for chil- their incarceration (Mumola, 2000), dren: these children have almost always expe- They are often preceded by parental rienced cycles of difficult transitions inaccessibility and disruptions in related to their parents’ instability, parental caregiving. crime, arrest and incarceration. Some THE GREAT MAJORITY They are often associated with on- of these transitions are experienced by OF INCARCERATED PARENTS going family conflict. almost all children of prisoners, while Information about the parents’ prob- others are experienced only by a ARE DRUG OFFENDERS lems related to the separation is not minority. AND, TYPICALLLY, usually shared with the children. Children experiencing initial sepa- THEIR CHILDREN HAVE rations from a caregiving parent may EXPERIENCED show typical signs of emotional distress. Early Parent-Child Separations DRUG- AND CRIME-RELATED If the parent-child relationship was substantial, children may move from initial SEPARATIONS FROM Research has found that the first distress to withdrawal or acting out. THEIR PARENTS THAT parent-child separations experienced by Severely affected children who do not children of prisoners are usually not PRECEDE PARENTAL receive assistance may eventually become detached and will have difficul- due to parental incarceration. A signifi- INCARCERATIONS. cant number of children—about 40% ty accommodating new caregivers and of the children of male offenders and even the return of the separated parent 20% of the children of female offend- (Bowlby, 1969 & 1982). ers—have never lived with those parents (Johnston, 2002). While almost nothing is known Unlike newborns, older children about the effects of father-child separa- who have formed an attachment to Repeated Parent-Child tions that occur at and immediately parents who provide them with daily Separations after birth, such separations of mothers care may be profoundly affected by the and infants have been of great interest. first extended parent-child separation. Parental substance dependency is Although some authors have speculated In families of criminal offenders, these associated with inconsistent parenting, about the risk this experience poses to separations are typically not due to the infant’s capacity for attachment, parental incarceration, but rather to Continued on page 18 . . .

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Continued from page 17 . . . chaotic households and family conflict, Parental Arrest Separation Due to Parental as well as recurring parent-child separations. The pattern of repeated separa- Incarceration tions is also seen to a lesser extent About one in five children of criminal among criminal offenders involved in offenders have witnessed parental arrest Relatively few prisoners live together other types of compulsive behavior, (Johnston, 1991). Parental arrest is with their children prior to their first such as gambling or theft. Regardless of most commonly witnessed by young arrest (Mumola, 2000). Although most the reason, criminal offenders typically children because they are the most like- prisoners have not recently lived with move through a cycle of criminal ly to be out of school and either in the their children, however, many of them behavior, arrest, incarceration and home or accompanying the parent out have on-going contact with their chil- release from incarceration. The great of the home. It is also likely that the dren prior to their arrest. Incarceration majority of prisoners—including incar- children who witness parental arrest are may interrupt these parent-child rela- cerated parents—repeat this cycle over living with and receiving daily care tionships in several ways, including the and over again. Nationally, about four from that parent. following. in five imprisoned fathers and two out This type of parent-child separa- of three imprisoned mothers have tion is specific to children of criminal Incarceration may prevent on-going served prior sentences (Mumola, 2000). offenders and is virtually always invol- parent-child contact due to travel- Children who are repeatedly sepa- untary or “forced”. In addition, related barriers and costs. Most state rated from their parents in this way parental arrest is almost always abrupt prisons are located in rural areas far usually receive daily care from an “allo- and unexpected, and most families from the cities where the majority of parent” (e.g., a grandmother who lives have not planned for the care of their prisoners’ children live. Federal prisons in the children’s home) or are placed in children in these circumstances. are located in all parts of the U.S., and a relative’s home and care (Johnston, As a result, children are doubly or most federal prisoners are confined a 2002). A minority (about 10%-15%) of triply traumatized, witnessing the long distance from their children’s the children of women offenders, and a forcible removal of a parent, losing a homes. As a result, most incarcerated very small number (about 1%-2%) of caregiver/protector, and often losing a parents and their children do not visit the children of male offenders end up familiar home as well. Thus, parental (Bloom & Steinhart, 1993; Mumola, in foster care (Mumola, 2000); many of arrest may have profound short-term 2000). the children in this group have two results, including traumatic stress reac- criminal offender parents. tions (Kampfner, 1995) and all their Incarceration prevents on-going The effects of repeated parent-child behavioral sequelae. In early childhood, parent-child contact when the custo- separations, where the child initially kids have the cognitive capacity to dial parent does not support visita- had a substantial relationship with the understand concepts like “police” and tion. Even though a non-custodial parent, can be devastating. The child “jail” but do not have the developmen- parent is not in an active relationship not only sustains emotional injury from tal skills necessary to process traumatic with the child’s caregiver, parent-child the loss of the parent, but other conse- experiences without assistance, increas- contact often continues to occur quences of parental absence—changes ing the likelihood of negative outcomes because it is initiated by the non-custo- of caregiver and placement, loss of following this type of trauma (Eth & dial parent. When this parent becomes family income, a decreased level of Pynoos, 1984). Research suggests that a prisoner, and parent-child prison vis- physical and emotional support for the the long-term effects of witnessing its are at the discretion of the caregiver, child—may cause even greater damage. parental arrest may include a typical visits may not occur. Many mothers Children’s ability to trust, and other pattern of “legal socialization” and fathers in prison want contact with aspects of their capacity for attachment, (Stanton, 1980); for example, children their children but cannot achieve it for are undermined; developmental who have seen their parents arrested this reason (Carlin, 2000). progress may be slowed; and reactive have been found to be more likely to behaviors like aggression, attention/ distrust police and the courts, and less Incarceration may prevent on-going concentration problems, and depression likely to rely on law enforcement for parent-child contact when the custo- may occur (Johnston & Carlin, 1996). protection. dial parent or child welfare authori- ties believe prison visiting is harmful

18 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

for children. Although there is no research has found that only 13% of and/or family resources. Children may research or other evidence that prison children will reside with their fathers experience a wide range of emotions in visiting has negative effects on chil- following paternal incarceration, com- anticipation of, or reaction to, these dren, parent-child visits in prison are pared to 50% of children who will changes, including happiness, excite- often prohibited on that basis by custo- reside with their formerly incarcerated ment, anger, anxiety, sadness, shame, dial parents, other caregivers, social mothers (Johnston, 2002). One reason and fear. Acting out behaviors may workers and Juvenile Dependency for this low level of father-child reuni- increase, not only in response to these Court judges. In many cases, children fication is that the majority of male feelings but also as a reaction to become distressed after contact with offenders have their children by two or changes in household routines and their incarcerated parents by telephone more women (Hairston, 1995), so full structure. or during/after a prison visit. This is a reunification (i.e., living together) with Other children will not have their common reaction for children who all of their children is impossible. formerly incarcerated parents return to have had a substantial relationship with their homes, but those parents will the parent prior to the incarceration, return to a more active role in the chil- and it usually reflects a reaction to par- dren’s lives. This circumstance may also ent-child separation rather than to the be a transition for children, as parent THE RETURN OF THE visiting environment (Johnston, 1995). and child relocate each other, establish Children who appear distressed follow- PARENT TO THE HOME contact and begin to rebuild their rela- ing a prison visit should be managed in SIGNIFIES A MAJOR tionship. Although less intense than the same way as one would manage reactions to more traumatic experi- TRANSITION FOR any child who becomes distressed after ences, children may also demonstrate contact with a parent from whom they CHILDREN, WITH CHANGES emotional and behavioral reactions to are separated. IN HOUSEHOLD these circumstances, often including anxiety and fear regarding the possibili- ARRANGEMENTS, POWER ty of the parent’s return to prison. RELATIONSHIPS WITHIN Parent-Child Reunification THE FAMILY, PARENTAL AUTHORITY, FAMILY Almost all prisoners are released from Intervening with incarceration; the average sentence INCOME, AND/OR FAMILY Children of Prisoners served by imprisoned fathers is 82 RESOURCES. 1 months and by incarcerated mothers Children of prisoners typically go 2 is 49 months (Mumola, 2000). While through cycles of transitions related to many children of prisoners are aware of the cycles of criminal justice involve- their parent’s release, the re-establish- ment in their parents’ lives. Depending ment of the parent-child relationship upon the nature of their relationship Many families that do reunify will constitutes another transition in the with their parents, the transitions these reside together again immediately fol- children’s lives. children experience may be painful and lowing the parent’s release; however, Only a minority of children of even traumatic. Therefore, even if they some will go through an extended prisoners will fully reunify—in the have very limited relationships with process wherein the parent lives in a sense of living together again—with their incarcerated parents, like other halfway house, participates in a resi- their parents following the parents’ children who live apart from a birth dential treatment program, or other- release from incarceration. Center for parent, they may need support and wise establishes some stability before Children of Incarcerated Parents reassurance. In addition, as they move rejoining his/her children. The return through middle childhood and adoles- of the parent to the home signifies a cence, children of criminal offenders major transition for children, with need to receive information about 1 Incarcerated fathers in federal prisons serve an changes in household arrangements, parental intergenerational incarcera- average of 105 months. power relationships within the family, 2 Incarcerated mothers in federal prisons serve parental authority, family income, an average of 66 months. Continued on page 20 . . .

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Continued from page 19 . . . poor schools, environmental hazards, Offender Reintegration in the Family—-What Works. dangerous neighborhoods, and over- Lanham, MD: American Correctional Association. tion. Although they are at higher risk of Johnston, D. (1995). Parent-child visits in jails. crowded, deteriorating housing. criminal justice system involvement, this Children’s Environments Quarterly, 12(1): 25-38. Therefore, people who work with and Johnston, D. (1991). Jailed Mothers. Pasadena, CA: can be avoided by understanding and know about children will need no spe- Pacific Oaks College. addressing the factors in children’s lives Johnston, D. & Carlin, M. (1996). Enduring trau- cial skills to help children of prisoners, that lead to juvenile and adult offend- ma among children of criminal offenders. Progress: Family but they will need additional knowledge ing. Systems Research & Therapy, 5(Summer): 9-36. about the criminal justice system and Kampfner, C. (1995). Posttraumatic stress reactions Children who have a substantial the effects of parental crime, arrest and in children of imprisoned mothers. In K. Gabel & D. relationship with an incarcerated parent Johnston (Eds.), Children of Incarcerated Parents. New incarceration in order to better identify may have more concerns and fears about York: Lexington Books. and appropriately respond when chil- their parent and his/her criminal justice Mumola, C. (2000). Incarcerated Parents & Their dren are distressed. Parents, caregivers, Children. Publication NCJ 182335. Washington, D.C.: involvement. Thus, in addition to emo- teachers, home visitors and others who Bureau of Justice Statistics. tional support and information about Stanton, A. (1980). When Mothers Go To Jail. New work with children should be aware of the criminal justice and correctional sys- York: Lexington Books. the transitions in the lives of children of tems, they may need information about criminal offenders, and of the implica- the location, conditions and safety of tions of those transitions for develop- their parents. There are some materials ment. They should create and maintain for children that address this issue. The a list of resources and referrals to Centerforce program in Northern services—including crisis intervention, NATIONAL RESOURCES California, for example, has a videotape therapeutic services and services for entitled “What Does He Do in There?” families involved in the criminal justice The Center for Children of that examines daily life in a men’s prison system—that will help children of Incarcerated Parents with the intent of providing reassurance prisoners adjust to the challenging Box 41-286 to children of prisoners. conditions in their lives. Eagle Rock, CA 90041 The few children who lived with Ph: 626-449-2470 their parent in a caregiving relationship Fax: 626-449-4537 prior to the parent’s incarceration are the Denise Johnston, M.D. Email: [email protected] most likely to have traumatic reactions Director, Center for Children of Website: e-ccip.org to parental offending and imprison- Incarcerated Parents ment. Thus, a significant proportion of The Family & Corrections Network these children will need professional 32 Oak Grove Rd. help to address the traumatic effects of REFERENCES Palmyra, VA 22963 these experiences. Others will need a Bloom, B. & Steinhart, D. (1993). Why Ph: 434-589-3036 higher level of emotional support, and Punish the Children? A Reappraisal of Incarcerated Fax: 434-589-6520 attention to the structure and stability of Mothers in America. San Francisco: National Email: [email protected] their daily lives. Council on Crime & Delinquency. Bowlby, J. (1969 & 1982). Attachment & loss. Website: fcnetwork.org Regardless of a child’s relationship Volume 1: Attachment. New York: Basic Books. to an incarcerated parent, however, most Carlin, M. (2000). Asserting parental rights The National Resource Center on prisoners’ children come from low- from prison. Family & Corrections Network Report, Children of Prisoners income families, live in high-crime com- 22:1-3. Center for Children of Incarcerated Parents Child Welfare League of America munities, and face the daily hazards and (2004). How many are there? CCIP Data Sheet No. 440 First St. NW, Third Floor risks of living in such communities. The 3. Eagle Rock, CA: Authors. Washington, DC 20001 core issues for these children are parent- Eth, S. & Pynoos, R. Developmental per- Ph: 202-638-2952 child separation, single or no-parent spectives on psychic trauma in childhood. In Figley, CR (Ed.), Trauma and its wake. New York: Fax: 202-638-4004 family life, witnessed violence, and trau- Bruner/Mazel, 1984 Website: cwla.org matic experiences—none of which is Hairston, C. (1995). Imprisoned fathers. In specific to parental incarceration. Like K. Gabel & D. Johnston (Eds.), Children of other children in their neighborhoods, Incarcerated Parents. New York: Lexington Books. Johnston, D. (2002). What works: Children they need the social supports and of Prisoners. In V. Gadsden (Ed.), Heading Home: services that will minimize the effects of

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THE GUARDIAN ANGEL…

When a mother is incarcerated ing to share that information with the and leaves her children, someone who school. Therefore, the children were genuinely cares for the children must never teased. Aid to Children of Imprisoned step up to the plate and care for them. When an incarcerated mother Mothers, Inc. (AIM) I chose to be that person and became returns home, new concerns arise. She the caregiver for my daughter’s three is usually coming back to the same sit- Aid to Children of Imprisoned children while she was away. uation she left. She does not have a job Mothers, Inc. (AIM) is a non-prof- Assuming the responsibilities of care- unless she was in a halfway house. it, community-based organization giver for my grandchildren brought Even though she may have received that assists inmate mothers, their forth many challenges. training, she will most likely only be children and other family members At times, it was difficult to pro- able to secure a minimum wage job. in maintaining critically important vide for their material and financial If she is a felon, she will not qualify for family ties during the mother’s needs. They needed food, clothing, subsidized housing. She will have to incarceration. Created in 1987 in shelter, nurturing . . . There were some reapply to receive TANF. She will strive Atlanta, GA, AIM seeks to dimin- resources available to help support the to regain control of her children. She ish the impact of the mother’s children, but they could be somewhat usually feels guilty about her absence incarceration on family relation- elusive. In addition, to be eligible for and tends to be very lenient. Often, ships through a variety of support some of these resources, I had to navi- her leniency brings about conflicts with services to the children and other gate a sometimes unfriendly adminis- the caregiver provoking tensions in the family members. These include: trative system. For instance, when a household. after school programming, summer mother is absent, food stamps are allo- We could not have survived with- camp, and Saturday programs for cated on the basis of the income of the out the help of AIM, Inc., which pro- the children; transportation of chil- children’s caregivers, which may make vided the children with monthly out- dren for prison visits; emergency them more difficult to obtain. TANF is ings, visits with their mother, and aid for families; and information also available, although the monthly other cultural functions. AIM also pro- and referral for mothers and care- payments are less for a relative than vided a support group for the caregivers. They also provide consulta- they would be for a non-related caregivers, the Guardian Angels, of which I tion to legislators, judges and other giver. am a member. The Guardian Angels is professionals on child custody When I took in my grandchildren, a safe space for caregivers to come issues. my hope was to give them an opportu- together and share their struggles with AIM’s mission is “To inspire nity to be successful in their own lives raising the children or with a mother’s hope in children of imprisoned by teaching them that they could make re-entry into the children’s lives. mothers and their families by pro- better choices for themselves.The chil- Today, my heart leaps with joy viding programs and services that dren and I set up rules and boundaries when I receive a card, letter, or picture lessen the impact of the mother’s that they were to abide by. We decided from one of my grandchildren thank- incarceration.” together how we would handle other ing me for keeping our home together. family members, church members and I am just glad to see them accomplish AIM, Inc. school personnel finding out about our the goals that they have set up for 906 Ralph David Abernathy Blvd situation.We shared their mother’s themselves... and it makes it all Atlanta, GA 30310 incarceration with select persons and worth it. Ph: 404-755-3262 chose not to make the school aware of Fax: 404-755-3294 the problem, unless it was absolutely By Frances L. Springer Website: www.takingaim.net necessary. We were very fortunate in that we made it through without hav-

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Continued from page 4 . . . When possible, the endorsement of a transition from a foster home to an “new” caregiver by the “old” one also adoptive home with gradually increas- another important part of a well- can soothe children’s anxieties about ing visitation between the child and planned transition for a child. The the transition. Further, caregivers can the adoptive family, and ongoing con- development of a positive relationship share important information about a tact between caregivers that includes between caregivers prior to a child’s child’s preferences, strengths and spe- monitoring of the child’s behavior and placement change can assist tremen- cial needs. Information about the reactions, and modifications of the dously in facilitating threads of conti- child’s routines and transitional objects plan as required. The help of other nuity. Even without a prior relation- is particularly important, as these support people (e.g., relatives, thera- ship, when caregivers can be encour- details are often central to helping a pists, teachers) can be enlisted to assist aged to communicate with one another young child adjust to change. Box 2 in a transition process, and where con- at the point of transition (if necessary, outlines some examples of routines and tinuity of existing services (e.g., early with a professional acting as mediator), transitional objects that may assist in a intervention, day care) is possible, a children are likely to benefit. In our transition. transition can go more smoothly. These experience, in-person contact between Working with “old and “new” approaches provide “threads of conti- “new” and “old” caregivers can relieve caregivers to develop a tentative plan nuity” in a variety of ways. tension borne of jealousy and negative for a pre-placement visit can help to Finally, it is essential to communi- fantasies that each may hold about the alleviate anxiety about the unknown cate with very young children about other. This often translates into for all involved. Plans should be flexi- their placement changes and emotional smoother transitions for children— ble and responsive to the child’s needs, experiences, according to their develop- who then sense that “things are okay” as often reflected by his behavior. For mental level. Even older infants and rather than “something is wrong here.” example, there should be a plan for a toddlers need a supportive, clear explanation of events. Professionals and BOX 2 caregivers may have difficulty “finding the words” to talk with a child, as they grapple with their own feelings of sad- Routines and Transitional Objects: ness, anger, helplessness and uncertain- Questions to Consider About a Child in Transition ty. Guidelines to help with this dilem- ma are included in Box 3. What are the child’s familiar sleeping arrangements (where, with whom) and sleeping hours (naps, nighttime)? What are the child’s familiar feeding and eating arrangements (where, with whom) and times? Summary and Conclusions Does the child have food likes and dislikes, “comfort” foods, foods associated with special people, events and routines (e.g., milk at bedtime)? Disruptions of relationships and multi- Does the child have familiar routines or approaches to bathing, getting ple transitions are an unfortunate but dressed; familiar routines for awakening, going to sleep (e.g., sing a particular regular occurrence for young children song, read a book)? in the child welfare system. There is an Transitional objects are those important items chosen by the child to keep and invisibility that accompanies the loss could include a blanket, stuffed animal, item of clothing or other idiosyncrat- and grief that infants and toddlers ic object; perhaps a tape of the caregiver’s voice singing; or special items that experience as they endure these multi- could remind the child of former caregivers and familiar environments (e.g., ple moves. In this article, we have clothing, toy or gift from caregiver; things with familiar scents attached; the described a number of factors that may laundry soap used). contribute to this invisibility and a Photographs of previous caregivers, birth and foster siblings, pets, places the number of approaches to create child has lived can be very helpful in providing “threads of continuity” for “threads of continuity” for children in children, offering visual representation of people who have “gone away.” foster care, which consider emotions such as grief, confusion and anxiety. Source: SEED Early Childhood Mental Health Consultation and Training Project (March, 2003). Creating “threads of continuity” will Alameda County Social Services Agency/Children’s Hospital and Research Center at Oakland. ensure less painful transitions, promote more positive relationships, and

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preserve a child’s history and experi- REFERENCES mental health (2nd ed., pp. 161-175). New York: ence. At the core of these recommen- Bowlby, J. (1982). Loss: Sadness and Depression. Guilford Press. New York: Perseus Publishing. Lyons-Ruth, K., Easterbrooks, M., & Cibelli, C. dations is the need to attend to the Bowlby, J. (1989). Attachment. New York: (1997). Infant attachment strategies, infant mental lag, unique circumstances of each child, Perseus Publishing. and maternal depressive symptoms: Predictors or inter- including the emotions of caregivers Bowlby, J. (1976). Separation: Anxiety and nalizing and externalizing problems at age 7. and professionals that can impact the Anger. New York: Basic Books. Developmental Psychology, 33, 681-692. Carlson, E. (1998). A prospective longitudinal Mayes, L.C. (1995). Substance abuse and parent- child’s experience. Recognizing and study of attachment disorganization/ disorientation. ing. In M. Bornstein (Ed), Handbook of parenting: confronting the emotional conse- Child Development, 69, 1107-1128. Volume 4. Applied and practical parenting (pp. 101-126). quences of placement changes in foster Dozier, M., Higley, E., Albus, K., & Nutter, A. Mahwah, NJ: Lawrence Erlbaum Associates. care can provide opportunities for clin- (2002). Intervening with foster infants’ caregivers: Mayes, L.C., Bornstein, M.H., Chawarska, K., & Targeting three critical needs. Infant mental health Granger, R.H. (1995). Information processing and ical intervention that are both preven- journal. Special Issue: Infants in foster and kinship care, development at assessments in three month olds prena- tive and protective of the social-emo- 23 (5), 541-554. tally exposed to cocaine. Pediatrics, 95 (4), 539-545. tional health of young children and Edelstein, S., Burge, D., & Waterman, J. Mayes, L.C., Grillon, C., Granger, R., & their families. (2001). Helping foster parents cope with separation, Schottenfeld, R. (1998). Regulation of arousal and loss, and grief. Child welfare, 80 (1), 5-25. attention in preschool children exposed to cocaine pre- Fahlberg, V. (1991). A child’s journey through natally. Annals of the New York Academy of Sciences, 846, Laura Frame, Kathryn Orfirer, placement. Indianapolis, IN: Perspectives Press. 126-143. and Barbara Ivins, Lester, B.M., Boukydis, C.F.Z., & Twomey, Robertson, J. and Robertson, J. (1989). Separ- J.E. (2000). Maternal substance abuse and child out- ation and the Very Young. London: Free Association Children’s Hospital and Research Center at come. In C.H. Zeanah (Ed), Handbook of infant Books. Oakland, Oakland, CA Rutter, M. (1981). Maternal deprivation reassessed. London: Penguin Books.

BOX 3

Guidelines for Discussing Transitions with Children

GUIDELINES EXAMPLES

1. Find out what, if any- Talk with the child (if he is verbal), as well as caregivers and others to determine whether any thing, has been told to a distortions are present (e.g., “I have to leave because I’m a bad kid”) that need to be corrected. child about their impending move.

2. When talking to children, For very young children, it is most useful to offer an explanation of events that is simple and say what is known to be truthful (e.g., “Daddy is in jail so you can’t stay with him right now.”). true, without making promises that cannot be When the outcome is uncertain or unknown, it is important not to provide false reassurance. kept. Indeed, it can be helpful to address the emotional impact of uncertainty itself (“I’m sorry. I don’t know what will happen yet, and I know that’s scary for you.”). Realistic reassurance can be provided, however, through clear statements about what can be predicted, and what is likely to promote feelings of relative safety (“Although you can’t stay with Mommy tonight, you and your brother will be staying together.”).

3. Name and validate the This may involve interpreting a child’s behavior, because they are unlikely to articulate their child’s feelings to help feelings in words (e.g., “You look like you feel mad. I understand why you feel mad about them manage them. this.”).

A child should be allowed many options about their feelings. Adults need to resist the temptation to talk children out of feelings such as sadness or anger, despite how painful it may be to address those feelings directly.

23 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

CALL FOR ARTICLES

The National AIA Resource Center is soliciting articles for the fall 2005 issue of The Source. This bi-annual newsletter is distributed to administrators, researchers, policy makers, and direct line staff throughout the country, and is also available on-line at http://aia.berkeley.edu/publications/source.html.

The fall 2005 issue will focus on substance using parents with cognitive limitations. Specifically, we are looking for articles that discuss:

the etiology and prevalence of co-occurring developmental disabilities and substance abuse; strategies for identifying parents with cognitive limitations and substance abuse problems; challenges to meeting the needs of parents with co-existing disabilities and their children; and innovative and collaborative approaches to working with this population to address their substance use, parenting, and other related issues.

Only abstracts that address issues for parents with these co-existing conditions and their children will be considered for publication. Research findings in this area also are welcome.

To be considered for publication, please email a brief (150-200 words) abstract of your proposed article to Amy Price at [email protected].

ABSTRACTS ARE DUE FRIDAY, JANUARY 14, 2005.

For questions, contact Amy Price at 510-643-8383 or [email protected]

24 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

GOOD BETS

Rebuilding Attachments with These two papers published by The Treating Attachment Disorders: From Traumatized Children Casey Center for Effective Child Welfare Theory to Therapy Practice are the latest additions to the This book uses attachment theory and Dr. Brisch outlines an attachment-ori- Strengthening Children and Families series. research to frame a discussion of how to work ented framework for working with clients of They describe post-adoption policy and prac- with traumatized children to rebuild their self- all ages. Extensive case examples serve as the tice, and they offer suggestions for financing esteem and hope for the future. Along with a base of the book. The author illustrates how adoption-related services at the state level. discussion of how trauma impacts the devel- attachment-oriented interventions can success- Executive Summaries are also available. Cost: opment of positive attachments, the author fully treat clients with a wide range of difficul- Free. includes case examples, strategies, and tips for ties. Cost: $24.00. Casey Family Services, the Casey Center for therapists to use in their work. A workbook, K.H. Brisch, 2002. 294 pages. Available Effective Child Welfare Practice. 127 Church Real Life Heroes, complements the text by pro- from The Guilford Press, 72 Spring Street, Street, New Haven, CT 06510. viding a tool for professionals and other caring New York, NY 10012. Ph: (800) 365-7006. Ph: (203) 401-6900. Fax: (203) 401-6901. adults to use with traumatized children. Fax: (212) 966-6708. www.guilford.com. www.caseyfamilyservices.org. Designed for children ages 6 to 12, the workbook helps children develop confidence and self-respect by honoring their past and prepar- Losing a Parent to Death in the Early Roadblocks in Cognitive-Behavioral ing for their future. Cost: $39.95. Years: Guidelines for the Treatment of Therapy: Transforming Challenges into R. Kagan, 2004. 335 pages. Available from Traumatic Bereavement in Infancy and Opportunities for Change The Haworth Press, Inc., 10 Alice St., Early Childhood Binghamton, NY 13904. Ph: (800) HAWORTH This book brings together writings from This book offers clinicians, counselors, (429-6784). Fax: (800) 895-0582. leading practitioners to discuss obstacles that educators, child-care professionals, and others www.haworthpress.com arise during therapy but are not widely dis- a compassionate yet practical guide to the cussed in the literature. Suggestions for over- assessment and treatment of young children coming some of these obstacles are given. who have experienced the death of a parent or Cost: $40.00. The Adventures of NanaCat and Her primary caregiver. The authors describe how Children series R.L. Leahy (Ed.), 2003. 364 pages. babies, toddlers, and preschool-age children Available from The Guilford Press, 72 Spring This 2-book series was created to help typically respond to overwhelming loss, Street, New York, NY 10012. Ph: (800) 365- explain complications in the grieving process children ages 3 – 8 adapt to living with and 7006. Fax: (212) 966-6708. www.guilford.com being raised by a relative caregiver. The books that are associated with the sudden or violent speak to the need for security that is often death of a parent, and offer vignettes that present when a child is taken from their par- illustrate therapeutic interventions with trau- Treating Parent-Infant Relationship ents and introduced to a new home. Cost: matically bereaved young children and their $6.95 each plus shipping (discounts available Problems: Strategies for Intervention families. Cost: $39.95. for multiple copies). Leaders in the field describe interven- A. F. Lieberman, N. C. Compton, P. Van M. Catherine, 2003-2004. Available from tions for infant-caregiver relationship strength- Horn, and C. Ghosh Ippen, 2003. 160 pages. Florida Kinship Center. Ph: (813) 974-6444. ening. Recognizing that some children are Available from Zero to Three Press, P. O. Box 960, Fax: (813) 974-4675. Email: [email protected]. more difficult than others to care for, and that Herndon, VA 20172. Ph: (800) 899-4301. www.flkin.org. some parents are less prepared to cope with Fax: (703) 661-1501 attn: ZERO TO THREE the difficulties inherent in raising a child, this Bookstore. Email: [email protected]. book describes a number of therapeutic tech- www.zerotothree.org. Creative Strategies for Financing niques. Cost: $40.00. Post-Adoption Services and Promising A.J. Sameroff, S.C. McDonough, & K.L. Practices in Adoption-Competent Rosnenblum, 2004. 304 pages. Available from Mental Health Services The Guilford Press, 72 Spring Street, New York, NY 10012. Ph: (800) 365-7006. Fax: (212) Continued on page 26 . . . 966-6708. www.guilford.com

25 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

Continued from page 25 . . . Young Children and Trauma: Posttraumatic Stress Disorders in Intervention and Treatment Children and Adolescents: Handbook Emotional Connections: How Relationships Guide Early Learning This book fills a crucial gap in the litera- A rich mix of research and clinical expe- ture of mental health professionals and child rience with PTSD, stress, and trauma are pre- This book translates new research on welfare advocates by presenting valuable sented in this book. This book is different cognitive, social, and emotional development knowledge and treatment techniques for from many others concerning these disorders in the early years into the language of daily working with young children affected by trau- in children in that, rather than basing work caregiving and teaching. The authors give matic experiences. Particular attention is paid with children and adolescents on work with trainers the information and tools they need to the needs of children suffering from the adults, the editor has requested that the con- to teach infant–toddler caregivers how to effects of abuse and neglect, but other forms tributors write specifically about their work build responsive relationships with very young of trauma, such as illness, injury, and exposure with younger populations. Cost: $22.95. children and their families. The authors show to violence, are also explored. Cost: $42.00. R. R. Silva (Ed.), 2004. 384 pages. how positive relationships are the context for J.D. Osofsky (Ed.), 2004. 360 pages. Available from Norton Professional Books, W.W. helping babies and toddlers learn, communi- Available from The Guilford Press, 72 Spring Norton & Company, 500 Fifth Avenue, New York, cate, and regulate behavior. An accompanying Street, New York, NY 10012. Ph: (800) 365- NY 10110. Ph: (800) 233-4830. Instructor’s Manual includes teaching strate- 7006. Fax: (212) 966-6708. www.guilford.com. Fax: (212) 869-0856. www.npbcatalog.com. gies; activities; times required for each lesson; and a CD-ROM with printable handouts, worksheets, and overheads. Cost: $29.95 (book); 202 Pages, $44.95 (instructor’s Real Belonging: Give Siblings Their Emotional Beginning and Partners in manual). Right to Reunite Parenting Education (PIPE) P. McArthur Butterfield, C.A. Martin, & Lynn Price describes the importance of Emotional Beginnings is a curriculum and A.Pratt Prairie, 2004. 208 Pages. Available from maintaining a bond between siblings in foster on-site training process used by childcare pro- Zero to Three Press, P. O. Box 960, Herndon, VA care. Cost: $19.95. fessionals to increase the emotional availability 20172. Ph: (800) 899-4301. Fax: (703) 661- L.S. Price, 2004. Available from Inkwater and relationship building skills of infant and 1501 attn: ZERO TO THREE Bookstore. Email: Press. Ph (303) 791-0915 or (888) 723-5664. toddler caregivers. The entire package [email protected]. www.zerotothree.org. Email: [email protected]. includes: a Site Coordinator’s Guide, 46 www.lynnprice.com. Presentation Posters, a CD-ROM of handouts for Caregivers, an Instructional Video, and a Caregiver Handbook. The PIPE model is a preventive intervention for parenting educators that is designed to increase the emotional availability and relationship building skills of parents with their babies and toddlers. The package includes an Educator’s Guide, Parent Handouts, and Activity Cards. Cost: $135 (Emotional Beginnings) and $420 (PIPE) plus shipping and handling. Available from How to Read Your Baby, 280 Columbine, Suite 311, Denver, CO 80206. Ph: (303) 377-4584. Fax: (303) 355-5749. www.howtoreadyourbaby.com.

Ensuring the Healthy Development of Infants in Foster Care: A Guide for Judges, Advocates, and Child Welfare Professionals This report encourages powerful child- welfare decision makers, such as judges, to stay informed about early childhood development in order to make sound decisions and use important resources for children. Cost: Free. S. Dicker & E. Gordon, 2004. Available from: Zero to Three Press, P. O. Box 960, Herndon, VA 20172. Ph: (800) 899-4301. Fax: (703) 661-1501 attn: ZERO TO THREE Bookstore. www.zerotothree.org/policy/.

26 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

J.V. Jordan, M. Walker, L.M. Hartling Culturally Competent Practice with (Eds.), 2004. 308 pages. Available from The Immigrant and Refugee Children and Guilford Press, 72 Spring Street, New York, NY Families 10012. Ph: (800) 365-7006. Fax: (212) 966- 6708. www.guilford.com. Experts discuss key issues facing families and the histories of immigration of 14 immigrant groups, whose populations are growing in the United States. Topics include cultural How Connections Heal: Stories from conflicts, trauma associated with refugee expe- Relational-Cultural Therapy riences, and effects of poverty and discrimina- Professionals affiliated with the Stone tion. Recommendations for assessments and Center’s Jean Baker Miller Training Institute interventions are presented throughout the wrote this practice-oriented casebook, and book. Cost: $38.00. they show how RCT is used in practice with R. Fong (Ed.), 2003. 320 pages. Available individuals, couples, families, groups, and in from The Guilford Press, 72 Spring Street, an institutional setting. They stress that rela- New York, NY 10012. Ph: (800) 365-7006. Fax: tionships are the foundation of therapy. Cost: (212) 966-6708. www.guilford.com. $23.00 (paper), $45.00 (hard). M. Walker & W.B. Rosen, 2004. 258 pages. Available from The Guilford Press, 72 Spring The Lobbying and Advocacy Handbook: Street, New York, NY 10012. Ph: (800) 365- Shaping Public Policy at the State and 7006. Fax: (212) 966-6708. www.guilford.com. Local Level The Importance of Caregiver-Child This book provides guidance for those in Interactions for the Survival and the nonprofit sector who may be new to the Black Families in Therapy: Healthy Development of Young lobbying process at the state and local levels. Understanding the African American Children: A Review It provides a road map of the steps to take in Experience (2nd edition) the process, including where to begin. Cost: This review brings together current the- Nancy Boyd-Franklin expands her previ- $37.95. ory as well as empirical evidence from an array ous edition and further discusses some of the M. Avner, 2003. 240 pages. Available from of disciplines including neurophysiology, psy- issues inherent in working with African Wilder Publishing Center, 919 Lafond Ave., St. cholinguistics, behavioral embryology and American families. Included are issues facing Paul, MN 55104. Ph: (800) 274-6024. developmental psychology on the importance communities of differing socio-economic lev- Fax: (651) 642-2061. Email: [email protected]. of caregiver-child relationships for the survival els, expansions of therapeutic concepts for www.wilder.org/pubs. and healthy development of children. The more relevance to African American families, authors discuss the importance of culture on and an empowerment approach to help indi- development, as well as the role of the caregiv- viduals realize change. Cost: $38.00. er in the development of children, the impor- The State of America’s Children tance of stable care, research findings, the N. Boyd-Franklin, 2003. 368 pages. Yearbook 2004 Available from The Guilford Press, 72 Spring effect of caregiver-child relationships on the State data of child care, child health, health and development of children, and Street, New York, NY 10012. Ph: (800) 365- 7006. Fax: (212) 966-6708. www.guilford.com. education, family income, juvenile justice, implications for practice. Cost: Free on-line. mental health, and nutrition are presented in World Health Organization’s (WHO) this all-inclusive resource. This yearbook is Department of Child and Adolescent Health and essential for discussion with community lead- Understanding Families: Approaches to Development. Available on-line at ers, policy makers, and the media. Cost: www.who.int/child-adolescent-health/publications, Diversity, Disability, and Risk $15.95. or contact [email protected]. This book provides a comprehensive mix Children’s Defense Fund, 2004. Available of information on research and practice to use from Children’s Defense Fund, Fulfillment in working with families of varying composi- Division, P. O. Box 90500, Washington, D.C. The Complexity of Connection: Writings tions. Readers will learn how to develop effec- 20090-0500. Ph: (202) 662-3652. Fax: (202) from the Stone Center’s Jean Baker tive partnerships with families, especially those 628-8333. www.childrensdefense.org. Miller Training Institute with at-risk children or children with disabilities. Cost: $32.00. The Stone Center embraces the theory M.J. Hanson & E.W. Lynch, 2003. 208 of connection as vital to human growth and pages. Available from Brookes Publishing Co., development. The book provides an examina- P.O. Box 10624, Baltimore, MD 21285-0624. tion of connection and disconnection at the Continued on page 28 . . . Ph: (800) 638-3775. Fax (410) 337-8539. individual and societal levels. Cost: $18.95 www.brookespublishing.com. (paper), $40.00 (hard)

27 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

Continued from page 27. . .

A Closer Look: Lessons from Local Initiatives for Children A follow-up to Bringing It Together, a 2002 Children’s Defense Fund report, this report looks at communities’ responses to the needs of children and families. Included in the discussions are child care, early education, and health care. Cost: $12.95. Children’s Defense Fund, 2004. Available from Children’s Defense Fund, Fulfillment Division, P. O. Box 90500, Washington, D.C. 20090-0500. Ph: (202) 662-3652. Fax: (202) 628-8333. www.childrensdefense.org.

Early Intervention for Trauma and Traumatic Loss Which interventions are most helpful in facilitating recovery from the effects of stress and trauma is a matter open to question. This book describes current knowledge and a range Gentle Transitions 16 minutes; Is Anyone in of interventions for PTSD, acute stress disor- There? 11 minutes. Available from Infant-Parent der, and traumatic grief for people across the VIDEOS Institute, 328 North Neil Street, Champaign, IL life span. Evidence-based clinical recommen- 61820. Ph: (217) 352-4060. dations are made, and discussions of special When the Bough Breaks—Children of www.infant-parent.com/videos. groups, including 9/11 survivors, veterans, Mothers in Prison and victims of sexual abuse, are presented. Cost: $40.00. This documentary is an up-close look at children coping with their mother’s incarcera- Multiple Transitions: A Young Child’s Point B.T. Litz (Ed.), 2003. 354 pages. The tions. Their stories illustrate policy gaps of View on Foster Care and Adoption Guilford Press, 72 Spring Street, New York, NY between the judicial and social service sys- 10012. Ph: (800) 365-7006. Fax: (212) 966- This video attempts to distill what chil- tems. Cost: $350 (sale); $75 (rent). 6708. www.guilford.com. dren would say about what it feels like to be J.E. Petzall & D. Rogers, 2001. 58 minutes. moved around, how and why their behavior Available from Filmakers Library, 124 East 40th begins to change, and what happens to their Street, New York, NY 10016. Ph: (212) 808- A Family’s Guide to the Child availability for new attachment. It also includes 4980. Fax: (212) 808-4983. Email: suggestions for how the system could do a better Welfare System [email protected]. www.filmakers.com. job. Cost: $70.00. This resource answers questions asked by 12 minutes. Available from Infant-Parent many families when they enter the child wel- Institute, 328 North Neil Street, Champaign, IL fare system. Organized by section tabs and Gentle Transitions: A Newborn Baby’s 61820. Ph: (217) 352-4060. www.infant- written in a question and answer format, this Point of View About Adoption and parent.com/videos. guide can also be used by professionals to Is Anyone in There? Adopting a increase family participation in service plan- Wounded Child ning. Cost: $10.00. J. McCarthy, A. Marshall, J. Collins, G. Presented from an infant’s point-of-view, Arganza, K. Deserly, & J. Milon, 2003, December. the Gentle Transitions video suggests what ON-LINE RESOURCE 128 pages. Available from National Technical adults should think about and do to make the Assistance Center for Children’s Mental Health, transition from one family to another and the Dialogue with the Experts: Hearts and Georgetown University Center for Child and adoption experience work best for a baby. Minds - The State of America’s Babies Human Development, 3307 M Street, NW, Suite Designed for foster and adoptive parents, as and Toddlers well as child welfare professionals, a compan- 401, Washington, DC 20007. Ph: (202) 687- In April of 2003 in Washington, D.C., ion video, Is Anyone in There? acknowledges 5000. Fax: (202) 687-1954. Email: Mary ZERO TO THREE held a forum of leaders in the challenges of adopting a traumatized Moreland, [email protected]. the field of infant-family. Virtually attend the child. The latter video comes with a booklet www.gucchd.georgetown.edu. five presentations on important issues affecting that briefly looks at attachment disorders and babies, toddlers, and their families. lists references and available resources. Cost: $70.00 each. Visit http://www.zerotothree.org/aboutus/ dialogue.html

28 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

CONFERENCE LISTINGS

Roundtable on Religion and Social DATE: January 5-7, 2005 CONTACT: Ph: (301) 652-0281. Welfare Policy Fall Conference LOCATION: Scottsdale, AZ [email protected] This annual conference will comprehen- SPONSORING AGENCY: Child Welfare Children 2005: Crossing the sively examine the status of faith-based social League of America Cultural Divide services in the United States, and the outlook CONTACT: Ph: (202) 639-4911. roundtable for the future following the fall elections.. @cwla.org. www.cwla.org/conferences Children living in conditions ranging from extreme poverty and violence to material DATE: December 9, 2004 The Knowledge-Implementation Nexus: luxury share common universal needs, including shelter, health care, nurturing relation- LOCATION: Washington, DC Addressing Critical Issues in Public Mental Health ships, protection from harm, and help dealing SPONSORING AGENCY: The Roundtable on with harm. At this conference more than Religion and Social Welfare Policy The 15th annual conference on state mental 2000 individuals committed to the well being CONTACT: Ph: (518) 443-5014. Fax: (518) health agency services research, program eval- of children will gather to share stories and 443-5705. www.religionandsocialpolicy.org uation, and policy, this conference will con- develop strategies to promote equal opportu- centrate on three main areas of focus and how nity for all children. Resiliency: Hope, Choice and Self they affect system transformation: recovery/ resiliency, co-occurring disorders (mental Determination for Children, Families DATE: March 9-11, 2005 health/substance abuse), and evidence-based and Communities practices. LOCATION: Washington, D.C. The 16th annual conference of the SPONSORING AGENCY: Child Welfare Federation of Families for Children’s Mental DATE: February 6-8, 2005 League of America Health will focus on practical strategies that LOCATION: Baltimore, MD CONTACT: www.cwla.org/conferences/ actively promote resiliency for children with 2005nationalrfp.htm emotional, behavioral or mental health needs SPONSORING AGENCY: National Association and their families. of State Mental Health Program Directors Supporting Promising Practices and Research Institute, Inc. Positive Outcomes: A Shared DATE: December 9-12, 2004 CONTACT: Vera Hollen, Conference Manager. Responsibility LOCATION: Ph: (703) 739-9333, ext. 116. Fax: Washington, DC The goal of this conference is to pro- (703) 548-9517. [email protected]. SPONSORING AGENCY: Federation of mote interagency and interdisciplinary collab- www.nri-inc.org/Conference/ Families for Children’s Mental Health oration to optimize services for children and Conf05/05Papers.pdf CONTACT: Ph: (703) 684-7710. ffcmhconfer- their families. The conference will support [email protected]. www.ffcmh.org prevention-focused, evidence-based practice The 2nd International Conference on and the application of research. Discussions, Patient- and Family-Centered Care: workshops, and poster sessions will be includ- 2005 National Girls Initiative/Florence Partnerships for Enhancing Quality ed. Crittenton Roundtable: Growing Girls of Care for Greatness Innovative health care programs dedicat- DATE: April 18 - 23, 2005 This year’s roundtable will bring togeth- ed to collaborative efforts with patients and LOCATION: Boston, MA er professionals and other interested parties families will be showcased. working to help girls and young women SPONSORING AGENCY: The Children’s achieve their “greatness.” The conference will Bureau DATE: February 21-23, 2005 stress relevant issues and highlight evidence- CONTACT: Ph: (703) 528-0435. based practice and promising strategies to pro- LOCATION: San Francisco, CA [email protected]. mote the well-being of girls and young SPONSORING AGENCY: Institute for Family- http://nccanch.acf.hhs.gov/profess/ women. Centered Care conferences/cbconference/index.cfm

29 THE SOURCE, VOLUME 13, NO. 2 THE NATIONAL ABANDONED INFANTS ASSISTANCE RESOURCE CENTER

COMING IN 2005

TWO NATIONAL AIA TRAINING EVENTS!!!

Sustaining your Child and Family Services Organization in Lean Times Washington, DC Designed for community-based organizations serving families with young SPRING 2005 children affected by substance abuse, child welfare and/or HIV, this one-day training institute will provide information about strategic planning and capacity building, collaboration, advocacy, and accessing financial support as mechanisms for program sustainability.

Addressing the Needs of Substance Exposed Newborns and their Families: Washington, DC Effective Policy and Practice FALL 2005 Bringing together professionals from hospitals, child welfare agencies, public health agencies and substance abuse treatment programs, this two-day national symposium will provide program administrators, practitioners, policy makers, and advocates with information about state and local policies and exemplary practices in addressing the needs of substance exposed newborns and their families.

For more information about these events, or to receive registration materials, contact the Resource Center at 510-643-8390 or [email protected].

30 RESOURCES AND PUBLICATIONS AVAILABLE FROM THE NATIONAL AIA RESOURCE CENTER

Title of Publication Unit No. of Total Price Copies Price AIA Fact Sheets — Kinship Care (May 2004)...... FREE* ______— Family Planning with Substance-Using Women (April 2004)...... FREE* ______— Perinatal substance exposure (February 2004)...... FREE* ______— Recreational programs for HIV-affected children and families (September 2003)...... FREE* ______— Standby guardianship (August 2003)...... FREE* ______— Subsidized guardianship (July 2003)...... FREE* ______— Women and children with HIV/AIDS (May 2003)...... FREE* ______— Shared family care (December 2002)...... FREE* ______— Boarder babies, abandoned infants, and discarded infants (July 2002)...... FREE* ______ Directory of AIA Programs (2004) ...... 5.00 ______ Focusing on the needs of youth in kinship care (September 2004) ...... 5.00 ______ Discarded Infants and Neonatacide: A review of the literature (September 2004)...... 5.00 ______ AIA Best Practices: Lessons Learned from a Decade of Service to Children and Families Affected by HIV and Substance Abuse (2003) ...... 12.00 ______ Shared Family Care: Restoring Families Through Community Partnerships (2003) in VHS or CD-ROM (please circle one)...... 10.00 ______ Annual Report on Shared Family Care: Progress and Lessons Learned (2002)...... 10.00 ______ Expediting Permanency for Abandoned Infants: Guidelines for State Policies and Procedures (2002) ...... 10.00 ______ Partners’ Influence on Women’s Addiction and Recovery (2002)...... 10.00 ______ Bay Area Shared Family Care: Whole Family Mentoring/Bridging Communities (Video 2000) ...... 10.00 ______ Voluntary Relinquishment of Parental Rights: Considerations and Practices (1999) ...... 10.00 ______ Integrating Services & Permanent Housing for Families Affected by Alcohol and Other Drugs (1997)...... 10.00 ______ Delivering Culturally Competent Services to Women & Children Who Are Drug-Affected (1997)...... 10.00 ______ Service Outcomes for Drug- and HIV-Affected Families (1997)...... 10.00 ______ Family Planning & Child Welfare: Making The Connection (Video/Guide 1997) ...... 25.00 ______ Shared Family Care Program Guidelines (1996) ...... 10.00 ______* One copy free. For price of multiple copies, please contact the Resource Center. Total Amount Enclosed ______Look on-line (http://aia.berkeley.edu) for these and other publications

Name ______

Affiliation ______Mail this form with your check (made payable to UC Regents) to: Address ______AIA Resource Center City, State, Zip ______University of California, Berkeley Family Welfare Research Group Phone ______1950 Addison Street, Suite 104, #7402 Berkeley, CA 94720-7402

31 The Source

EDITOR: Amy Price AIA RESOURCE CENTER

DESIGN: Betsy Joyce 1950 Addison St., Ste. 104, #7402 Berkeley, CA 94720-7402 PRINTING: Autumn Press Tel: (510) 643-8390 Fax: (510) 643-7019 CONTRIBUTING WRITERS: http://aia.berkeley.edu Jess Feury Laura Frame PRINCIPAL INVESTIGATOR: Neil Gilbert, PhD Barbara Ivins Denise Johnston DIRECTOR: Jeanne Pietrzak, MSW Lenora Marcellus ASSOCIATE DIRECTOR: Amy Price, MPA Kathryn Orfirer Dorothy Richards POLICY ANALYST: John Krall, MSW Frances Springer Sweets Wilson RESEARCH ASSISTANT: Krista Drescher-Burke, MSW

STAFF ASSISTANT: Shamita Ashok-Dar The Source is published by the National AIA Resource Center through a grant from the U.S. DHHS/ACF Children’s Bureau SUPPORT STAFF: Paulette Ianniello, BA (#90-CB-0126). The contents of this publication do not necessarily reflect the views or policies of the Center or its funders, nor does mention of trade names, commercial products, or organizations imply endorsement. Readers are encouraged to copy and share articles and information from The Source, but please credit the AIA Resource Center. The Source is printed on recycled paper.

1-24175-14185-44-CSAIA3 Nonprofit Org. UNIVERSITY OF CALIFORNIA, BERKELEY U.S. Postage PAID SCHOOL OF SOCIAL WELFARE Berkeley, CA BERKELEY, CA 94720-7402 Permit No. 1

A SERVICE OF THE Address Service Requested CHILDREN’S BUREAU