Center for Advanced Studies School of Social Work in Child Welfare

o

a comprehensiveCW look at a360 prevalent child welfare issue

Safety Permanency Well-Being Attending to Well-Being in Child Welfare Spring 2014 From the Editors Executive Editor, CW Executive Director, CenterforAdvanced Studies inChild Welfare Traci PhD LaLiberte, challenge toframingthetopicofwell-being unique contributiontotheissue’s topic.One who emergedasleadersinorhada staff andeditorsengagedwithindividuals of bestpracticesinthefield. Then,CASCW extensive literature review andexploration for thisissueofCW360°beganwithan emerging aspectsofthiswork today. policy, andpracticestrategiesthatreflect the this publicationyou willfind research, children, youth, andfamilies. Throughout trauma asakeytobetteroutcomesfor a strong emphasisonaddressing unresolved ofwell-beingexploring holisticviews with their bodiesbutalsomindsandspirits. their lives, notjustthesafetyandsecurityof children andyouth isinclusive ofallaspects impacts oftraumaunattended. Working with safety andpermanencywe leave thelifelong care, we recognize thatifwe onlyattendto implementing trauma-informedsystemsof of traumaonourwork andmoved toward have cometobetterunderstandtheimpact well-being inthefieldofchild welfare. As we roles, andresponsibilities related tochild together todefineconcepts,frameworks, welfare professionals tocome have started Children, Youth andFamilies (ACYF), child SamuelsBryan andthe Administration on child well-being. research, policies,andpracticesfocusedon withhowstruggle to interpret andintegrate of well-being, practitionersandadministrators both practiceandpolicytoaddressing issues the fieldtakemore purposefulapproaches in discussions totheforefront. Assegmentsof practice, we believe itiscriticaltobringthose being fallswithinchildwelfare’s scopeof to whetherornot—orinwhichways—well- continues tobeaphilosophicaldiscourseas being issues. While we recognize thatthere CW360°, we cover ofwell- the fullspectrum trauma.In this,thetenthissueof secondary approaches, permanency, relationships, and disability, trauma,developmental practice past five years across various issues,including covered different aspectsofwell-being over the of A predominant themethroughout allissues From theEditors 2

CW360° isoneofwell-being. We have As inprevious editions,thepreparation This issueofCW360°isdedicatedto In recent years, through the leadershipof CW 360 o Attending to Well-Being inChildWelfare •Spring2014 360 o the printededitionsofCW360°inorder to we have removed thereference sectionfrom administrators atyour agency. Additionally, discussionswithworkers and help start guide attheendofpublicationto learning. Please refer tothediscussion toapplythisnew and identifyopportunities and perspectives toyour own work settings will helpyou applytheresearch, practice, and toolsthroughout thispublicationthat personal impactofaddressing thewholechild. implementation, organizationalchange,andthe highlighting innovative examplesofpractice from avariety ofchildwelfare stakeholders the perspectives sectionpresents articles and promising practicesinthefield.Lastly, practice sectionhighlightsevidence-informed including culturalconsiderations. The we define andmeasure well-being concepts, frameworks ofwell-being andwaysinwhich focusonexploring section,articles overview overview, practice,andperspectives. In the outcomes inthisarea. accountable toachievingmeaningful goals yet failingtodefineorholdourselves ‘well-being’ inpracticeandperformance defined. Thiscomesafterdecadesofincluding is thevariety ofwaysinwhichwell-being is http://z.umn.edu/wellbeingcw questions duringtheprogram. encouraged to email,Tweet, orFacebook off-site location. Off-site participantsare computer, orbygroup web stream atan individual web stream atapersonal Attend theconference inperson, by University ofMinnesota North Star Ballroom, St.Paul StudentCenter, May 6,2014:8:30a.m.-4:00p.m. in ChildWelfare Attending to Well-Being Registration available through Monday, April28,2014 Register for CASCW’s 15thannualfree childwelfare conference We have provided you withinformation CW360° isdividedintothree sections: Managing Editor, CW Director ofOutreach, CenterforAdvanced Studies inChild Welfare Tracy MSW Crudo,

360° wellbeingcw conference webpage athttp://z.umn.edu/ web stream archive oftheevent, visitthe To accessregistration informationorthe and available forviewingafteritsconclusion. location. Theconference willalsobearchived can beviewed viaweb stream from any application oftheirwork. The conference keynote speakersonlocalized impactand well-being willreact andinteractwithour onchild including localandnationalexperts 6, 2014,beginningat9:00AM.Apanel day conference onchildwell-being onMay Nathan andChristyHough forourfull- Terry Cross, AmeliaFrank-Meyer, and Samuels,and CW360°contributorsBryan your own reflections andideas! videos andthentake90secondstorecord to them. Take alookthrough someoftheir their thoughtsaboutwhatwell-being means child welfare stakeholdershave recorded Wall (http://z.umn.edu/videowall). Several today, isthrough ourChild Welfare Video questions facingthechildwelfare system on thistopic,aswell asotherchallenging http://z.umn.edu/2014cw360. in PDFformatonourwebsite at can findafulllistingofthecitations make more spaceforadditionalcontent. You We invitereaders tojoinCASCWstaff Another waytojointheconversation . http://z.umn.edu/wellbeingcw this link: to register, please follow For more information and

Table of Contents

3 39 40 26 27 28 29 30 31 32 33 34 35 36 37 38 42 43 ...... 2014 • Spring Welfare in Child Well-Being to Attending o The Positive Role of Spirituality in Child Well-Being Role The Positive PhD, MSW...... L. Barker, Stacey in Child Welfare Consideration for Framework A Well-Being PhD, RN, FAAN Mary Jo Kreitzer Guide Agency Discussion Resources Cooperative Adoption Cooperative ...... Kenny Peter the Well-Being in Promoting Role Advocates’ CASA Care in Foster of Children ...... Barbara Morgen Fit All One Size Does NOT Jen Hope...... Children of Immigrant the Well-Being Protecting and Families Cervantes...... Wendy American of African the Well-Being Promoting in Child Protection and Other At-Risk Children Carla M. Curtis, MSW, PhD...... Building a Healing Home Hough & Christy Hough...... Nathan Care Foster Providing With Healing Parents: Working Healing Lens an Integrative Through ...... MSW, APSW, LGSW Erin Wall, Care: Students in Foster for School Stability Increasing Minnesota Saint Paul, Learned From Lessons MSW, LICSW...... Becky Hicks, MEd, LSW & Mary Tinucci, Queen of Peace Center’s Family EMPOWERment Project: Project: EMPOWERment Family Center’s Queen of Peace in Infants Well-Being Fostering for Program An Innovative With Addictions of Mothers Children and Young MSW, Lara Pennington, Debra Rosalie Dickens, Zand, PhD, PhD...... BS, Donna McNamara,Jerri Michael, Pierce, & Katherine Meaningful Solution Housing as a Supportive and Child Homelessness Family to .... Grovender Hunnik, & Kelby Ben Van A. Hooks Wayman, Richard With Associated Factors the Difference? What Makes Experienced Have When Children Well-Being Achieving Trauma Complex ...... Jane Gilgun, PhD, LICSW Perspective Among Well-Being Promote to Ways Practical System in the Child Welfare Children Traumatized BSW...... Webb-Jackson, Sharon Checklists: Well-Being Mexico’s New Well-Being Addressing for Tools Practical Ann Gillia, JD, MA...... Beth 360 4 6 8 CW 19 21 22 23 24 10 12 13 14 15 16 17 18 ......

Barbara Hanson Langford, MPP & Sue Badeau, BA...... Barbara Hanson Langford, Connected by 25: A Plan for Investing in the Investing by 25: A Plan for Connected of Well-Being Social, Emotional, and Physical Care in Foster Older Youth A Social Worker’s Perspective A Social Worker’s APSW...... MSW, Heidi Mayer, Promoting Youth Well-Being: An Organizational Shift An Organizational Well-Being: Youth Promoting MS, MSW, LISW, APSW & Crystal Meyer, S. Peterson, Amelia Franck APSW...... MSSW, Marilyn E. Cloud, LCSW, ACSW, Jason Lang, PhD, Cindy A. Crusto, Jason Lang, PhD, Cindy A. Crusto, ACSW, LCSW, E. Cloud, Marilyn Melnick, MA. PhD, Christian M. Connell, PhD, & Emily ACF 2012 Trauma Grants: An Overview Grants: 2012 Trauma ACF PhD...... Pfennig, Joyce to Approach Cross-System Connecticut’s Well-Being and Promote Children Heal Traumatized Creating a Coalition to Foster Family Well-Being Family Foster to a Coalition Creating ...... Biglan, PhD Anthony A Three-Branch Approach to Improving Improving to Approach A Three-Branch Care Kids in Foster for Outcomes Well-Being Cawthorne & Meghan Wills...... Alexandra ...... PhD Glisson, PhD & Charles Hemmelgarn, Anthony Practice Nikki Kovan, PhD & Rob Anda, PhD...... Social Contexts Organizational Effective Creating Kristine Piescher, PhD & Traci LaLiberte, PhD. Kristine Piescher, PhD & Traci Childhood Impact of Adverse The Developmental Course the Life Across Experiences Sinead Hanafin, PhD...... Involved of Children Well-Being The Educational in Child Protection The Child Indicators Movement The Child Indicators ...... Asher Ben-Arieh, PhD Report on Child Well-Being to Impacts of Using Data Cross-System Challenges With a Well-Being Focus in Child Focus With a Well-Being Challenges Cross-System Broken What’s Fixing to On the Way Welfare: Chang, JD...... JooYeun The Relational Worldview and Child Well-Being The Relational Worldview ...... LCSW MSW, ACSW, L. Cross, Terry Defining and Measuring Child Well-Being Child Defining and Measuring LaLiberte, PhD...... SemanchinAnnette Jones, PhD & Traci Overview and Implications Attention Federal Well-Being: Bryan...... Anderson Samuels & Clare Table of Contents Table 4 CW360o Attending to Well-Being in Child Welfare • Spring 2014 Well-Being: Federal Attention and Implications Bryan Samuels & Clare Anderson

Well-being is core to a healthy, happy, and In addition to Congressional legislation, healthy child development. These frameworks productive life. The well-being trajectory special attention is being given to well-being provide a new way to understand which starts early and is intertwined with child at the Federal level. The Administration services and supports should be provided (i.e. development. Emerging science shows how on Children, Youth and Families (ACYF) evidence-based interventions that help a child adverse childhood experiences, trauma, and and its Children’s Bureau are elevating the get back on target developmentally) and to toxic stress derail healthy development and importance of well-being in their approach what end (i.e. measurable improvements in impact health (Centers for Disease Control to improving child welfare outcomes. developmental functioning). and Prevention, 2013) and overall functioning An organizing framework is guiding the Meeting children’s developmental needs, throughout the lifespan (O’Connor, field’s understanding of well-being and particularly those in the social and emotional Finkbiner, & Watson, 2012). This issue of its relationship to child development (i.e. domains, are fundamental to the work in CW360° explores the concept of well-being as “Promoting the Social and Emotional child welfare. It is now clear that focusing on it relates to the needs of children served by the Well-being of Children and Youth Receiving safety and permanency is necessary but not child welfare system as these children often Child Welfare Services” [Samuels, 2012a]), sufficient in addressing the developmental experience significant adversity before and multiple discretionary grant opportunities and impacts of trauma and adversity. Recent after they become involved with child welfare programs are being directed toward addressing advances in brain and developmental science (Stambaugh et al., 2013). In this article, we well-being needs (e.g. “Initiative to Improve show that it is these profound impacts provide an overview of federal policy and Access to Needs-Driven, Evidence-Based/ that impede both short- and long-term recent activity related to well-being along with Evidence-informed Mental and Behavioral functioning across the well-being domains. implications for using a well-being framework Health Services in Child Welfare” [ACYF, (For more on this topic, see Semanchin Jones in child welfare. 2012]), and significant policy levers include & LaLiberte and Anda & Kovan, both in well-being as a priority (i.e. “Child Welfare this issue). Federal Policy and Action Demonstration Projects for Fiscal Years Focused on Well-Being (FYs) 2012–2014” [Samuels, 2012b]). For Addressing Mental Health and more information on what is currently being Physical Health Needs – Service For more than two decades, Congress has undertaken at the federal level, please see Use and Costs made the well-being of children known to Associate Commissioner of the Children’s child welfare an important component of its Bureau Joo Yeun Chang’s article in this issue. Two new resources, when read together, legislative agenda. Statutory requirements, Well-being is now being more fully provide important data on the usage and both large and small, have directed child integrated with the safety and permanency expense of both health and mental health services for children in foster care as covered by Medicaid. The Department of Health and Well-being is now being more fully integrated with the safety and Human Services Substance Abuse and Mental permanency pillars of child welfare, and this is driving action and Health Services Administration’s (SAMHSA) “Diagnoses and Health Care Utilization innovation both federally and across the states. of Children Who are in Foster Care and Covered by Medicaid” (Center for Mental Health Services & Center for Substance welfare to attend to the well-being needs of pillars of child welfare, and this is driving Abuse Treatment, 2013) and the Center children. At times this has been an explicit action and innovation both federally and for Health Care Strategies’ “Examining directive such as in the Adoption and Safe across the states. Children’s Behavioral Health Utilization and Families Act (1997), which identifies safety, Expenditures” (Pires et al., 2013) show that permanency, and “well-being” as equal goals. expenses for this population of children are Other legislation requires action to address Child Development and driven predominately by their mental and the emotional, educational, or social needs Well-Being Framework behavioral health needs, and their health care of children such as the Child and Family The framework identified above, released costs are higher as well. The CHCS analysis Services Improvement and Innovation Act of in 2012 by ACYF, defines an actionable also considers the quality of services and 2011 (i.e. State plans to address monitoring well-being approach (Samuels, 2012a). It found that more often than not, all children and treatment of emotional trauma associated identifies four basic domains of well-being: in Medicaid with mental/behavioral health with a child’s maltreatment and removal from cognitive functioning, physical health needs received “usual care” rather than a home). Even the founding piece of legislation, and development, behavioral/emotional promising or evidence-based intervention. the Child Abuse Prevention and Treatment functioning, and social functioning. Each of These analyses help us understand the Act, has been amended over time to include these domains includes measurable indicators connection between the trauma experienced “supporting and enhancing interagency that vary by age or developmental stage. This by children who have been maltreated and collaboration…to address the health needs, framework is strikingly similar to the one are in foster care, their resulting mental including mental health needs, of children developed by Anthony Biglan and colleagues and behavioral health needs, the current identified as victims of child abuse or neglect, as part of the Promise Neighborhoods approaches undertaken to address these including supporting prompt, comprehensive Research Consortium, which is based on 30 needs and the associated costs, as well as the health and developmental evaluations for years of research (see Biglan, in this issue). In opportunities to reconsider whether children children who are the subject of substantiated both frameworks, core domains of well-being are receiving quality care. child maltreatment reports” (2010). are linked with measureable indicators of Overview Overview

5 innovations in states, organizations, and states, organizations, in innovations body of research and a growing philanthropy, a new landscape all point toward and evidence the importancethat emphasizes of healthy and well-being. development Bryan Samuels is Executive Hall. Contact: Chapin at Director [email protected] a Policy Anderson is Clare Hall. Contact: Chapin at Fellow [email protected] 2014 • Spring Welfare in Child Well-Being to Attending o Video Wall Ad Video Wall 360 CW Well-being deserves attention and equal Well-being Presidential Budget for FY2015 Budget for Presidential The Presidential Budget for FY 2015 includes an allocation for a new Medicaid a new for FY 2015 includes an allocation for Medicaid Budget The Presidential psychosocial evidence-based that would help states provide demonstration project interventions to would work Such care. in foster interventions and youth to children and outcomes for children medications and improve on psychotropic reliance reduce scrutiny and calls a time of increased comes at This budget request in foster care. youth in foster and youth medication use among children psychotropic regarding for oversight psychotropic one or more that this population is prescribed has shown as research care, Budget, information on the Presidential more medications at a disproportionate rate. For please visit: http://z.umn.edu/presbudget resources as safety and permanency have have and permanency as safety resources This issue the past two decades. over received of the many examples of CW360° provides well-being. being placed on emphasis now effort collective is needed to fully While more much approach, the potential of this realize leadership, Federal begun. has already work Medicare and Medicaid Services (CMS) on and Medicaid Medicare service deliveryimproving include the use to assessment, and evidence-based of screening, & Hyde, Tavenner, interventions (Sheldon, 2013).

Understanding trauma’s impact on children’s impact on children’s trauma’s Understanding and functioning social and emotional importanthealth is an place to start when to intervene best get and how considering developmentally. back on track children and resources significant is providing ACYF the use of valid technical support to increase tools and tools trauma screening and reliable functioning as that assess developmental about information invaluable these provide or a group a child’s, needs. Once children’s identified, evidence- needs are of children’s, based interventions to age can be appropriate is also possible It selected and implemented. during or after to use the assessment tools the intervention whether or not to measure to healthy functioning a child is returning domains and indicators. the well-being across not can provide This evidence-based approach on the fiscal investment only a higher return outcomes (Lee et al., 2012; but also improved Clearinghouse The California Evidence-Based Sebelius’ 2013). Secretary Welfare, for Child Victims 2013, “Helping blog post of July and Recover,” Heal Trauma of Childhood of guidance from announced the release for SAMHSA, and the Centers ACYF, Intervening More Effectively and Effectively More Intervening a Well-Being of Using Implications Framework Overview of balanceandhealth andtheirrelationship Native thoughtand belief ontheconcepts the Relational Worldview modeltoreflect under thedirection of Terry Cross, developed Indian Child Welfare Association(NICWA), Approximately 30years ago,theNational defined child well-being forcenturies. indigenous knowledge andpracticehave the Developing Child,2005). (Perry, 2002;National ScientificCouncilon childhood experiencesonbraindevelopment findings ontheimpactoftraumaandadverse scienceand ofthenew the importance of literature inchildwelfare thathighlights (Coleman, 1988). There isagrowing body forhealthychilddevelopment important socialnormsasalsocritically supporting and concrete anddevelopment of support, from thesharingofinformation,emotional recognizes theassetsgained capital theory development (Bronfenbrenner, 1979).Social and parents’ networks, asimpactingachild’s environment, includingparents, families, focus more ofachild’s ontheimportance 2005). Ecological theoriesofdevelopment child well-being (Mennen &O’Keefe, key tohealthydevelopment andsubsequent caregiverbetween as thechildandprimary Attachment theoriesfocusontherelationship &Fraser,frameworks (Jenson 2011). child welfare offersseveral different theoretical The literature ondefiningchild well-being in Defining Child Well-Being the definition remains vague. and interpret thegoalof“child well-being,” guidelines offersomehintsforhow todefine (Children’s Bureau, 2012).Althoughthese their physicalandmentalhealthneeds children tomeet receive adequateservices to meettheireducationalneeds,and(3) (2) children receive appropriate services capacity toprovide fortheirchildren’s needs, well-being: (1)familieshave enhanced following three outcomesrelated tochild (CFSR) process. ongoing ChildandFamily Review Services of Children, Youth andFamilies’ (ACYF) to thesemandatesthrough theAdministration protective systems.States are heldaccountable children whocometotheattentionofchild safety, permanency, andwell-being forall charged withthefederalmandateofproviding In childwelfare, statesand jurisdictionsare 2013. Services, a technicalreport written forAnu Family wasmodifiedfromThe contentofthisarticle Jones,PhD&TraciAnnette Semanchin PhD LaLiberte, Defining andMeasuringChild Well-Being 6

In additiontotheacademicliterature, The CFSRrequires statestoachieve the CW 360 o Attending to Well-Being inChildWelfare •Spring2014 warrant significant considerationasthefield (Samuels, 2012). improve childfunctioninginthesedomains child welfare agenciesthatcanbeleveraged to and effective practicescurrently available to becausetherein part are resources, policies, prioritizes socialandemotionalwell-being and achievingchildwell-being, theACYF In theirrecent publicationsonpromoting functioning, and(4)socialfunctioning. and development, (3)behavioral/emotional cognitive functioning,(2)physicalhealth four basicdomainsofwell-being: (1) Stone, Vu, &Austin, 2008)thatidentifies adapted aframework (from Lou,Anthony, Samuels,Commissioner Bryan theACYF theories andunderthedirection offormer Spiritual (seeCross inthisissue). model: Context,Mental, Physical, and to well-being. Four domainsmakeupthis inconsistent, thecurrent measures ofchildwell-being alsovary widely. Just asdefinitionsandframeworks ofchild well-being are varied and Two additionalwell-being frameworks Using elementsofdevelopmental framework encompasses aspectsoftheother for Spirituality and Healing (CSH). This developed by Jo Mary Kreitzer attheCenter assessed andconsidered. well-being there isacommunitycontext tobe addition, notesthatforeachyouth’sYTFG and Permanency, andEconomic Success. In Mental Wellness, Physical Health, Safety Intellectual Potential, Social Development, ACYF. The sixdomainsofthisframework are Agenda covering thedomainsidentified by Group todevelop aFocus of Investment ofthe Fosterthe expertise YTFG Care Work Hanson Langford andSue Badeau, tapped undertheleadershipofBarbara (YTFG), Youthissue). The TransitionGroupFunders Youth inFoster Care (seeLangford inthis The Framework for Well-Being forOlder in thearea ofchildwell-being. The firstis and shapepractice,policy, andresearch of childwelfare considersstructures todefine The secondframework ofwell-being was Overview

7 However, spirituality and environment spirituality and environment However, moves welfare As the field of child For more information on the child on the child information more For well-being models and frameworks our view in this article, discussed this the end of list at Resources publication. Annette SemanchinAnnette Jones, PhD is the University at at Professor Assistant Buffalo School Social Contact: of Work. [email protected] LaLiberte, PhD is Executive Traci Advanced for the Center at Director School of Studies in Child Welfare, Social University Minnesota. of Work, [email protected] Contact: and development, behavioral/emotional behavioral/emotional and development, as well and social functioning, functioning, of personal characteristics as the relevance supports,and environmental/community domains upon most of the do indeed touch scholars and researchers. other noted by in addressed not sufficiently as a context are noted are they and yet framework the ACYF the larger body and in other frameworks CSH includes on well-being. of literature and defines it as spirituality or “purpose” life that gives having an aim or direction and sense of identity, meaning, hopefulness, Worldview Likewise, the Relational religiosity. dedicates a quarter to this framework of its Each of these critical aspect of well-being. environmental also highlights frameworks of an understanding context, which consists of an inter-dependent planet, the need for and that physical surroundings, toxin-free mind, nourishes the body, access to nature and spirit. practice and services to forward in improving support of child well-being, the achievement a number of factors should be considered. strengths-based multi-dimensional, First, factors which focus on protective measures on deficits need to rather than exclusively become integrated into everyday practice. is further dedication of resources Second, of a global the development needed to explore policy Third, of child well-being. measure makers and practitioners need to pay more attention to spirituality and environmental context as integral parts of child well-being. of child definition and measurement Finally, must include the child and youth well-being perspective. 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW Samuels (2012) and the ACYF stress stress (2012) and the ACYF Samuels Other critiques in the literature note in the literature critiques Other Summary of Well-Being Discussion Summary of Well-Being federal guidelines and initiatives The current child well-being promoting of the ACYF a solid foundation in creating provide common language and understanding of how welfare. well-being in child define child we on child at the larger literature looking In domains it seems that the ACYF well-being, functioning, physical health of cognitive the importance of functional assessment, holistic and effective which includes a more including well-being, assessment of children’s multiple domains of social and emotional the importance They also stress functioning. and evidence-based of using standardized tools to assess the impact of trauma on that can both (1) in child welfare children of trauma symptoms estimate the prevalence and/or traumatic experiences and (2) identify further assessment who may require children and intervention. looking at accurately assessing well-being, it looking at accurately assessing well-being, the perspective is important to consider how might inform the overall of the child or youth is made This, however, process. measurement and difficult when considering children more age the developmental of all ages across youth span. a lack of measures of child well-being of child well-being a lack of measures youth perspective. the child or that reflect recent (2010), in their Anthony and Stone aspects also found that the relational study, more were and peer involvement of parental in well-being later in predicting effective also noted When asked, youth adolescence. in how the importance of relationships (Fattore, well-being own they defined their an effort to 2009). In Watson, & Mason, one perspectives, better understand youth’s what children/youth study asked qualitative would be importantwell- in defining to them with relationships They found that being. in agency and control others and their own identified as most domains were the various et al., important (Fattore to their well-being in this study youth 2009). Also noted by physical safety and economic security, were physical health, and social and environments, et al., 2009). In (Fattore moral responsibility encouraging community participation; community encouraging identity cultural and ethnic and promoting Family (Center for Child and development 2010). Well-being,

Another current limitation noted in Another current initiative Families The Strengthening In looking at accurately assessing well-being, it is important to consider consider to it is important well-being, assessing at accurately In looking the overall might inform of the child or youth the perspective how process. measurement of child well-being, proposing that a multi- proposing of child well-being, is a better predictor faceted, global approach indicator of well-being robust and more that focus on specific domains than measures 2010). (Anthony & Stone, positive is the need for more the literature of measures aggregated indicators. Often, focus on risk factors such as well-being and infant high school dropout, poverty, deaths; individual indicators often focus on such as the presence of problems, the presence or behavior problems depression, of anxiety, Some & Lee, 2003). (Lippman, 2005; Pollard focusing on protective scholars recommend outcomes rather than factors and desired Harper 2011; Fraser, the deficits & (Jenson Lippman, 2005). 2012, & Notkin, Browne protective the following focuses on promoting and families: factors in both children of nurturing and attachment; knowledge parental and child development; parenting social connections; concrete resilience; and social and emotional supports for parents; (FRIENDS, 2012). competence of children when been measured factors that have Other include building looking at child well-being such as music, art, capacity in areas youth mechanical, and athletics (Lippman, 2005); frameworks previously discussed and assumes and assumes discussed previously frameworks The to child well-being. a holistic approach of wheel is also comprised CSH well-being Security, Relationships, Health, six domains: (see Environment and Community, Purpose, issue). in this Kreitzer Measuring Child Well-Being of child as definitions and frameworks Just inconsistent, the and varied are well-being also well-being of child measures current in the is little agreement There vary widely. measure to best on how literature research and Lee (2003) Pollard child well-being. review literature conducted a comprehensive well-being, child on defining and measuring multidimensional and they also found both as the use of as well single scale measures They caution multiple separate measures. that the use of multiple separate measures has significant limitations in that these instruments may focus on only some domains and so may not adequately of child well-being in its the concept of well-being measure suggest that there scholars also Other entirety. need for a multi-dimensional measure is a real Overview grounded perspective intochild well-being. welfare worker amore holistic andculturally Relational Worldview modelcangive achild examineshowarticle understandingthe in thechildwelfare system.Specifically, this with AmericanIndian children andfamilies understand culture asaresource forworking how themodelcanhelpnon-Indians better to provide thereader withoneexampleof development. isdesigned This briefarticle its work inorganizationalandcommunity and familiesappliesitsprinciplesto guide socialwork practicewithindividuals todevelopbased worldview amodelto Association (NICWA) hasusedthisculturally our perception oftheworld. between themproduce whatwe experienceas to allotherthingsandtherelationships (Cross, 1998).In essence,allthingsare related described asthe“Relational Worldview” This understandingoftheworldhasbeen mind, body, spirit,andtheworldaround us. experience isunderstoodasabalanceamong complex interactions.Human behaviorand patterns, cycles, andthedynamicsofmany world isunderstoodthrough understanding the the worldupintoitssmallestparts, are stillrelevant butratherthansplitting the worldmore holistically. Causeandeffect smallest parts. and reducing humanexperienceintoits byunderstood inthisworldview segmenting and effectrelationships. Human behavioris is understoodpredominately vialinearcause predominant islinear. worldview The world attempt tomakesenseoftheworld. process thatwe ashumanbeingsemploy to isafundamental definition aworldview takesshape.Inworldview themostbasic a collective group’s understanding,acultural emerge. Taken alltogether, inthecontextof from whichparadigms and constructs organize thosethoughtsintoideas,concepts, As humanbeingswe allhave thoughts. We we understandandinterpret information. fundamental differences inthewaysthat of understandingtheworldbasedon Different cultures have different ways Terry L.Cross, MSW,ACSW, LCSW The RelationalWorldview andChildWell-Being 8 in individualswhosurvive andeven thrive despite great adversity. Balance across thequadrants accounts for theresilience thatcan beseen balance amongfour quadrants includingmind,body, spirit,andcontext... Regardless ofthedevelopmental stage, well-being can beunderstood asa

The National Indian Child Welfare Indigenous societiestendtounderstand In Western industrialized societiesthe CW 360 o Attending to Well-Being inChildWelfare •Spring2014 problem solvingstrategies. with different values, kinshipstructures, and how inaculture childwell-being is supported model theworker maybeabletobettersee By developing someunderstandingofthe including cognitive, social, andemotional,as development intofinite areas offunctioning, by segmentingourunderstandingof child toyoung from adulthood birth spectrum are understoodacross thedevelopmental challenges. that familieshave todealwiththeirown means andbetterunderstandtheresources make betterassessmentsaboutwhatbehavior own isthatwe worldview can,ashelpers, One ofthevalues insteppingoutsideofour in whichwe have beendeeplyschooled. insights abouttheworldtoexplanations Our tendstolimittherangeofour worldview ofitsdeveloperworldview (Blackstock, 2010). Every practiceis grounded inthecultural or practicesthatare notculturallybased. are nosocialwork orpsychological theories between culture andhelpingpractices. There fundamental recognition oftherelationship Model mustbegrounded insome Discussion oftheRelational Worldview The RelationalWorldview Model Generally, conceptsofchildwell-being of anacceptance of unknowable forces that relational modelembraces itinthesense psychology tendstoavoid spirituality, the (Renfrey &Dionne, 2001). Where Western are “spiritual beingsonaphysicaljourney” to begrounded inanunderstanding that we experience. Native Americancultures tend by thespiritualnature ofthehuman assumes thatdevelopment isalsoinfluenced model goesbeyond thesetwoconceptsand inter-dependent influences. But the relational whereworldview nature andnurture are year psychology isirrelevant intherelational Bornstein, 2000),thatisoftenposedinfirst Maccoby, Steinberg, Hetherington, & the result ofnature ornurture?”(Collins, interactions. total, atamomentintime,ofthesecomplex being canbeseeninthismodelasthesum are constant,cyclical, and complex. Well- dynamics between andamongthequadrants other quadrants.It isalsoassumedthatthe of thefourareas willinfluenceallofthe It isassumedthatconditionsinanyone is interdependent with theotherquadrants. relational modeleachofthefourquadrants model withitstendencytospecialize. In the of thewholechildislimitedinlinear of childwell-being. However, understanding deep understandingofmanynarrow aspects hasmadepossiblea The linearworldview and context(Hodge, Limb, &Cross, 2009). four quadrantsincludingmind,body, spirit, being canbeunderstoodasabalanceamong Regardless ofthedevelopmental stage,well- across thevarious areas offunctioning. model isequallyfocusedontherelationships model thattendstosegment,therelational well asmanyothers.In contrasttothelinear The age-oldlinearquestion,“Is personality Overview

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Esteem

- Biochemistr Emotions Memories Self Genetics Health Status Thinking Process Sleep/Rest State

Knowledge/Judgment Substance Use/Abuse “Positive Indian Parenting” (Northwest (Northwest Parenting” Indian “Positive Worldview the Relational conclusion, In Mind Body Terry L. Cross, MSW, ACSW, LCSW is LCSW MSW, ACSW, L. Cross, Terry Indian National at Director Executive Contact: Association. Child Welfare [email protected] parents. Services can foster connections with parents. peers, and the families’ caring adults, positive parents Helping spiritual community. own to build protective to take the initiative can childhood experiences for their children their own of protecting put them in the role well-being. child’s 1987; Institute, Welfare Child Indian curriculum (and 2007), a parenting NICWA, a cultural best practice) for American Indian is based on the parents, and Alaska Native helps parents It Model. Worldview Relational cultural identity for a sense of positive develop examines the contextual issues that parenting, skills, and connects influenced parenting have with the cultural and spiritual nature parents is one example of a culturally It of parenting. that can be used to help based resource families and Alaska Native American Indian them to around engage the cultural resources support of their children. the well-being can be used as an organizing Model to better understand child well- framework being and the importance of intentional factors to protective engagement of known and families. outcomes for children improve professionals can be applied by This approach the family in their in case plans or by holistic, a more to achieve parenting own and culturally specific strengths-based, to child welfare. approach

Spirit

Context

2014 • Spring Welfare in Child Well-Being to Attending o

Individual and Family Level and Family Individual Positive 360

Learned Negative Social History Relational Worldview Relational CW Economics Innate Negative ork/School Culture Learned W Family/Peers Community Innate Positive Child welfare agencies run the risk of Child welfare compounding the impact of the adverse compounding the impact of the adverse neglect to engage conditions when we that families, and foster the rich resources and community culture, extended family, While it is absolutely to offer children. have necessary address for case plans to directly linear approaches, safety issues, the standard neglecting families to for example requiring to bring not likely are classes, parenting attend fostering in isolation. Rather, the best results threats conditions in the family that reduce protective known increasing of harm by likely to bring lasting change more factors are This approach alone. than linear approaches Case plans is intentionally strengths-based. the positive can include goals that increase and the cultural identity of both the children Practice Implications Practice The implications of these findings for children and Alaska Native American Indian Most many. system are in the child welfare system already enter the child welfare children childhood experiences having multiple adverse of negative vulnerable to a variety and thus are into their adulthood. However, outcomes well outcomes the good news is that the negative experiences can associated with these adverse intentional application be mitigated through childhood experiences. For of protective child this means that an American Indian relationships cultural identity, a positive with their tribal elders, and being connected and community, with their birth family, any spiritual practices will likely contribute Case plans to their life-long well-being. of adverse that focus only on the reduction conditions will likely fall short of the goal of child well-being. addressing

Balance across the quadrants accounts the across Balance These findings illustrate the review In a not unique. The findings are influence all of creation in both positive positive in both all of creation influence This quadrant can ways. and negative of as the spiritual nature be understood as opposed to religious human experience beliefs or practices. that can be seen in for the resilience individuals who survive thrive and even can also help It adversity. despite great of adverse impact explain the negative on health outcomes childhood experiences a et al., 1998). In later in life (Felitti American national surveyrecent of Native ages 18-24, the investigators youth factors that protective identified several when even influence outcomes positively Eight present. also experiences are adverse including identified factors were protective supportive with having relationships adults, being part peer group, of a positive participating in school activities, having having a spiritual or family resources, connection, having a connection religious with tribal elders, learning a tribal their community language, and perceiving of The presence to be safe and strong. rates of these factors was associated with lower incidence of delinquent and lower depression 2012). behavior (Harding, of the four quadrants. interdependence with adults, The context, e.g. relationships significantly peers, and school, elders, family, The influence emotion and behavior. spirit, e.g. having cultural ties and spiritual to more connections, likewise is related to emotions. outcomes with regard positive when even present were These influences had experienced a high number of the youth The greater childhood experiences. adverse factors present, the number of protective This influences. their positive the greater of balance power illustrates the relational also illustrates that it the quadrants. It across well- influence child is possible to positively not based on that are being with approaches linear cause and effect relationships. direct researchers conducted by of the literature as part of University, State at Portland of the effectiveness to measure the project culturally based services, they found that cultural identity is associated with positive rates of drug and alcohol use, better lower school outcomes, better health outcomes, health including higher better psychological rates of suicide as reduced self-esteem, as well Likewise et al., 2010). spirituality was (Friesen school found to be associated with improved rates of suicide, and better outcomes, lower of perceptions health. Reduced psychological found to be associated discrimination were suicide, and rates of depression, with lower et al., 2010). (Friesen gang involvement Overview level andisreflected interagency infruitful and interagencypartnership. demand aneven greater level ofcross-system Adding well-being tothemixappears our currently siloedagencyenvironment. in safetyandpermanencythecontext of collaboration, it’s possibletoachieve advances and education). With goodcross-system welfare, lawenforcement, judicial,healthcare, systems(e.g.,child multiple child-serving at boththecaseandpolicylevels, among permanency requires successfulcoordination, involved inthelives ofchildren andfamilies. between thoseindividualsandorganizations requires anenhancedlevel ofpartnership and well-being inchildwelfare practice successfully integratingsafety, permanency, necessarily crosses fields, we are learningthat that being isamulti-dimensionalconstruct in thisissue).However, perhapsbecausewell- foundational pillars(seeSamuels &Anderson action tore-balance childwelfare’s three adverse lifeevents, andtraumahasdriven the field,ofcritical role oftoxic stress, recognition, atboththefederallevel andfrom child welfare practiceandpolicy. Increased historically notbeengiven equalemphasisin oneanother,in supporting well-being has safety, permanency, andwell-being play trajectories. mature alongdevelopmentally-appropriate resilient youngsters are likelytogrow and care-giving relationships, onlythemost ofsafeandstable outside thesupport of children andyouth incare. Likewise, behavioral/emotional, andsocialwell-being without addressing thephysical,cognitive, physical andpsychological safetyisdifficult achieving permanencyandmaintaining higher levels ofcare. It’s therefore clearthat foster care, andmore likelytobeplacedin moredisruptions, likelytobeinlong-term are more likelytoexperienceplacement with unaddressed mentalhealthneeds related goalsinchildwelfare. Children been acceptedasequalandreciprocally- Safety, permanencyandwell-being have long JooYeun Chang,JD On theWay to FixingWhat’s Broken Cross-System Challenges WithaWell-Being Focus inChildWelfare: 10 lives ofchildren andfamilies. partnership between thoseindividualsand organizations involved inthe and well-being inchildwelfare practice requires anenhanced level of We are learning thatsuccessfully integrating safety, permanency,

This need was anticipated at the federal This needwasanticipated atthefederal Keeping kidssafeandmoving toward Despite role theobviously important CW 360 o Attending to Well-Being inChildWelfare •Spring2014 youth toadulthood. thesuccessfultransitionofolder supporting grantsandourworkfocused discretionary well-being orientedinitiatives: ourtrauma- in lessonsbeinglearnedfrom twoACYF cross-system collaborationisalsohighlighted inappropriate useofpsychotropic medications. access toeffective treatments, andreduce the to identifytreatment needsearly, increase statesastheyattempt work togethertosupport ofwell-being andto about theimportance develop andcommunicateacommonmessage other federalagencieshave worked togetherto past three years, ACYF, SAMHSA,CMS,and childhood traumaanditseffects.Over the collaborations withinHHStoaddress which strong interagency andcross-system Here are justsomeoftheareas in implementation of: found insomeorallprojects include some extentintheirgoals,keyelements Although thethree grantclustersdifferto treatment needs(seePfenniginthisissue). health, behavioralhealthandtrauma-related forchildren andyouth withmental services systems thatimprove accesstoeffective trauma-informed stateandlocalchildwelfare designed tolearnwhatittakescreate (awarded in2011,2012, and2013)were and collaborationchallenges. These grants these complexcross-system coordination grantsprovidediscretionary aglimpseinto ACYF’s three oftrauma-focused cohorts Discretionary Grants Trauma-Focused • • • • • a trauma-sensitive workforce. treatment needs;and based treatments forthosewithassessed trauma-informed/trauma-focused evidence referral; measurement-driven caseplanningand outcomes monitoring; ongoing functionalassessmentand welfare; universal screening forallchildren inchild The needtoenhanceinteragencyand agency orManaged Care Organizations with theirstateMedicaidthey needtopartner a challenge.Many granteesare learningthat long-term fidelityandsustainability canbe grants, IV-E waivers, etc.),planningfor help offederalfunding(e.g.,discretionary Medicaid fundsdonotcover. Even withthe have coststhattraditionalchildwelfare and ensuring accesstotreatments thatwork can interpersonal trauma,are identifiedearlyand including thosethatresult from exposure to mental health/behavioralhealthneeds, inplacetoensure that interventions system development. questions, andcostsassociatedwithdata and riskmanagementissues,dataownership agreements duetoprivacy concerns,liability are difficultyobtainingformaldatasharing barriers todatasharingexist.Amongthese integrate datafrom multiplesources, serious Yet, whilethetechnologyexiststoseamlessly symptoms, anddevelopmental functioning. (including psychotropic medication use), needsandusage,medicalhistory service picture ofachild’s socialhistory, strengths, Medicaid databasesisneededtogetafull and informationfrom Mental Health and instance, childwelfare administrative data andoutcomesmonitoring.Forintervention, information neededforgoodcaseplanning, tochildren andtheirfamilieshasthe services and toensure providing thateveryone order totrackmovement between systems information sharingsystemsare neededin sharing. Integrated, interoperable dataand preferences andneeds. a challengeaseachsystemhasitsown choicehasproveninstrument tobequite are referred fortreatment. But coordinating can beshared andprogress trackedaschildren and mentalhealthagenciessoinformation selection be coordinated between child welfare importantly, itiscriticalthatinstrument enhance communicationacross systems.Most assessment, reduce duplication,andto and systemstostreamline screening and Grantees continuetowork across agencies screened andassessedinmultiplesettings. Children involved inchildwelfare maybe over timecannotbedoneinavacuum. symptoms anddevelopmental functioning treatment needsandtomeasure changesin behavioral healthand/ortrauma-related toscreeninstruments formentalhealth/ grants: arepartnerships proving criticalinthese Funding Putting ofservices. Data systemsandinformation Instrument selection. Choosing Overview

11 JooYeun Chang, JD is Associate Chang, JD is Associate JooYeun the Children’s of Commissioner Children Administration for Bureau, U.S. Department of & Families, Health and Human Services. Contact: [email protected] child-serving systems is not new, it is child-serving systems is not new, to re- are do so if we that we imperative permanency, safety, of goals three the integrate imbuing state and local by and well-being orientation. with a well-being child welfare 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW In conclusion, while the need to break while the need to break conclusion, In Transitional Living Programs (for young (for young Living Programs Transitional adults not in foster care) Stamps Food • • down barriers and build bridges between and build bridges between barriers down Without enhanced collaboration and Without to facilitate easy navigation coordination likely to are systems, these youth between and unable to take become lost, overwhelmed, that may be at their of the resources advantage disposal.

As a result of the need for intense of the need for As a result Workforce Investment Act (Department Act Investment Workforce of Labor) and housing supports (Housing Federal Development) Urban Administration Security Social Department of Education Families Assistance for Needy Temporary • • • • • in new ways to maximize existing funding existing in newways to maximize remaining cover to creatively and resources absence a relative Given funding gaps. partnerships cross-system of strong historically this and Medicaid welfare child between and new establishing relationships involves goals. But language and common developing without these very critical partnerships, the may be projects long-term success of these jeopardized. are grantees interagency coordination, partnership approaches. adopting innovative highly developed many cases, grantees have In implementation methods of collaborative of engagement active involving oversight within levels at multiple representatives have key partnering Some organizations. learning group incorporated structured and decision-making strategies into their to furtherimplementation processes intra- and interagency communication and And joint problem-solving. to promote gone furthersome states have to facilitate oversight interagency partnering providing by initiatives related multiple well-being over body. under the same interagency umbrella cohorts many all three across Importantly, the importance of recognized grantees have participationfamily and youth in decision- mechanisms developed making and have and family in engage the youth to actively oversight. project A second example of an ACYF well-being well-being A second example of an ACYF the need for enhanced where focused initiative projects collaboration is clear are cross-system transitioning out focused on older youth into adulthood. Nowhere of child welfare else is the need for enhanced cross-system as evident as when working coordination often in support people who are of young in multiple complex systems – often involved and young in foster care Youth without help. a diverse are adults formerly in foster care on in placement, some are are Some group. some attend college, many are the streets, mental severe and some have parents, young are transition-age youth health issues. Most served multiple servicealready by providers. served eligible and are many are addition, In including: programs other Federal by Older Youth Transitioning Transitioning Older Youth Adulthood to Overview of fourconcentric circles of environmental conceptualizes child development onthebasis (Bronfenbrenner &Morris, 1998) ecological modelofhumandevelopment movement. the rapiddevelopment ofthechildindicators Three approaches standoutascontributing to Approaches “New” Normative andTheoretical on ChildandFamily Statistics, 2011). vaccines forteens(Federal Interagency Forum recommendedpurpose oftrackingnewly on teenimmunizationswasaddedforthe America’s Children indicator report, anew often added;forexample,inthe2011 updated. New areas indicatorsinnew are are regularly examined,strengthened, and both indicatorsanddatacollectionefforts to develop betterpolicy-orientedindicators, accountability hasgrown louder. In aneffort bigger impactonpolicydevelopment and The callforresearch andindicatorswitha A Growing Policy Demand of reasons. growing field(Ben-Arieh, 2006)foranumber monitoring ofchildindicatorsisarapidly children’s well-being. The development and create impactfulsocialpoliciesthatpromote from indicatorsofchildren’s well-being help outcomes, ortosetgoals).Data gleaned to describelifeconditions,monitorchild providersservice forvarious purposes(e.g. policymakers, researchers, themedia,and well-being are usedby advocacy groups, programs. and determinethesocietalimpactofspecific which aimedtomonitorsocialconditions of the1960s(Aborn, 1985;Land,2000), are inthe“social indicatorsmovement” indicators movement’s substantialorigins & Goerge, 2001).Nevertheless, thechild monitor how children are faring(Ben-Arieh purpose ofraisingawareness oftheneedto published asearlythe1940swith pioneering “State oftheChild” reports were being ofchildren isnotnew. For example, The useofindicatorstostudythewell- Asher Ben-Arieh,PhD The ChildIndicators Movement 12 conditions today andtheircontribution for thefuture. reconciled inconceptualizations ofwell-being bylooking bothinto the Children’s present life, development, and future life chances must be

The ecology ofchilddevelopment. The The ecology Currently indicators ofchildren’s CW 360 o Attending to Well-Being inChildWelfare •Spring2014 their contributionforthefuture. by lookingbothintotheconditionstodayand reconciled inconceptualizationsofwell-being development, andfuture lifechancesmustbe adulthood; however, children’s present life, the relevance ofachild’s development toward on thewell-being ofchildren doesnotdeny (1999)andotherstoconcentrate Qvortrup happy adults).Accepting theargumentsof preparing children tobeproductive and well-becoming focusesonthefuture (i.e., In contrasttotheimmediacyofwell-being, well-being andwell-becoming (Frones, 2007). discourse onchildwell-being isalsooneof rights (Bradshaw etal.,2007). civic, political,social,economic,andcultural cover areas new ofinterest, suchaschildren’s implementation ofchildren’s rightsbutalso called forindicatorsthatnotonlymonitorthe for more datatomeasure well-being. It also CRC placedchildren ontheagendaandcalled view ofthechild(Santos Pais, 1999). The anddevelopment, andrespectingsurvival the nondiscrimination, thebestinterest ofthechild, Child (CRC) isbasedonfourprinciples: UN Convention ontheRightsof (Bradshaw, Hoscher, &Richardson, 2007). indicators movement anditsdevelopment levels hashadanimmense impact onthechild facilitators onoutcomesatdifferent systemic consideration oftheinfluencebarriersand which are infactindicatorsofwell-being. The families encounterbarriersandfacilitators, systems andsubsystems,children andtheir influence. In interacting withthedifferent is aneedforboth objective andsubjective Studies have alsomade itclearthatthere his orherfamily (Ben-Arieh etal.,2001). for measurement purposes,thechild from and move outward—separating, atleast indicators—ones thatbeginfrom thechild has ledtoincorporatingchild-centered &Saporiti, (Jensen 1992) observation need tolookonthechildasunit of movement. First, understandingthe the development ofthechildindicators advancements are forunderstanding crucial Additionally, three recent methodological New Methodological Developments The “new” ofchildhood.The sociology Children’s rightsashuman.The service) (Ben-Arieh, 2000). service) defined either by profession or by asocial opposed tojusttraditionaldomains(those andchildren’sparticipation, culture) as life skills,theircivicinvolvement and domains(e.g.children’sbegan includingnew 2004). were developed (Moore, Lippman,&Brown, the safewarehousing ofchildren andyouth that holdsocietiesaccountableformore than growth indicators andsuccess; thus,new failures doesnotnecessarilyindicateproper recognized thattheabsenceofproblems or minimums (Casas,2000). The fieldalso focusing onqualityofliferatherthanbare tochildwell-being,from childsurvival occurred whenthefocusoffieldmoved changes andshifts.Afundamentalshift indicators movement sawanumberof Throughout itsdevelopment thechild Indicators Movement Recent ChangesintheChild evolution ofthechildindicatorsmovement. “era ofinformation” hascontributedtothe emergence ofadministrative datainthe of theirlives are beingutilized. Finally, the indicators capturingchildren’s own accounts on aggregate statistics,isbloomingasnew movement, whichtraditionallywasbased & Coenders,2004). The childindicators ofchildhood(Casas,González, Figuer,views Jerusalem. Contact: [email protected] WorkSocial at TheHebrew of University the HaruvInstitute andProfessor of Asher Ben-Arieh,PhDisDirector of (Ben-Arieh, 2005). perspectives, wouldbeanaturalevolution well-being, includingchildren andtheirown andtothefullrangeofchild beyond survival their own well-being. In afieldthatlooks for children inmeasuringandmonitoring eventually leadtothecreation role ofanew process. The continuationofthesetrends will dramatically, we are stillinthemidstof 2006). Althoughthefieldhasindeedchanged than doubledsincethe1980s(Ben-Arieh, “State oftheChild” reports alonehasmore growing andon themove. The numberof The childindicatorsmovement isclearly Future Perspectives Another changeoccurred whenscholars Overview

13 The impact of reporting on children’s lives lives on children’s The impact of reporting it is important conclusion, to recognise In benchmarking progress across different different across progress benchmarking nationally and and regions, groups internationally highlighting policy issues and setting goals describing, monitoring, assigning accountability are an explicit signal that children important in the community in improvements an impetus and focus for lives. data about children’s • • • • • • For example, the first report in Ireland Ireland report in example, the first For of alcohol usage highlighted high levels with their teenagers compared among Irish in a strong international peers resulting including a national policy focus on the area, people. and young consultation with children highlighted challenges have reports Other bullying and school absences, all of around which help to inform both public and policy reports recent More debates in the area. included information about children’s have and the findings highlight Index Body Mass nutrition around problems the increasing and physical activity under consideration reports Future on Obesity. Taskforce the by likely to include data at a geographically are thus informing local level, disaggregated initiatives. in data. inevitably leads to improvements of a national the development Ireland, In indicators and State set of child well-being led to reports Children of the Nation’s in survey, significant improvements several built on We and census data. administrative, a national set of our experiences in developing on indicators and reporting child well-being a strategic approach to develop lives children’s in lives children’s around to data and research Youth and (Department of Children Ireland Affairs, 2011) and these publications can be accessed at: http://bit.ly/19M7xL7 that while indicator sets can be very helpful informing debate, and in raising awareness, lives, understandings of children’s improving to findings limitations. Responses are there unlikely to be possible simply on the basis are State of of the information identified in the considered and more Report the Nation’s to facilitate the required understandings are of new policies. development Sinead Hanafin, PhD is a Visiting College Trinity at Fellow Research Contact: in Dublin, Ireland. [email protected] 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW providing an understanding of the well- providing and reliable that is valid being of children time tracking changes over definitional difference can create this can create definitional difference for example, the first Ireland, In problem. is defined as up to trimester of pregnancy Health World with the compared 12 weeks which defines it as up to 14 Organisation means that This minor difference weeks. this comparisons cannot be made across variable. should the report arising on how Issues be compiled, including recognising the importance of taking a partnership with key stakeholders; balancing approach the best possible an ambition to produce the limitations of while recognising report challenges and the data; acknowledging the data in deficits arising; and presenting a way that is accessible, unbiased, and that and the credibility does not compromise of the report. value and indicator areas (especially subjective (especially subjective areas and indicator lack of comprehensiveness well-being); on the indicator area; when reporting some data over of and lack of availability time periods. different , particularly of the data available Quality to which the data of the extent in respect the national coverage; provides source comparability of the timeliness of the data; geographical different information between of certainty and the level regarding areas; the accuracy of the information. , especially of variables Harmonisation considerations of demographic in respect such as social class and geographic classifications and the application of A international or national measures. is lack of harmonisation of variables because it limits opportunitiesproblematic a minor for comparison and even • • 4. 2. 3. The Impact of Reporting on Well-Being Children’s impacts in a number of positive are There basis on a regular lives on children’s reporting and these include:

Since 2006, the indicator set has been 2006, Since Approaches to developing child well- child to developing Approaches , where key issues of data, where Availability arising included an absence of any data in lives; of children’s to some areas respect an unequal distribution in the availability age groups different of data across (particularly the middle childhood period) The first report in Ireland highlighted high levels of alcohol usage among of alcohol levels high highlighted report in Ireland The first in a resulting peers with their international compared Irish teenagers with a national consultation including on the area, policy focus strong people. and young children 1. of children’s lives, predominantly through through predominantly lives, of children’s of the Nation’s the publication of the State The development reports. Children theoretical a broad was underpinned by and the lives understanding of children’s (Hanafin inclusion of the views of children was also informed by 2009a). It & Brooks, (1997) who identified a of Moore the work on children’s number of criteria for reporting These include: comprehensiveness; lives. and negative of all ages; positive inclusive of reflective lives; dimensions of children’s measures; and subjective social goals; objective should take account of well- and the measures being and well-becoming. of the Nation’s biennial State used to present Minister of the (Office reports Children Affairs, 2007, Youth and for Children that a number 2008, 2010) and through on children’s of challenges in reporting These challenges emerged. have well-being relate to the: 2009b) Brooks, & (Hanafin Sinead Hanafin, PhD Sinead Hanafin, children of vulnerable While the protection of concern be an over-riding continues to and the practitioners legislators, policymakers, that children’s is also a recognition public, there and described in a must be understood lives way that reflects and comprehensive broad in a resulted This has well-being. their overall well- of children’s in the area movement strong focus an increasing being and alongside that, the development through on its measurement sets. indicator of child well-being to be data-driven, being indicator sets tend and/or theory-driven policy-driven, (Hanafin et al., 2001; 2005; Ben-Arieh & Brooks, 2002). In & Kohler, 2002; Rigby Niemeijer, a national set of child well-being developing approaches these three indicators in Ireland, combined for the purpose of providing were understanding to improve a framework Impacts of Using Data to Report on Child Well-Being Child on Report to Data of Using Impacts Overview Department ofEducationDepartment (MDE).Research system withdata from the Minnesota administrative datafrom theState SACWIS Kids project (Minn-LInK), whichlinked the Minnesota LinkingInformation for Work studyusing conductedapreliminary University ofMinnesota’s SchoolofSocial child protection system,researchers atthe children andyouth involved inMinnesota’s being intermsofeducationaloutcomesfor came tobe. describe how thosechallengesandoutcomes population, more work remains tobetter experience poorer outcomesthanthegeneral youth inCPSfaceacademicchallengesand come toageneralconsensusthatchildren and achievement gap. Althoughresearchers have in boththechildwelfare systemandthe thatisevident of thedisproportionality toconsiderinthecontext especially important has alsoplayed akeyrole inresearch andis association ofracewitheducationaloutcomes 1998; Kiesel,Piescher, &Edleson, 2013). The and youth inthegeneralpopulation(English, examines theachievement gapforchildren with riskfactorsidentifiedin research that being, andsubstanceabuse)are consistent violence, poorparental psychological well- instability, domesticandinterpersonal outcomes. These challenges(e.g.,poverty, them atriskofexperiencingpooracademic face amyriadofotherchallengeswhichput children andyouth whoare involved inCPS addition toexperiencingmaltreatment, involved withCPS. system response forchildren andyouth improvedand federalfundingtosupport numerous stateandlocallegislative charges, of Former Foster Youth (Midwest Study), Midwest Evaluation oftheAdult Functioning Connections Act of2008(PL110-351),the to educationhave includedtheFostering forces inthegrowing related area ofinquiry (Larson, 2006;Pecora etal.,2006).Driving linked tochildandlateradultwell-being (CPS), aseducationalattainmentisdirectly by thechildprotectionyouth system served educational outcomesforchildren and increasingly beenfocusedonunderstanding the fieldsofchild welfare andeducationhave Kortenkamp &Ehrle, 2002).Accordingly, 2011; Fantuzzo, Perlman, &Dobbins, 2011; etal., including childwell-being (Courtney negative outcomesinavariety ofareas, also have agreater likelihoodofexperiencing and youth whoexperiencemaltreatment policymakers have recognized thatchildren Over time,researchers, practitioners,and Kristine Piescher,PhD&Traci PhD LaLiberte, The Educational Well-Being ofChildren Involved inChildProtection 14

In tobetterunderstandwell- aneffort Research hasdemonstrated thatin CW 360 o Attending to Well-Being inChildWelfare •Spring2014 that CPSinvolvement itself isthecauseof CPS involvement. This isnottosuggest as compared tochildren and youth without gap forchildren andyouth involved inCPS In fact,there isasignificantachievement level asthatoftheirnon-CPS-involved peers. and youth involved inCPSisnotatthesame that theeducationalwell-being ofchildren included inanalyses. youth becamenon-significantwhenracewas with OHPforCPS-involved children and ethnic groups. However, differences associated patterns generallyheldacross racialand children andyouth withoutanOHP. These were even lower thanproficiency ratesof leading toanout-of-homeplacement(OHP) for children andyouth withCPSinvolvement math orreading assessment.Proficiency rates involvement reached proficiency oneitherthe In fact,lessthanhalfofallchildren withCPS involvement onthesetests. underperformed However, children andyouth withCPS Comprehensive Assessment-II;MCA-II). standardized testsofachievement (Minnesota were proficientCPS history on Minnesota’s majority ofchildren andyouth withouta system. AscanbeseeninFigure 1,the and youth inMinnesota’s childprotection achievement gapdidinfactexistforchildren system. the level atwhichtheywere involved inthe differ forchildren andyouth dependingon of theachievement gap, asoutcomes likely involvement inCPSwasrelated toawidening involvement andifso,whetherdeeper ofCPS children andyouth withahistory whether anachievement gapexistedfor questions were developed todetermine Figure 1. Minnesota Comprehensive Assessment-II Proficiency byGroup

In sum,whatthesefindingssuggestis Findings ofthestudyrevealed thatan Percent Proficient 10 20 30 40 50 60 70 80 0 66.5 41.2 Math 34.1 72.9 and youth inCPS. achievement gapistobeclosedforchildren to meetchildren’s needs isimperative ifthe academic challengesanddevoting resources employment withintheCPSprocess todetect early assessmentstrategiesandtoolsfor with thechild’s family. Therefore, developing the pointatwhichCPSbecomesinvolved needs. The achievement gapispresent at to attendchildren andyouth’s educational out-of-home placementtooccuristoolate educational needs. their uniquecircumstances andmeettheir which resources are insufficienttoattend live inenvironments andattendschoolsin risk factorsmaybecompoundedifchildren poverty, instability, trauma,etc.). These of pooreducationalachievement (e.g., factors thatputchildren andyouth atrisk convergence ofsubstantialchildandfamily involvement maybeanindicatorofthe poor academicachievement; rather, CPS Contact: [email protected] Work, of Minnesota.Social University Studies inChildWelfare, of School Director at theCenter for Advanced Traci PhDisExecutive LaLiberte, Minnesota. Contact: [email protected] Work, of of Social University School for AdvancedStudiesinChildWelfare, Research at &Evaluation theCenter Kristine Piescher,PhDisDirector of These findingsimplythatwaitingforan Reading 48.4 43.3 CPS withOHP CPS only Non-CPS Overview

15

generational

Inter es transmission s opment ems , and y odevel obl Earl Death Disease, Adoption of Disability Social Pr Health-risk Behavior Cognitive Impairment Social, Emotional, and Disrupted Neur Although the ACE research highlights research Although the ACE Adverse Childhood Experienc Nikki Kovan, PhD is a Research Associate Associate Nikki Kovan, PhD is a Research and Education Early for the Center at University Minnesota. of Development, [email protected] Contact: Robert Anda, MD, MS is Co-Founder Co-Principal Interface, the ACE of Study, and the ACE of Investigator Senior the Centers to Consultant and Prevention. Disease Control for [email protected] Contact: be directed toward children, their parents, their parents, children, toward be directed and other adults that interact with them. of safe, stable, and example, the creation For children can protect nurturing relationships and the consequences of adversity from healing after experiencing such promote trauma as the disruption of an attachment Carlson, Egeland, (Sroufe, relationship adults who have & Collins, 2005). For and may be transmitting them to ACEs social generations, access to a strong future the health risks support may reduce network the cycle and help break associated with ACEs because 2013). Finally, (Porter, of adversity repeated from most changes to the brain result it is response, stress to the activated exposure short- just brief, usually not enough to have term interventions when major disruptions to occurred. have development attention to prevention the need for greater that efforts, it is important to recognize does not mean that any to ACEs exposure associated the problems individual will have are risk, but ACEs create with them. ACEs not destiny. eption

Death Conc Figure 1. ACE Pyramid 1. ACE Figure 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW Because ACEs are often transmitted are ACEs Because There are strategies and factors that can are There This array of problems that arise from that arise from This array of problems from one generation to the next and tend to from than one member of the family, affect more and interventiontreatment efforts should promote healing and resilience to ACEs. to ACEs. healing and resilience promote intervening as early as possible, when First, most amenable to change, is the brains are back best strategy to get healthy development of This highlights the critical nature on track. the Child adhering to the mandate through Act Treatment and and Prevention Abuse birth to three, that all children, (CAPTA), Early Intervention C to Part a referral receive with the Individuals Services through (IDEA) (Child Act Education Disabilities 2013). Gateway, Information Welfare person lives. ACEs and the tendency for ACEs to co- and the tendency for ACEs ACEs on occur calls for an integrated perspective the origins of health and social problems may This perspective the lifespan. throughout our understanding of many seemingly improve that tend health and social problems unrelated as categorically to be identified and treated practical In society. Western separate issues in terms, both the systems and the people who and adults who have with children work should use an integrated experienced an ACE the that 1) recognizes systems approach and other risks (e.g. of ACEs inter-relatedness supports, services, and 2) provides poverty) comprehensive, that are and treatment including not only the individual but the in which the context and environment country. The main finding country. is Score ACE was that the to many related strongly common health and social in the U.S., from problems such leading causes of death as heart to and lung disease; risk factors for poor health such as smoking and alcohol health abuse; to poor mental the (Anda et al., 2010). And of having such probability as the increased problems For increased. Score ACE to example, when compared participants with an ACE of 0, participants who score were of 4 or more had a score likely to feel 3.6 times more 7.2 times more depressed, likely to be an alcoholic, and 5.5 times greater risk of perpetrating intimate partner violence (Anda et al., 2006).

Infants are born with nearly all of the born with nearly are Infants Childhood Experiences The Adverse health and social The study compared to assess was developed Score The ACE The current scientific consensus suggests scientific consensus suggests The current and of many major health that the origins large part, can, in social problems be found (Anda et al., in the experiences of childhood 2009). & McEwen, Boyce, 2006; Shonkoff, and how early development Understanding foundation the provide childhood experiences is critical for for healthy brain development health, and adaptation, positive promoting 2007; Shonkoff (Anda & Brown, well-being et al., 2009). need, will ever or brain cells, they neurons, amount of brain development but a vast occurs after birth into early adult and well promotes care and predictable life. Responsive and functioning healthy brain development of adaptive the strengthening through and connections, while experiences of adversity neglect can disrupt and derail development and functions of theof both the structure Scientific Council on the brain (National Child, 2005/2014), and can Developing and health implications for well-being have the life course. throughout study has been critical in (ACE) demonstrating the impact of early adversity The key concept life course. the over study is that stressful underlying the ACE or traumatic childhood experiences such as abuse, neglect, witnessing domestic violence, up with alcohol or other substance or growing or discord, abuse, mental illness, parental termed adverse crime in the home (which we a are childhood experiences—or ACEs) common pathway to social, emotional, and impairments that lead to increased cognitive risk of unhealthy behaviors, risk of violence disease, disability, or re-victimization, 1; Anda, mortality (Figure and premature 2010). & Brown, Felitti, Butchart, Plan histories of 17,421 adult Health (68% of the members of Kaiser Permanente eligible participants) to their experiences in et al., childhood (Anda et al., 1999; Felitti assessed 10 categories of childhood 1998). It and found that in the primarily adversity study cohort,middle class, well-educated (64%) had at least one ACE nearly two-thirds et al., 2004).Thus, individual ACEs (Dong people common and highly interrelated; are others tended to have who had one ACE et al., 2004). (Dong impact of childhood adversity the cumulative its impact on and therefore, on development of health and social priorities in our a variety Nikki Kovan, PhD & Rob Anda, PhD PhD & Rob Anda, Nikki Kovan, The Developmental Impact of Adverse Childhood Childhood Adverse of Impact Developmental The Course Life the Across Experiences Overview minimal pressure tohone theirskillsto Despite oftenstated expectations,theyfeel from upperleadership withminimalinput. “not makewaves” andtheyfollow directives and work decisions. They know itisbestto where theyhave littlediscretion over client are experiencedby staffatwork settings reaching success. the mosteffective strategiespossiblefor needs, andclientimprovement whileusing remain focusedonclientrelationships, client highly-skilled childwelfare workers who social contextsreceive care from engaged, agencies operatingineffective organizational Williams, 2012).Clientsofchildwelfare studies (Glisson, 2010;Glisson, Green, & in multiplestudies,includingtwonationwide importantly, improvement in clientwell-being quality,commitment, service and,most predict staffturnover, jobsatisfactionand in stress. These culture andclimateprofiles experience asengaged,functional,andlow providersby work environments thatservice The bestclimateprofiles are characterized that theclients’ needswillbeplacedfirst. change, afocusonresults, andtheexpectation are characterized by flexibility, opennessto social context. The bestculture profiles strengths andweaknesses oftheorganization’s profiles withnationalnormsthat reflect the are usedtocreate culture andclimate on multipledimensions. These dimensions (OSC) thatassessesbothculture andclimate measure ofOrganizational Social Context the nationhasproduced astandardized decades inhundreds oforganizationsacross stress). Our research over thepastthree personal well-being andfunctioning(e.g., providers’environment effectontheservice climate, definedastheeffectofwork (e.g., proficiency), anditsorganizational expectations andprioritiesintheorganization its organizationalculture, definedasthe Hemmelgarn, Glisson, &James, 2006). an effective socialcontext(Glisson, 2009; onanorganization’sin part capacitytocreate children inthechildwelfare systemdepends qualityandclientwell-being among service provider works. This meansthatimproving the organizationalsocialcontextinwhich these challengesismarkedly influenced by provider’s abilityand motivation tomeet clients andfamilies. The individualservice with thehighlycomplexproblems facing state, andfunderrequirements; andwork stakeholders; address complexfederal, require providers toberesponsive tomyriad Effective mentalhealthandsocialservices Anthony Hemmelgarn, PhD&Charles Glisson, PhD Creating Effective Organizational SocialContexts 16

Conversely, “worst” cultures andclimates An organization’s socialcontextincludes CW 360 o Attending to Well-Being inChildWelfare •Spring2014 has beenabletoenhance theeffectiveness 2013). Furthermore, the ARC intervention Glisson, Hemmelgarn, Green, & Williams, controlled trials(Glisson et.al.,2012; and outcomesinmultiplerandomized contexts andimproving quality service successful inchangingorganizational social has been organizational intervention Responsiveness andContinuity(ARC) benefits typicallyfollow. Our Availability, social contextscanbeimproved andservices organizations exist.Moreover, organizational cultures andclimatesacross humanservice has demonstratedthatawiderangeof development, andimproved qualityofcare. forever limitingthepotentialforgrowth, high qualitycare isn’t recognized anyway – feelings ofoverload andadditionalbeliefthat senseless toworkers given theircurrent agency. Acquiring additionalskillsseems on meetingbureaucratic demandsoftheir supplanted by childwelfare workers focusing strategies thatwillleadtoimprovement are energy, anduseofhighlyeffective practice time, continue todeteriorateasthenecessary path towell-being. Andclientwell-being may invested infacingtheclient’s challenging it difficulttobeavailable, responsive, and exhausted, burned-outworkers whofind cultures andclimatessufferfrom emotionally child welfare workers inagencieswithpoor or innovations. from Clients receiving services practices,ideas, their timeandenergytonew their clientsandwork setting,ortocommit tenacity neededtomeetthecomplexneedsof theenergyand with clients,toputforth in thesecontextsare lessabletofullyengage exhaustion andoverload, front-line providers them. Accompanied by feelingsofemotional competing demandsbeingplacedupon and theirorganization,multiple clients, lowered from coworkers support Staff experienceminimalengagementwith as “justonemore thing” that shallpass. innovations (e.g.,EBPs), seeinginnovations and theyoftenminimallyimplementnew perception isthatthingswillnever change authoritarian orbureaucratic rules. Their focusoftheirwork asfollowingthe true become highlyproficient astheyperceive create aneffective socialcontext. child welfare system dependsinpartonan organization’s capacity to Improving service qualityandclientwell-being amongchildren inthe The good news isthatourresearchThe goodnews successful. Clientwell-being dependsonit. programsnew andpracticesare tobe and mustbeaddressed toimplement ifefforts organizational socialcontextcanbeimproved Moreover,quality andoutcomesofservices. accurately assessedandisakeyfactorinthe that organizationalsocialcontextcanbe seetheResourcesintervention, list. 2008). For more ontheARC organizational itprovidescontext andtheservices (Glisson, the organizationtoimprove bothitssocial psychological for safety)thatare necessary ARC introduces mentalmodels(e.g., barriers.Finally,identify andaddress service providersmaking) thatenableservice to the organizationaltools(e.g.,teamdecision- vs. authority-based.Second, ARC provides person-centered, and5)participation-based vs. statusquo,4)relationship-centered vs. process-oriented, 3)improvement-directed 2)results-orientedvs. rule-driven, vs. of effective organizations:1)mission-driven contexts. First, ARC embedsfive principles incorporates three strategiestoimprove social Dukes, &Green, 2006). organizations(Glisson, mental healthservice outcomes forclientsinbothchildwelfare and and improve qualityandsubsequent service commitment, substantiallydecrease turnover, work attitudessuchasjobsatisfactionand of EBPs (Glisson etal.2010),improve staff Tennessee. Contact: [email protected] Research Center, of University of Children’s Mental HealthServices Distinguished Professor andDirector Charles Glisson, PhDisaUniversity [email protected] of Tennessee.University Contact: ResearchHealth Services Center, Research at Scientist Children’s Mental Anthony Hemmelgarn,PhDisa In summary, theevidencetodateis The ARC organizationalintervention Practice

17 also is focused on safely also is focused Virginia West are and Wisconsin Mexico New Virginia also is focused on improving reducing the reliance on out-of-home on out-of-home reliance the reducing experienced have who placement for children plans to reduce The state abuse and neglect. the incidence of drug-addicted infants placed establish a process and aims to in foster care families of to resources appropriate to provide drug-addictedespecially in the child’s infants, home community. trauma. to address implementing strategies goals is to strengthen Mexico’s of New One and welfare child collaboration between that all children systems to ensure Medicaid trauma assessments receive in foster care services. Medicaid-covered and appropriate is expanding a community-level Wisconsin that will integrate childhood pilot project into practices and policies of trauma research The state also plans all child-serving systems. principles to include trauma-informed care in training and education for professionals who serve and families, including children family court judges, and others. staff, frontline behavioral and mental health services, that psychiatric especially strategies to ensure in foster used for children effectively drugs are that goals is to ensure Virginia’s of One care. medical examinations receive all children starting before and mental health evaluations Virginia’s medications. new psychotropic agencies also are and Medicaid child welfare in foster collaborating to transition children fee-for-service from care to managed care. Alexandra Cawthorne is a Senior Alexandra Policy Governors the National at Analyst Best Practices. for Center Association [email protected] Contact: at Analyst Meghan Wills is a Policy Governorsthe National Association Best Practices. Contact: for Center [email protected] Anticipated Outcomes of the Outcomes Anticipated Institute Three-Branch are participating in the Institute States branch ideas and testing three developing in for children well-being strategies to improve and their families, and those ideas foster care of all states and strategies will inform the work their focus on well-being. that want to increase also will help build a better The Institute branches of the three understanding of how the together to achieve can work government system— goals of the child welfare interrelated and well-being. permanency, safety, 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW are taking a similar and Kansas Illinois are approach of aligning and coordinating work of aligning and coordinating approach goals underwayalready in each state. Illinois’s the educational attainment include improving them and better preparing of foster youth The state for the transition out of foster care. tools that assess plans to implement screening the health and education needs of children Kansas is leveraging entering or exiting care. front- agency’s of its child welfare the redesign end services as an opportunity to promote out-of-home placements, reduce To well-being. response, differential Kansas introduced to professionals child welfare which allows are certain families whose children refer risk of maltreatment determined to be at low and supports. to community resources Strategies for Addressing the Well- Addressing for Strategies Care in Foster Being of Children are participating in the Institute States ways. Action in various well-being promoting plans in each state build upon existing efforts in each branch that, when collectively a measurable effect implemented, will have example, outcomes. For on well-being ongoing work Connecticut is coordinating of housing, mental health, in the areas The aim of the plan is and permanency. judicial to connect legislation, grant work, training, and changes to policy and practices focus areas. in the three are providing technical assistance and technical providing are support state officials of high-level to teams states: in seven branches the three representing Mexico, Kansas, New Connecticut, Illinois, . and Wisconsin Virginia, Virginia, West a coordinated Each state team is developing branches to the three plan of action across that ensure program help its child welfare every child being served the system is by that in a safe and supportive environment his or her well-being. promotes

The Three-Branch Institute on Child Institute Three-Branch The The National Governors Association Center Governors The National (NGA Center) launched a Practices for Best 2013 opportunitytwo-year beginning in May of states to identify changes for a small group in policy and practice that will measurably in foster of children the well-being improve the The NGA Center developed care. in collaboration with Casey Family project of State Conference the National Programs, Council of Juvenile the National Legislatures, and the National Court Judges, and Family 2011-2012, those Courts. In Center for State three-branch organizations hosted a different outcomes institute designed to improve Participating for adolescents in foster care. tangible changes, including states reported in the number of adolescents in a reduction legislation, orders, new executive foster care, and judicial training. (the Well-Being and Emotional Social of state aims to align the work Institute) and judicial branches legislative, executive, social and emotional well-being to improve The in foster care. outcomes for children NGA Center and its partnering organizations The Three-Branch Institute Institute The Three-Branch on Child Social and Emotional Well-Being State child welfare systems increasingly are are increasingly systems child welfare State in their of children well-being making the a focus on The shift toward a priority. care body of a growing in is grounded well-being damage the long-term that shows research can inflict of the trauma that maltreatment face care in foster Children on children. in the domains of significant challenges are States social and emotional well-being. policies, and existing resources, leveraging challenges and those practices to address outcomes. child functioning and improve Alexandra Cawthorne Wills & Meghan Alexandra A Three-Branch Approach to Improving Improving to Approach A Three-Branch Care Kids in Foster for Outcomes Well-Being Practice [IOM], 2009). These problems are highly Council [NRC] &Institute ofMedicine childhood oradolescence(National Research behavioral, andhealthproblems beginin we face asasociety. Most psychological, the mostcommonandcostlyproblems preventive forfamilies? interventions poverty orprovided greater for support if policieswere enactedthatreduced family more successfulcouldchildwelfare work be other problems. For example,how much connection withthegroups working onthe andhaveproblems little getlittlesupport communities working oneachofthese practices, policymaking,research, and Embry, &Sandler, 2012). inter-generational poverty (Biglan, Flay, failure, teenagepregnancy, depression, and as antisocialbehavior, abuse,academic drug long-term development ofproblems asdiverse and adolescentdevelopment canprevent the coercion tobeingonethatnurtures child from beingaplacewithmuchconflictand in thatfamily. Afamilythatistransformed beyond thereduction ofabuseandneglect infamiliesmayhave benefitsfar nurturance child welfare practitionersdotoimprove much helpfrom therest ofsociety. What if theyare outthere doingthisalone,without Child welfare practitionersmayoftenwonder Anthony Biglan, PhD Creating aCoalitionto Foster Family Well-Being 18

The evidenceisoverwhelming regarding But sometimesitseems thatthevarious CW 360 o Attending to Well-Being inChildWelfare •Spring2014 in termsoffourfacets.First, anurturing of childwelfare practitioners. theefforts other organizationswouldsupport alliances thatwouldensure of thattheefforts over-arching goal,we might begintoforgethe oftheirresourcesdevote atinypart tothis of theindividualproblems notedabove to get alloftheorganizationsworking oneach prevalence families.If we ofnurturing could of organizationsthatworks toincrease the me thatwe needtoforgeabroad coalition (Biglaninterventions etal.,2012)convinces key ingredients ofeffective preventive 2011),andpinpointingthe Consortium, & thePromise Neighborhoods Research improve development (Komro, Flay, Biglan, 2004), helpinghigh-poverty neighborhoods (e.g., Biglan, Brennan, Foster, &Holder, of environmental conditions. multiple problems stemfrom acommonset and mostimportantly, constellationsof (Boles, Biglan, &Smolkowski, 2006).Finally sexual behavior, substanceuse,ordepression other problems: antisocialbehavior, risky to 8.5timesmore likelytohave eachofthe any oneofthefollowing problems were 3.5 we foundthatyoung peoplewhoreported than 20,000eighth-gradestudentsinOregon, conducted by mycolleaguesandmeofmore inter-related. For example,inastudy Nurturance canusefullybedefined My work onmultipleproblem behaviors www.nurturingenvironments.org. get involved, pleasevisit learn more abouttheseissuesorto & IOM,2009). lives incaringrelationships withothers(NRC values, andhealthhabitstoleadproductive young peoplewhohave alltheskills,interests, pathway eithertomultipleproblems orto that thequalityofourfamiliesiscommon tosee a bitofenergyintogettingeveryone problems andput important specific and very of familiestolookupfrom theirwork on who isworking toimprove thewell-being and criminaljustice. health treatment, substanceabusetreatment, oforganizationsworking inmental the efforts by effectively integratedwithandsupported ensure thatchildwelfare practicewasmore family? There are numerous policiesthatcould if affordable housing wasavailable toevery personwhowaseligible? used by every What income taxcredit were more generous and child welfare practitioners? What iftheearned inflation, how mightthatimpactthework of minimum wagewashigherandindexed to most especially, poverty. For example,ifthe reduce majorstressors onfamilies,including, andadvocate forpoliciesthat articulate, Kramer, 2011).Such coalitionscanidentify, around thenation(Kania& such efforts Collective Impact movement isencouraging the prevalence families. ofnurturing The programs, andpracticesthatwouldincrease educate thepublicandadvocate forpolicies, advocacy organizationsjoinedtogetherto policymaking,research, and human service, action (Biglan, Hayes, &Pistorello, 2008). and feelingsseemtogetinthewayofvalued pursuit ofvalued action,even whenthoughts promote psychologically flexibleormindful peer groups. Fourth, theseenvironments and alcoholtheformationofdeviant behavior, includingmarketing ofcigarettes toengageinproblem and opportunities environments limitinfluences nurturing reinforce prosocial behaviorandvalues. Third, environments teach,promote, andrichly & Blasbalg, 2006). Second, peopleinthese of omegasixinthediet(Hibbeln, Ferguson, and biologicalconditionssuchashighlevels and coercion (Dishion &Snyder, inpress) including socialconditionssuchasconflict environment minimizes toxic conditions, Contact: [email protected] atScientist Oregon Research Institute. Anthony Biglan,PhDisa Senior That isthegoalIhave setformyself. To In asense,we needtoencourageeveryone Imagine thatabroad coalitionof Practice

19 awareness, and skills into organizational skills into organizational and awareness, culture. Diego – San Hospital Rady Children’s an already (Chadwick Center) is leveraging existing statewide effort implement to service assessment, and screening, array a collaborative using re-configuration intensive More learning approach. group consultation and support be provided will and lessons to a selection of pilot counties, the across learned will then be translated The project the end of the project. state by screening integrating universal will explore Decision-Making into the Structured in use in most California already process case- to increase counties and will work child information sharing between related and mental health providers. welfare , in partnership with University Tulane created has agency, child welfare the state’s advisory of local area boards nine different stakeholders to facilitate implementation ongoing assessment screening, of universal and evidence-based progress, of treatment in each of Louisiana’s trauma treatments an also developing They are nine regions. information video to further inform and engage stakeholders. , in of Washington The University collaboration with the Department of Services, is focusing on and Health Social the enhancing communication between and mental health systems child welfare to support case planning and progress is also actively The project monitoring. veteran from incorporating perspectives and alumni of foster parents, parents, activities. into all project foster care is using a University Michigan Western with learning approach group collaborative progress metrics to measure group-defined community staff, with child welfare mental health clinicians, and other key community organizations. Secondary identify Teams (STS) Stress Traumatic Response and Critical STS, and address agency within the child welfare Teams among to stress will be trained to respond The critical incidents. staff following case planning uses resiliency-based project and newly-formed tools and protocols, community collaborations between will mental health, and child welfare of case-related ongoing exchange provide information. • • • • Joyce Pfennig, PhD is a Program PhD is a Program Pfennig, Joyce Bureau. the Children’s Specialist at [email protected] Contact:

2014 • Spring Welfare in Child Well-Being to Attending o 360 CW informed, trauma-focused intervention and mental health. in both child welfare organizational decision- A structured is being used to help making approach plan services and both effective that are fit the needs of the two initial target and Ulster communities: the Bronx County. Department of Human The Oklahoma on solid, already- Services capitalizes existing partnerships with the other state agencies that jointly fund and administer The and public mental health. Medicaid aims to mutually supportproject other plans statewide performance improvement while implementing a trauma-informed to infuse knowledge, systems approach integrates other transformative practice practice transformative integrates other both place in the District: changes taking (e.g., practice changes within the agency IV-E Title a this grant and through larger child-serving and within the Waiver) being of Care system (e.g., the System Departmentimplemented under the Implementation Health). of Behavioral and assessment, of the same screening, evidence-informed trauma-focused both child welfare in approaches treatment a common and behavioral health lays foundation and further service integrates delivery agencies. across Services County Children Franklin is enhancing an existing co- (Ohio) capacity greater location model to provide for trauma process structured and a more behavioral health assessment, screening, established They have and referral. partnerships policy-making and at various used a collaborative and have action levels with behavioral learning approach group to assess capacity, health providers to design an and fit in order readiness, needs. that fits the county’s approach an is developing University York New and track, database to enter, electronic and assessment data display screening for use at the case and administrative and mental child welfare across levels further To health service providers. integrate services systems, they are across also implementing the same evidence- • • •

The goal of these demonstration grants The goal of these demonstration implementing system grantees are Some In addition to scaling up two evidence- addition In Dartmouth is based treatments, web-based implementing a customized and assessment system that will screening and families to complete children allow online. mental health assessment measures child welfare The data platform will allow levels and mental health staff at different administrators) to high level (frontline at the individual/family to track progress Hampshire’s New level. and aggregate level and Families Youth of Children, Division and juvenile both child protection oversees justice services so all interventions are being implemented for both populations. of Columbia Child and The District (CFSA) Services Administration Family that structure a governance created The goal of these demonstration grants is to develop innovative innovative develop is to grants The goal of these demonstration and mental for in child welfare all children screen to approaches that those needing services... ensure health needs and to behavioral that work. services to access have • • Joyce Pfennig, PhD Pfennig, Joyce on Children, 2012, the Administration In nine awarded (ACYF) and Families Youth to Improve under the “Initiative federal grants Evidence-Based/ to Needs-Driven, Access and Behavioral Mental Evidence-Informed These five- Welfare.” Services in Child Health a key component discretionaryyear are grants build child welfare’s strategy to of the ACYF’s of trauma and the effects capacity to address youth, of children, the well-being improve and & Anderson and families (see Samuels Chang, both in this issue). to screen approaches innovative is to develop for mental and in child welfare all children that behavioral health needs and to ensure those needing services (especially those needs) have treatment with trauma-related access to services from Data that work. and ongoing assessment will be screening used to tailor the service scaling up array by interventionseffective and de-scaling services outcomes. positive producing that aren’t and key well-being will measure Evaluations is adoption outcomes, including costs. It results hoped that implementation evaluation embed what it takes to effectively will reveal services.these interventions in child welfare beginning others are changes at the state level; in a portionwork of the state with plans to later expand statewide. All grantees are goals. the same broad to achieve working some of the unique approaches: are Below ACF 2012 Trauma Grants: An Overview Grants: Trauma 2012 ACF Practice informed childwelfare agency. This grant tocreate efforts atrauma- supports further Administration forChildren and Families A five-year grantawarded in 2011 by the the Strengthening Families Practice Model. care isoneofDCF’s core strategieswithin children exposedtotrauma. Trauma-informed improve overall healthandwell-being of and child welfare andmentalhealthservices, children, improve collaborationbetween fortraumatizedand effective intervention effects oftraumaexposure, provide early The long-termgoalsare tominimize the trauma-focused evidence-basedtreatment. system receive trauma-informedcare and families whoare known tothechildwelfare to assure thattraumatized children and and Families (DCF)isenhancingpractice ofChildrenThe ConnecticutDepartment Marilyn E.Cloud, LCSW, ACSW, JasonLang,PhD,CindyA.Crusto, PhD,ChristianM.Connell,&Emily Melnick,MA Heal Traumatized Children andPromote Well-Being Connecticut’s Cross-System Approach to 20 Christian M.Connell,PhD,CindyA.Crusto, PhD,andEmily Melnick,MA Evidence-Based Treatments Child Welfare Workforce Development Traumatized Children andPromote Well-Being Evaluating Connecticut’s Efforts to Heal

• • • • • • • particularly between DCFand communityproviderparticularly staff. cross-system communication,collaboration, andunderstanding— Qualitative datareinforced benefitsofteam-based approach toimprove Henry,(Richardson, Coryn, Black-Pond, &Unrau, 2012). practice usingthe Trauma Informed System ChangeInstrument ratings oftrauma-related agencypoliciesand practices,andinpersonal Preliminary results show from firstcohort significantimprovements in Teams (6in2012,72013). Two of13sitesinitiated cohorts TF-CBT LearningCollaborative traumatic stress). result ofworking withindividualsexperiencingtrauma(secondary stress thatfrontline andmanagersexperienceasa staff, supervisors, A keyunanticipatedfindingwasthecriticalneedtoaddress the competing demandsontime). some benefitstoagency;highlightpotentialbarriersaction(e.g., development andimplementationindicatemoderatesuccess reports ofpost-trainingactionplan Manager andsupervisor depicted here). inpost-testsforfrontline staffnot (similareffectsobserved supervisors al., 2013).Effects largelymaintainedatfollow-up formanagersand Sigel, Conners-Burrow, Savaray, & Tempel, 2013;Conners-Burrow et knowledge andpracticesusingpreviously publishedmeasures (Kramer, Preliminary longitudinal datashow significant gains intrauma-related training in2013. and1,012frontline staffcompleted 487 managersandsupervisors CW 360 o Attending to Well-Being inChildWelfare •Spring2014 Training Toolkit (CWTTT; seeResources Stress Network’s Child Welfare Trauma completed theNational Child Traumatic managers,andadministrators supervisors, 2013, more than1,400DCFsocialworkers, community settings. of evidence-basedtreatments within screening andreferral, (3)anddissemination development, (2)standardized trauma and procedures through (1)workforce transforming culture, practices,policies, Yale (Evaluators). The scopeofwork involves Center), and The ConsultationCenterat (CHDI; The CONCEPTCoordinating Child Health andDevelopment Institute between DCF,which isapartnership the Effective Practices for Trauma (CONCEPT), established theConnecticutCollaborative on Workforce Development. During Ratings (N=56) Figure 2.LearningCollaborative Participant (Managers &Supervisors, N=196) Figure 1.Toolkit Participation Effects 100 Mean ScMeanore Score 100 Mean ScMeanore Score 0.0 0.5 1.0 0.0 1.5 0.5 2.0 1.0 2.5 1.5 3.0 2.0 3.5 2.5 4.0 3.0 4.5 3.5 5.0 4.0 4.5 5.0 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 0 0

P P Tr Tr Tr Tr Baseline Post Baseline Post Baseline Post Baseline Post aining aining auma auma Agency Agency olicy olicy health specialists, trauma experts, and family andfamily health specialists,traumaexperts, DCFstaff, behavioral representing group work training requirement hires. fornew the state’s trainingacademy, isapre-service The CWTTT, whichisnow integratedwithin advance thetransferoflearning. will further “trauma lens.” Trauma-informed supervision education andpromote bestpracticesusinga local peerambassadorstocontinuetrauma Champions” as ateachwork siteserve a trauma-informedapproach. “Trauma practice guidesare beingrevised toassure across theagency. Relevant childwelfare developed toinformchildwelfare practice Trauma-Informed Practice Guide hasbeen for implementingtrainingmaterials.A developed actionplanstoidentifystrategies in thisissue).Following training,DCFstaff Trauma Screening. Amulti-disciplinary Knowl Knowl Tr Tr Te Te auma auma Te Te st st edge edge st st Practic Practic Agency Agency Fo Fo ll ll ow-up ow-up e e Practic Practic Tr Tr auma auma e e Assessment Assessment Individual Individual Practic Practic Tr Tr auma auma e e

PercentPe Prrcoficientent Proficient 10 20 10 30 20 40 30 50 40 60 50 70 60 80 70 80 0 0 66.5 66.5 41.2 Math Math 41.2 34.1 34.1 Reading Reading 48.4 48.4 43.3 43.3 CPS withOHP CPS onl Non-CPS CPS withOHP CPS onl Non-CPS y y Practice

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Marilyn E. Cloud, LCSW, ACSW is a ACSW LCSW, E. Cloud, Marilyn the Connecticut at Manager Clinical Families. and Children Department of [email protected] Contact: at Director PhD is Associate Jason Lang, Effective for the Practice at the Center Institute. Child Health and Development [email protected] Contact: PhD is Associate Cindy A. Crusto, Psychiatry, Department of Professor, School Medicine. Contact: of Yale [email protected] PhD is Associate Christian M. Connell, Psychiatry, Department of Professor, School Medicine. Contact: of Yale [email protected] Melnick, MA is an Evaluation Emily Center The Consultation at Consultant CONCEPT. for and Evaluation Coordinator [email protected] Contact: Center f

2014 • Spring Welfare in Child Well-Being to Attending o 360 The Child Welfare Video Wall The Child Welfare the dialogue. Transform voice. video. Add your Add your CW Responding effectively to childhood trauma to childhood effectively Responding http://z.umn.edu/videowall mean to you? mean to What does child well-being Do you have 90 seconds? Do you have practice welfare on child the national dialogue to Contribute and/ ideas, questions, thoughts, and policy by sharing your child well-being. to pertaining or experiences and promoting child well-being requires new requires well-being child and promoting and deliveringsystem-wide ways of thinking with communityservices. collaborating By partners integrated, trauma- to effectuate an effectively can more we informed plan of care, overall and improve attend to child well-being and permanency outcomeshealth, functioning, in child welfare. of children identify barriers to treatment and seek and treatment barriers to identify separate are There solutions. timely effective, and family partner welfare, clinical, child TF- Clinicians learn the learning tracks. and children and enroll/treat model CBT the while DCF staff pilot their caregivers, children and refer Screen Trauma Connecticut All TF-CBT. and for trauma assessments of evidence- staff learns about the benefits as usual.” “treatment versus based treatment their ideas for family partners share Family to promote as strategies engagement as well a trauma such as creating the treatment for families. brochure

Between Between Treatments. Evidence-Based in 2012, CONCEPT furtherBeginning The CONCEPT learning collaboratives partners a months developing spent 18 The tool, screening trauma standardized a behavioral and Screen, Trauma Connecticut The goals of trauma form. health referral and the to inform case planning are screening and to with the family, interactions worker’s for trauma-specific children refer identify and when indicated. assessment and treatment, captures Screen Trauma The Connecticut trauma history and traumatic stress exposure information from symptoms, and integrates interviews, child and caregiver case record and collateral information. Future review, screening to integrate trauma plans are welfare automated child within the state’s that screening ensure information system to populated electronically are recommendations until behavioral into case plans and monitored met. health needs are 2007 and 2010, DCF and CHDI used to disseminate learning collaboratives Behavioral Cognitive Trauma-Focused Therapy (TF-CBT) to 16 community- psychiatric based outpatient children’s The model focuses on adoption of clinics. bringing together teams of by TF-CBT clinicians, supervisors, senior leaders, and family partners multiple clinics to from and learn the evidence-based treatment to implement operational supports and The nine- sustainability. to ensure structures includes month implementation process in-person training sessions, follow-up three consultation activities, and opportunities collective to practice new skills and share experiences, challenges, and progress. expanded the use of learning collaboratives to train an additional 13 clinic providers together with teams of social workers, supervisors, senior leaders, and managers each of eight locally aligned DCF area from limited communication Historically, offices. child welfare between and poor coordination been and behavioral health systems have identified as factors contributing to children’s to complete limited access to and failure has been a lack of There treatment. effective and limited understanding of each knowledge policies, and mandates, perspectives, system’s procedures. and behavioral health child welfare emphasize a forum for joint They provide collaboration. team-building activities such as exploring attitudes, beliefs, and issues of trust across disciplines; mapping each organization’s and points of intersection of care; processes sharing goal setting/case planning/treatment for planning; and establishing protocols time and across communication over a sense of collective promotes experiences. It and enables participants to responsibility Practice through partnerships withhealerswhowerethrough partnerships and approach oftraditional fostercare Healing Parents andtoredefine thepurpose the development ofHealing Homes and Bremer Foundation fundedAnu toexplore to parent inatrauma-informedway. The were betterprepared tounderstandand conceptualize “Healing Homes” which model. Through thiswork, Anubeganto Parents inthistrauma-informedparenting Social(TFC Workers) and Treatment Foster began trainingallofitsPermanence Specialists the wholechild.Anupartnered withCCCand informed parenting techniquesthatfocuson which usesParent Coachestoteachtrauma- the CenterforChallengingChild(CCC) Parenting approach (Feigal, 2011)utilized by Among thesemodelswasthePresent Moment that healingandpromote youth well-being. begin lookingatmodelsthatcouldprovide that we hadhopedfurthered Anu’s passionto permanence maynotprovide allofthehealing The emergingevidencethatachieving Moving Toward Well-Being youth okay, andhow dowe know?” beyond permanencetoask,“Areefforts the solely onpermanence,ordowe broaden our are we missing?Do we continue tofocus Anu. If theyouth are nobetteroff, thenwhat presented adilemmaandsomequestionsfor who remained athomeinat-risksituations— may nothave betteroutcomesthanthose youth whoare placedinout-of-homecare with emergingindicatorsthatshow that happen. This environmental reality—coupled climate, fullyfundedmodelsare unlikelyto fidelity; however, inthecurrent funding fully fundedtoimplementitsmodelswith 90% dischargetopermanenceratesifitwas in 2006to70%thelasthalfofFY13. the dischargetopermanenceratefrom 38% thatmovedmodels, anddevelop interventions current bestpractice,pilotevidence-informed reviews, analyze practicestrategiesbasedon Anuwasabletoconductliterature (CASCW), for Advanced Studies inChild Welfare and theUniversity ofMinnesota’s Center withtheOtto Bremerpartnership Foundation discharge topermanence.In 2006,through a committed toincreasing youth ratesof Foster Anubecamepassionately Care (TFC), roots asanearlyprovider of Treatment Wisconsin andMinnesota. With founding profit child welfare agencyoperatingin Anu Family isa22-year-old Services non- Organization Anu asaPermanence-Driven Amelia Franck S.Peterson, Meyer, MS,MSW,LISW,APSW&Crystal MSSW, APSW Promoting Youth Well-Being: AnOrganizational Shift 22

Anu believes thatitcouldreach 80%- CW 360 o Attending to Well-Being inChildWelfare •Spring2014 homes andinour practice. inour and evolve, sodidthe interventions this conceptualwork continuedtodevelop thatpromote well-being.interventions While youth well-being, inadditiontodeveloping to develop toolstodefineandmeasure and CASCWcontinuetowork inpartnership being tothatofyouth well-being. Anu, CSH adapt theirwork andresearch onadultwell- with CASCW, Anuhasworked withCSHto Through thisrelationship, andinconjunction propelled Anu’s relationship withCSH. Present Moment Parenting Model and clinical explanationforthesuccessof (2009) research onpositivityprovided the Barbara Fredrickson. Dr. Frederickson’s Science ofPositivity” presented by Dr. a 2012 Wellbeing Lecture Series on“The Spirituality andHealing (CSH)through the University ofMinnesota’s Centerfor and healingledAnutoconnectwith acupuncturists, therapists,etc. attuned totraumasuchasyoga instructors, Figure 1. Well-Being Model models thatcould provide thathealingandpromote youth well-being. the healingthatwe hadhopedfurthered Anu’s passion to beginlooking at The emerging evidence thatachieving permanence maynotprovide allof Further studyintochildwell-being Parenting Trauma Using Interventions Healing Integrative Engaging in

- informed

Anu Anu Wellbeing o Model f f

was clear, however, thatthislevel ofchange and therecruitment ofHealing Parents. It externaltotheorganization partnerships development ofresources, relationships, and the externalshiftstoward well-being andthe of Partnerships for Wellbeing focusedon adaptation ofinternalpractices. The Director change, trainingofstaffandfoster homes,and shift toward well-being by leadingtheculture Practices Coordinator focusedontheinternal between twostaffpositions. The Integrative Anu todedicatea1.0FTEposition,divided launch ourwell-being initiative. Foundation provided thefuelAnuneededto urgency. Fortunately agrantfrom theBremer better, wasallwe neededtodrive oursenseof the children seemtobegettingworse,not the growing consensusthat industry-wide The real-life experiencesofouryouth and resources are required tofuelanyinitiative. that“atheory senseofurgency” andother At Anu, we strongly believe inKotter’s (1996) Making theShift Networks of Connection Addressing Support & Support Grief, Loss The firstuseofthisfundingallowed &Trauma Building Building

Practice

23 Our staff also benefited from small doses staff also benefited from Our on our solid relationship relied we Second, of information in the form of weekly emails, of information in the form of weekly sessions, and consultation. micro-training was common after a consultation about It TFC for for example, Therapy, Equine to then seek those Specialists Permanence created servicesWe for kids on their caseload. opportunities the education and to introduce became infused into eventually It resources. our practice. who trusted with staff and foster parents that if I was asking them to do something As we was a good reason. there differently, youth examples of how and more see more workers healing with this approach, are deeply embracing the shift to more are a more This helps to develop the “why.” and to better compassionate approach need to use to understand the techniques we have heal the underlying trauma our youth experienced. Heidi Mayer, MSW, APSW is the at Southern Regional Director Services. Contact: Anu Family [email protected] and how do we know?” In addition, Anu addition, Anu In know?” we do and how integrative and evaluating is implementing and regulatory healing interventions that in healing trauma effective may be more MBSR Therapy, Assisted such as Equine Reduction), Stress Based (Mindfulness Desensitization Movement EMDR (Eye To etc. meditation, yoga, and Reprocessing), reviews literature augment this evaluation, interventions well-being have of integrative for adults, while CSH been completed by has been for children review a literature These are CASCW. completed for Anu by authors. contacting the by available MS, MSW, LISW, Meyer, Amelia Franck Officer Executive APSW is the Chief Services. Contact: Anu Family at [email protected] APSW is the MSSW, Crystal S. Peterson, Wellbeing Partnerships for of Director Services. Contact: Anu Family at [email protected] 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW First, we introduced this information introduced we First, This shift to well-being moved our focus moved This shift to well-being in small doses. We found that our more We in small doses. would more traditional foster parents specificopenly accept information through the youth. surrounding conversations would offer education about trauma, We and healing and gently point outwellness, There in. was creeping when an old approach foster parents a sudden moment where wasn’t the shift healing parents;” became “magical was gradual and continues to evolve. from the “what” to the “why.” We educated We to the “why.” the “what” from loss, trauma, and how in grief, ourselves healing. I found the key to to promote achieving this shift in practice has been twofold. Heidi Mayer, MSW, APSW Heidi Mayer, as a supervisor my unique combined role In who also carries a small caseload, the has organizational shift to well-being completely changed the way I do foster foster care The old ways of providing care. social focused on child behaviors, where questions would ask foster parents workers they behaving?” and “Are the youth like “Is “yes,” were the answers going to school?” If and was then the child was doing “well” used we “no,” were the answers If rewarded. therapy. increased consequences and we A Social Worker’s Perspective A Social Worker’s Future Directions Future is work next challenge in our well-being Our of child well- measures effective to develop of well-being, measures being because current inadequate to such as school attendance, are okay, the youth the questions, “Are answer ways” of treatment foster parenting and foster parenting of treatment ways” youth traumatized potentially re-victimizing was no longer an option. In a time of dwindling foster family resources, resources, foster family dwindling a time of In decided We loss to accept. an easy this wasn’t families and let go of be brave needed to we who or punitively-focused more who were in a trauma-informed to parent not able were to a operate according we Anu, At way. must we better, know we “once mantra that the “old allow and continuing to do better”

To operationalize this new model of operationalize To and this initial workgroup Through might was that we truth” Another “hard A core group of staff was brought of staff was brought group A core As a permanence-driven organization, we had to challenge our focus on our focus challenge had to we organization, As a permanence-driven was permanence well-being, that without the fact and accept permanence not enough. education, outreach and foster parent parent and foster education, outreach partnership recruitment, development, permanency supervision, permanency outcomes, continuous quality improvement, a secured This group and marketing. corporate in-kind donation of professionally definitions, developed managed focus groups, established an impact statement, and created and healing that a model of well-being Anu Model to the current continued to evolve this creating 1). By (Figure Wellbeing of turn the focus could Wellbeing, of Model the and operationalize to infuse how toward partnerships,model, develop and provide It training, both internally and externally. and is part was important to the workgroup, learned to what we share to culture, of Anu’s not only our practice, but also the advance welfare. field of child entire a to create worked we Homes, Healing in out- diagram of what happens to youth in re-victimization that results of-home care and Toolbox” an “Old to create of youth; of interventions; and Toolbox” a “New Ways” a comparison of “Old to develop of intervening with our Ways” and “New then These tools and diagrams were youth. for with staff and foster parents shared implementation in their daily work. truths” also learned some “hard we process from also needed to address that we As a philosophical and practice levels. had organization, we permanence-driven to challenge our focus on permanence and accept the fact that without well-being, realized We permanence was not enough. closely assess need to more would now we whether the goal of permanence was well- each individual child’s advancing being and if not, to shift interventions and in addition to well-being practice to promote permanence. actually lose some families in this transition a traditional, treatment-focused from approach. to a well-being-focused approach would have to include everyone to include have would the within organization. Group Work Wellbeing form a together to a well-being-focused becoming to drive included membership Group organization. of Present in the areas agency specialists and staff foster parent Parenting, Moment Practice each ofthedomains. brief descriptionofthedefinition ofsuccessin make thetransitiontoadulthood. Below isa foryouth toeffectively domain isnecessary strong communitycontext.Attention toeach are undergirded andstrengthened withina success (seeFigure 1).Allthree oftheseareas (2) safetyandpermanency;(3)economic social, emotional,andphysicalwell-being; care thatencompassesthree broad areas: (1) well-being foryouth transitioningfrom foster The FCWG developed aframework for A Framework for Well-Being success. inthefutureopportunity andtorealize with problems, tomeettheirneeds,see in ahealthyandeffective way, todeal help themtonavigatelife’s upsanddowns family, andcommunityconnectionsthat experienced fostercare have lifelongpersonal, this duality: of youth transitioningfrom fostercare reflects face. The FCWG’s visionforthewell-being to recognize theuniquechallenges these youth community. At thesametime,itisnecessary and highexpectationsasallotheryouth inthe experiences, thesameopportunities, deserve transitioning from fostercare needand a “normalcy” standard—that is,youth supports. This definitionisgrounded in welfare goalsandpositive community development inthecontextofbothchild encompasses standard domains ofhuman a working definitionofwell-being that Foster Care Work Group (FCWG) developed sustain healthyrelationships. to negotiatesocialsituations,andform young person’s abilitiestointeractwithothers, the future. These challengescanalsoimpedea manage stress, makedecisions,andplanfor a strong senseofself, regulate emotions, and alsomakeitdifficultforthemtodevelop affect theirabilitiestodevelop cognitive skills peers. These socialandemotionalchallenges emotional, andphysicalwell-being thantheir care oftenexperiencelower levels ofsocial, currently inortransitioningfrom foster to makehealthylifechoices.Older youth emotions inaneffective way, andbeable relationships, understandandexpress their community, develop andmaintain be abletosuccessfullyinteractwithin To behealthyandwell, youth needto HansonLangford,Barbara Badeau,BA MPP&Sue and Physical Well-Being ofOlderYouth inFoster Care Connected by25:APlanfor Investing intheSocial,Emotional, 24

Youth andyoung adults whohave The Youth Transition Funder Group’s CW 360 o Attending to Well-Being inChildWelfare •Spring2014 health andwellness begins withensuring manage mentalhealth andwellness. Mental needed to andsupport have theopportunity spirituality and/orspiritualidentity. in discovering andexpressing theirown Additionally, youth needtobesupported and tofeelhopefulaboutlife the future. to recognize whenarelationship isunhealthy, relationshipsand nurturing withtheability resilient self-identity, todevelop supportive neededtocultivate astrongsupport and Youth and shouldhave theopportunity informal channels. spark theirinterest through bothformaland topursueactivitiesthat youth needsupport educational venues. Beyond suchexposure, both insideandoutsideoftraditional rich, stimulatinglearningenvironments— Youth needtobecontinuallyimmersedin maximize intellectualabilityandfunctioning. neededto andsupport have theopportunity wellness, andphysicalhealth. emotional wellness, mentalhealthand includes cognitive functioning,socialand Social, emotional,andphysicalwell-being Physical Well-Being Emotional, and Social, Figure 1. Well-Being Framework for OlderYouth inFoster Care Mental healthandwellness. Youth should Social andemotionalwellness. support Cognitive functioning. Youth should appropriate resources. health care decisionsandeffectively utilize best equippedtomakeinformedlifestyleand care physicianandmedicalhomeareprimary into adulthood. Youth whoare connectedto a continue toengageinhealthybehaviorswell will increase thelikelihoodthattheywill and reproductive health. This knowledge and fitness,diseaseprevention, andsexual physical health,includingnutrition,exercise youth needinformationaboutallaspectsof and functioning.Astheygrow anddevelop, maximize theirphysicalhealth,strength, neededto andsupport the opportunity manage theirmentalhealthandwellness. element inyouth’s abilitiestosuccessfully andresources isanessential array ofservices mental healthcoverage andaccesstoan Furthermore, healthinsurancethatprovides mental distresses theywillfaceinadultlife. needed tomanagethenaturallyoccurring that allyouth have theinformationandskills foster care, ensuring safetyistheresponsibility from abuseorneglect. While youth are in physically andpsychologically safeandfree neededtoensuresupport thattheyare Youth and shouldhave theopportunity andPermanencySafety Physical health. Youth shouldhave Practice

25 Through coordinated investments investments coordinated Through engagement should remain a centerpiece of of a centerpiece remain should engagement strategies. these investment funders can improve areas, in these five and physical well-being social, emotional, and experiencing older youth outcomes for doing And by foster care. from transitioning also contribute to can so, these investments of outcomes in interrelated improvements success as well. permanency and economic MPP Barbara Hanson Langford, Transition Youth of is Director Contact: Group. Funders [email protected] Sue Badeau, BA is a Child Contact: Consultant. Welfare [email protected] 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW transitioning from foster care should have have should care foster from transitioning opportunitiesthat are in communities to live for environments and inclusive safe, healthy, Communities and recreation. living, working, cultural opportunities, provide should also and caregiving, supporthealthy parenting for and opportunities for civic engagement. Investment Strategies Investment sets of priority five recommends The FCWG the to improve strategies intended investment ages 14 to 25 youth outcomes for well-being foster from experiencing and transitioning in: are investments These recommended care. practice; and evidence-informed 1) innovative community 3) 2) policy and advocacy; supports and opportunities; 4) cross-systems demonstration, collaboration; and 5) research, youth Meaningful and evaluation.

Additionally, well-being in this domain well-being Additionally, Early exposure to a broad range of career range of career to a broad Early exposure acquiring safe, stable, and Finally, of the child welfare system, and as youth as youth system, and child welfare of the they transition to adulthood their approach manage and maintain to how need to learn includes recognizing This safety. their own make that triggers in their lives the signs and of tools a set and developing them feel unsafe need to youth addition, In to help them. and the to assess situations understand how behaviors so they risks associated with various and make precautions can take appropriate risky behaviors. to informed choices related that permanence begins with recognition need and youth than placement, is more long after they lasting adult connections Youth placements. need child welfare to a supportiveshould feel connected family access to the while also having network by benefits afforded tangible and intangible legal connection to a family—not only in childhood but also in adulthood. Genuine the bonds of a permanence extends beyond to include a sense of single family relationship and community. culture belonging to one’s Communities can support or thwart Youth goals. and undermine well-being Community Context Economic Success Economic success encompasses educational Economic and housing. attainment, employment, opportunitiesEducational begin early in the school years life with access throughout to academic settings, educational options, or special remedial and individualized education assessments and plans that are sound, linguistically and developmentally culturally competent, and include high School stability expectations for all youth. and should be a high priority for all children have should also Youth in foster care. youth support range of post- for exploring a broad secondary options. options, necessary educational requirements goals, and opportunities career to achieve volunteer experience through to gain work service, internships, and/or part-time necessary are precursors employment and career to successful employment also need opportunities Youth development. to obtain all necessary documents required for entering and succeeding in the workforce and support in gaining financial management skills. support to develop housing requires affordable historya credit and obtain sufficient funds payment or deposit on housing for a down as skills to navigate the and utilities, as well and relations, landlord housing market, challenges. related Practice health (60%). (20%), personal care (30%), andmental (20%), finemotor(30%),problem-solving communication (30%),gross motor milestone achievement are asfollows: monitoring intermsofdevelopmental of children assessment/ thatneedfurther (27%). poor socialsupports The number suicidal ideation(30%),andhave very depression, 38%bipolar),experiencecurrent women have seriousmentalillness(40% FEP reveals thatasignificantnumberof development. parental capacity, and2)optimizingchild foster childwell-being by: 1)increasing the likelihoodofchildmaltreatment and the individualandfamilylevels toreduce as prevention, at program staffintervene being. Concentratingonpromotion aswell children toheal,grow, andexperiencewell- on thecapacitywithinmothersandtheir and theirchildren (ages0-4),whichfocuses (ages 18–55years) addictedtosubstances program forpregnant/postpartum women centered, multi-leveled, residential treatment EMPOWERment Project (FEP)isafamily- these children. and neglect,promote thewell-being of desperately neededtoreduce theriskofabuse et al.,2004).Effective are interventions Goshin, Joestl, Clark, &Byrne, 2010; Velez less knowledge ofchilddevelopment (Borelli, report lower levels of parental competenceand to non-substanceabusingparents, SAparents (Niccols etal.,2012).Across studies,relative functioning thantheirsameagedpeers IQ andlower levels ofsocial-emotional parents are athigherriskfordiminished developmental outcomes.Children ofSA parental functioning,aswell assuboptimal research haslinkedparental SAtodiminished and Human 2009).Considerable Services, other children ofHealth (U.S.Department more likelytobeabused/neglectedthan of 0and5. These children are significantly these children, 27.5%are between theages Health Administration, Services 2008).Of SA parent (Substance Abuse andMental the United States livingwithatleastone abuse (SA)with8.3millionchildren in children are impactedby parental substance person’s life.Eachyear, thelives ofmillions emotional, andcognitive scaffoldingofa thesocial, Childhood experiencesconstruct Zand,PhD,RosalieDickens,Debra Pennington, Lara &Katherine Pierce, MSW,JerriMichael,BS,DonnaMcNamara, PhD and Young Children ofMothers WithAddictions An Innovative Program for Fostering Well-Being inInfants Queen ofPeace Center’s Family EMPOWERment Project: 26

Early examinationofdatacollectedfor Queen ofPeace Center’s (QOPC)Family CW 360 o Attending to Well-Being inChildWelfare •Spring2014 are provided below. factors are operationalized withintheprogram children. Descriptions ofhow theseprotective and socialemotionalcompetenceof acquisition ofconcrete/instrumental support, knowledge ofparenting/child development, factors: parental resilience, socialconnections, through thepromotion offive protective well-being, andreducing childabuse/neglect increasing parental strengths, enhancingchild provides aresearch-supported strategyfor Study ofSocial Policy, 2012). The SFPFF Factors Framework (SFPFF)(Centerforthe by the Strengthening Families Protective The FEP’s modelisguided direct service Service Model services. Additionally,services. allwomen withinfants intensive casemanagement, andstep-down parentsupports, andfamilyeducation, treatment, life-skillstraining,peerrecovery and familypsychotherapies, dual-diagnosis to thewomen,includingindividual, group, and evidence-basedpracticesare available treatments, aswell asarangeofprograms attachment. Bothtraditionalsubstanceabuse agency, problem solving,andparent-child self-efficacy, self-sufficiency, personal SFPFF, including the promotion ofparental the five protective factorsspecified bythe FEP employs multiplestrategiestoaddress Within ahome-likeresidential setting,the Increasing Parental Capacity Practices, 2008). ofEvidence-BasedRegistry Programs & (The successful familyreunification National reduce substanceuserelapse, and(3)facilitate within families,(2)decrease substanceuseand cycle ofsubstanceabuseanddependency goals:(1)breakto achieve three the primary Families! (CF!),aparenting program designed children, inCelebrate andfamiliesparticipate power tomakehealthy choices. Women, their empower parents toutilize their personal in establishingfamilydiscipline;and5) non-violentstrategies/techniques nurturing, enhance parent-child attachment;4)utilize 3) 2) develop empathyandself-worth; and neurological development ofchildren, to: 1)teachage-appropriate expectations strengthening designed group intervention Devall, 2004),anevidence-based,family in Nurturing Parenting (Cowen, 2001; and young children are required toparticipate screened fordevelopmental delaysusing the referred toamedicalhomeasneeded, and are assignedacasemanagerandcounselor, the program allinfantsandyoung children developmental trajectories.Upon entering is synonymouswithpromoting positive For infantsandtoddlers,fosteringwell-being Trajectories Enhancing Positive Developmental Continued onpage 41 Practice

27 Continued on page 27 As a data-driven organization, Hearth Hearth organization, As a data-driven despite agency outcome However, Creating Systems for Meaningful for Systems Creating Intervention housing is not the only method or Supportive to communities to end family model available Connection and child homelessness. Hearth that communities develop recommends assessment tools that would assist in targeting one of three homeless families toward intervention models: (a) early intervention and secondary services; prevention (b) rapid- assistance; and (c) permanent rehousing supportive housing. stability in less than six months, despite the less than six months, despite stability in Hearth Connection finding that, on average, family participants more experienced have entering before years of homelessness than five the program. note documentation case Connection captures progress measures and on child well-being functional domains individual within several Self-Sufficiency based upon the Arizona that data reveals of The latest review matrix. a 30 percent homeless families experienced and care of child in the areas improvement child education. about little is known data and evaluation, and experiences of homelessness children’s to access to supportive housing as it relates 2011, Hearth time. In over child well-being with the University Connection partnered Studies Center for Advanced of Minnesota’s to better understand the Welfare in Child impact of supportive housing services on time over well-being homeless children’s The study found 2012). & Piescher, (Hong living in supportive that homeless children better in terms of decreased housing fared and reports rates in accepted child protection as decreased out-of-home placements as well to a comparison compared school mobility, not receiving of homeless children group supportive housing. 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW Supportive Housing programs working working programs Housing Supportive Hearth Connection developed a service Connection developed Hearth Fast access to housing Fast First: Housing and services not contingent upon that is offering housing. specific outcomes before of the aware Being Trauma-Informed: experiences, possibility of past traumatic of trauma the presence recognizing the role symptoms, and acknowledging of in the lives that trauma has played participants. the negative Reducing Reduction: Harm consequences associated with high-risk behaviors (such as chemical abuse) by the conditions and motivations addressing for these behaviors. on Services: Focusing Strengths-Based and assets, and strengths an individual’s that everyone has the ability to recognizing be resilient. Organization staff and collaborative stakeholders believe that permanent believe stakeholders and collaborative staff Organization among homelessness end long-term not only housing can supportive in child well-being. outcomes positive but achieve families • • • • Impacting Child Well-Being collaborative Connection’s Hearth Each year, serves than more of providers network than 478 formerly 240 families and more these Of in Minnesota. homeless children housing achieve 96 percent families, over with families will often have staff primarily with families will often have dedicated to child-focused services. An array oriented servicesof well-being will be offered case management servicesthrough with access to child including: advocacy, children mental health assessment, counseling, care, or assistance in finding employment health and dental care educational programs, management (including assistance in meeting appointments and medication compliance), tenancy support, and transportation. Possible services include case management, Possible housekeeping, care, medical and psychiatric home health assistance, medication and addiction treatment, appointment reminders, and life coaching. meal programs, model to meet the unique needs of people model to meet the unique and long histories with significant challenges built upon the of homelessness. Services are principles: following programs where services are provided by by services provided where programs are mobile teams.

Permanent supportive housing focuses Permanent Being homeless has a negative impact homeless has a negative Being Hearth Connection is a data-driven Connection is a data-driven Hearth intermediary organization dedicated nonprofit to ending homelessness in Minnesota. Connection acts as the administrator Hearth serviceof regional focused collaboratives on the delivery of supportive housing for people experiencing long-term homelessness. staff and collaborative Organization that permanent stakeholders believe supportive housing can not only end long- term homelessness among families but achieve outcomes in child well-being. positive on households with significant barriers to supportive pairing intensive housing stability, services subsidies to ensure with rental participating safe and families achieve of permanent The structure stable housing. supportive housing can be either a single site with in-house services site or scattered An Evidence-Informed Model An Evidence-Informed of the homeless population (Wilder of the homeless population (Wilder 2013). Research, children Homeless on child well-being. for involvement a higher probability have services and welfare in the child protection their histories of family violence, given living to dangerous social isolation, exposure to trauma. Once conditions, and exposure high rates of negative show homeless, children academic experiences, including absenteeism, high rates of mobility (school instability), special education services,grade repetition, on more (For and poor academic progress. this, please see the summary in of research 2012.) & Piescher, Hong On February 20, 2014, 216 families (with families (with 20, 2014, 216 February On funded slept in publicly 459 children) County— Hennepin emergency shelters in were children than 323 of those more diverted to adults with to a shelter catering homelessness and histories of long-term of lack of beds addiction challenges because personal (G. Dorfman, at local family shelters Family 21, 2014). communication, February is a social crisis in and child homelessness End Alliance to The National America. that in a single (2014) reported Homelessness 222,197 were 2013, there night in January homeless (36 people in families who were of all homeless people counted). percent survey of Center’s Research Wilder The homeless families in 2012 noted Minnesota’s made up 35 with parents that children of the homeless population; children percent in general comprised 46 percent and youth Richard A. Hooks Wayman, Ben Van Hunnik, & Kelby Grovender Hunnik, & Kelby Van Ben A. Hooks Wayman, Richard Supportive Housing as a Meaningful Solution Solution Meaningful as a Housing Supportive Homelessness and Child Family to Practice forced migration,and witnessingviolence. multiple care providers, frequent moves, war, as well asphysicalabuse,emotional of traumaare thosethatIan experienced and adultsexperienceover time.Examples adverse events thatchildren, young people, Complex traumaiscomposedofa seriesof Complex Trauma the eventual cooperationofhismother. ofthecasemanagerand without theservices Ian’s lifewouldhave beenmuchdifferent who, likeIan, engageinpro-social activities. friends whoare alsoattendingcollegeand girlfriend fortwoyears andspendstimewith Hewhile working part-time. hashadthesame computer programming atatechnicalcollege graduated from highschoolandisstudying and emotion-ladentopicswitheachother. Son andmotherlearnedtotalkaboutfeelings sexual development andchildsexualabuse. psychoeducation forgriefandloss, and individualtherapy. They alsosought sex abuse-specifictherapyas well asfamily gave permissionforIan in toparticipate he hadexperiencedearlierinhislife. overcome theeffectsofcomplextraumas help herequired tocopewith,adaptto,and out indicatedthatIan had notreceived the Ian’s casemanager, Martha, hissexualacting had sexuallyabusedIan years earlier. To his sister’s husband,aregistered sexoffender, acting outraisedquestionsaboutwhether provider, wholived nextdoor. His sexual the three-year-old daughterofhisdaycare When Ian waseight,hesexuallyabused that Ian wouldforgetabouttheseevents. talking aboutproblems. She wasconfident Ian hasnoothersiblings. a secure attachment,moved outofhishome. year sentence.His sister, withwhomIan had a25- convicted ofthemurder andisserving once hithimwithatoy. The husbandwas becausehe thought hehadkilledhisnephew Ian confessedtoapoliceinvestigator: He his toddlersonandaccusedIan ofthemurder. Shortly after, Ian’s sister’s husbandmurdered When Ian wasfive, hisfatherdiedofcancer. Jane Gilgun,PhD,LICSW Well-Being WhenChildren Have Experienced Complex Trauma What Makes theDifference? Factors Associated WithAchieving 28 of hurt,grief,andloss while bolstering protective capacities. experienced complex trauma isto identifyandaddress theresulting issues A key component inachieving well-being for children whohave

The outcomesofarhasbeengood.Ian With Martha’s guidance,Marie eventually Ian’s mother, Marie, didn’t believe in CW 360 o Attending to Well-Being inChildWelfare •Spring2014 protective capacities. grief,issues ofhurt, andlosswhilebolstering trauma istoidentifyandaddress theresulting for children whohave experiencedcomplex A keycomponentinachievingwell-being trauma (seeResources inthisissue). of attachmentsis essentialincasesofcomplex relationships are key, assessmentforquality factor inresilience. Since secure attachment canalsobea of competentsocialservices factor thatleadstoresilience. The provision children process thetraumaisakeyprotective Secure relationships withparents whohelp to, andovercome theeffectsoftraumas. are abletousethemcopewith,adapt become protective factorswhenchildren being intheabsenceofresources. Resources and standinthewayofestablishingwell- Outcomes ofcomplextraumacanbedire Protective Factors providersservice seektoidentify providers. they wanttobringtheattentionofservice figures, ordo role playstoillustratetheissues to have themdraw, useobjectssuchastoy sometimes, ifthissuitsfamilymembers’ styles, member totalkabouttheirsituationsand lives. Therefore, family theyencourageevery if thefamiliesare ontheirown theexperts about thefamilies. They believe andactas case providers toassumetheyknow nothing An emergingprincipleofassessmentisfor Know-Nothing Assessments • • • • • • help themcope. if thechildren are provided resources that and preoccupied, dismissive, anddisorganized, quality ofadultattachment:secure, trauma, think theyare supposedtorespond to beliefs underlyinghow significantothers traumas, the responses ofsignificantotherstothe occurred, the contextsinwhichtraumas experienced, the traumasthateachfamilymemberhas In doingaknow-nothing assessment, well-being. with moving alongthecontinuumtoachieve cases ofcomplextraumathatare associated following elementsthatare characteristic of experience, andteaching,Ihave identifiedthe trauma. Through decadesofresearch, practice to copewith,adaptto,andovercome complex the resources thatchildren andfamiliesneed can promote childwell-being by providing Ian’s isanexampleofhow socialservices story Discussion reluctant toengageinservices. gently persistentwithMarie whenMarie was in thatregard. Martha waspatientandyet emotional development andwasdismissive the otherhand,Marie didnotunderstand connected andhadasecure relationship. On saw thatinsomeways,Marie andIan were toIan.and otherpersonsimportant She the trauma,andresponses ofMarie that Ian hadexperienced,thecontextsof Ian andtounderstandthekindsoftrauma time todevelop relationships withMarie and she begantowork onthecase.She took Martha tookaknow-nothing approach when Application complex traumaare rare andexceptional. tochildren who experience such services social work colleaguesprovide evidencethat experience, andthepracticeexperiencesof child well-being. Yet my research, mypractice self-evident statementsofwhatcontributesto Ironically, theseare simple andprobably [email protected] of Minnesota.University Contact: Professor Work, of at Social theSchool Jane F. Gilgun,PhD,LICSWisa • • • • children andfamiliesexperience. that are responsive totheissuesthat understand andwhohave theresources providersCompetent service who and engage inservices; Children andyoung peoplewillingto contributed tothechildren’s trauma; traumas andbeliefsystemsthatmayhave themselves, andtodealwiththeirown toengageinsocialservices social services, willing tohave theirchildren engagein trauma—this includesparents being help theirchildren copewithcomplex Parents willingtodowhatever ittakesto trust; provision characterized by relationships of Consistent, long-termsocialservice Perspectives

29 When I met with Michael and When I met with Michael administered the trauma screening tool, he the trauma screening administered similar information as his mother. provided of any did not make a disclosure Michael at However, additional traumatic events. that I expressed the end of the conversation, his mother was concerned about his unsafe what behaviors, and she wanted to know that weekend, he was thinking. During disclosed to his mother that he had Michael her former violentbeen sexually abused by of and the arrest After the disclosure boyfriend. weight stated that “a Michael the perpetrator, behaviors began had been lifted.” Michael’s was referred to de-escalate in the home. He Behavioral Cognitive Trauma-Focused for services averted. care were Foster Therapy. Sharon Webb-Jackson, BSW is Webb-Jackson, Sharon Connecticut at Social Worker Intake and Families. Children Department of [email protected] Contact: Final Thought and his mother to Michael Encouraging helped them to talk about traumatic events on have understand the effects these events of the One well-being. behavior and overall most important as child welfare things we can do is talk and partnerworkers with we to determine how and caregivers children can best help their families and attend to their well-being. 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW The behavioral health provider felt The behavioral health provider Michael needed foster care services needed foster care as his Michael a safe mother could no longer provide An initial safety plan was environment. mother did not want as Michael’s developed my follow-up At her child to be removed. needed that Michael meeting, she expressed was as treatment another service provider This initial engagement not helping Michael. mother was the onset of phase with Michael’s the two of us building a trusting relationship her with I provided with one another. information about the trauma screening tool. I explained that the trauma screening that could tool discusses traumatic events such as domestic violence. occurred have to Michael allowing I explained that by I could process, participate in the screening that were better assess his needs and the events in the home causing him to be so aggressive with Michael’s As I worked and community. she began to trust judgment. my mother, both a partnership were developed as we We provided She concerned about Michael. significant information about the traumatic revealed She her family had endured. events for being in a domestic violent relationship witnessing the with Michael years, several in the home. I engaged Michael’s events a trustingmother to help me develop with her son. relationship individual behavioral health treatment for individual behavioral health treatment veryyears, and his mother had been five compliant with services, his behaviors continued to escalate.

At my agency we also utilize a trauma also utilize my agency we At Everyone desires respect desires Everyone needs to be heard Everyone has strengths Everyone can wait Judgments power share Partners is a process Partnership 1. 2. 3. 4. 5. 6. Case Example male, his mother, a 13-year-old Michael, to CPS due to a referred and siblings were in the that occurred altercation dangerous and his siblings. Michael home between behaviors included fighting, Michael’s his siblings with sharp objects, threatening suicidal thoughts, and multiple aggression, was being bullied at hospitalizations. He had witnessed domestic school. Michael his mother and a former violence between had received Although Michael boyfriend. These principles are the foundation in the These principles are They with the family. beginning of working discussed with the family, not directly are but when applied, contribute to building a and learning about the family’s relationship and problems. strengths which serves and screen, as a powerful is an meaningful point of engagement. It fully understanding important step in more complex issues that and helping to address can The screen trauma at their core. may have process, and families explore, help children traumatic life experiences and and heal from impact on child well- a positive thus have can serve as a gateway to begin the being. It collaboration with other community agencies, especially behavioral health providers. As a protective servicesAs a protective at a investigator safety and well- trauma-informed agency, the primarybeing are concerns at the time What is the family. of initial contact with the safety discussed is critical in identifying ability the child’s factors which determines and the family’s with their family to remain members Family for their child. ability to care not always and may be anxious, guarded, forthcoming to ensure with information engagement is Often safety and well-being. It process. the key to begin an assessment in a about my role is my job to talk openly A practical a partnership. manner that creates with the family is utilizing way of working in Change from of Partners the six Principles and the Connecticut Department of Children Themes of the Family Cutting Cross Family’s Model: Practice Strength Sharon Webb-Jackson, BSW Webb-Jackson, Sharon Practical Ways to Promote Well-Being Among Among Well-Being Promote to Ways Practical System the Child Welfare in Children Traumatized Perspectives our toolsshould encourage allstakeholders– outcomes. And,we embraced theideathat our toolsfocused onprocess, ratherthan informed caseplanninganddecision-making, that individualassessmentswere criticalto identified intheCFSR. Building ontheidea adulthood, inadditiontotheoutcomes connections, aswell asthetransitionto decided, forexample,toincludepreserving to enhancingwell-being coalesced. We developmental needsofmaltreated children. and emotionalhealth,educational individually assessingthephysical,mental these groups of emphasized theimportance Child andAdolescent Psychiatry. Eachof America, andtheAmericanAcademy of Pediatrics, theChild Welfare Leagueof Judges,Court theAmericanAcademy of the National CouncilofJuvenile andFamily for Foster Care andPermanency Planning, available from theNational Resource Center health needs. tomeettheirphysicalandmental services educational needs;and(3)children receive (2) children tomeettheir receive services capacity toprovide forchildren’s needs; (CFSR) process: (1)familieshave enhanced the federalChildandFamily Review Services withthewell-being outcomesusedin started being forchildren incare, New Mexico being (Samuels, 2012a). Memorandum onsocialandemotionalwell- Youth andFamilies’ 2012Information be covered by theAdministration onChildren, many ways,thesetoolsanticipatedwhatwould included aseriesofwell-being checklists.In Protection Best Practices Bulletin. The Bulletin and What You CanDo About It andaChild of Children inFoster Care: What‘s Needed 2000s: abooklet,Ensuring the Well-Being 2011) developed twodocumentsintheearly Mexico’s Improvement Court Project (2012, child welfare systemaddress well-being, New create inthe toolsthatwouldhelpeveryone about themeaningofwell-being andto measures. In tobuildconsensus aneffort more difficulttocapture indiscrete outcome the otherhand,hasbeenharder todefineand permanency were achieved. Well-being, on measure whether, when,andhow safetyand and create indicatorsto performance It hasbeenrelatively easytoconceptualize §629A(a)(2)(B); NMSA1978,§32A-1-3). safety, permanency, andwell-being (42U.S.C. critical goalsforyoung peopleinfostercare: Federal andNew Mexico lawrecognize three Beth AnnGillia,JD,MA Practical Tools for Addressing Well-Being New Mexico’s Well-Being Checklists: 30

From thisbroad view, ourapproach We alsoconsidered thebestinformation When consideringthemeaningofwell- CW 360 o Attending to Well-Being inChildWelfare •Spring2014 to betakennext for achildandfamily. was neededandwould helpinformthesteps would determine whatadditionalinformation The checklists’ questions andtheiranswers informed case-planningdecisionsabout: resources, andneedswouldthenpromote and educationalassessments. mental healthassessments;anddevelopmental exams (forexample,EPSDTscreenings); hearings;medical,dentalandvision court family centered meetings,mediation,and high qualityinformationthrough timely the childwelfare systemtogathersufficient, the toolswere in designedtoprompt everyone well-being needswere beingaddressed. take affirmative stepstoensure thatchildren’s providers,volunteers, service andothers—to judges, attorneys,caseworkers, CASA • • • • • • • • etc.). speech oroccupationaltherapy, tutoring, education, earlychildhoodprogramming, the appropriate schoolsetting(special in appropriate educationalservices care, and appropriate medical,dentalandvision adulthood, transition from fostercare toindependent developmental milestonesandprepare to neededtohelpachildmeet services appropriate psychotropic medicationuse, health), abuse, domesticviolenceandmental forparenting skills,substance services enhancing parental capacitythrough and culturalconnectionsforachild, familial,community, important preserving siblings, extendedfamily), family time(visitationwithparents, placement, Understanding afamily’s history, strengths, By askingaseries ofconcrete questions, Law. Contact: [email protected] of Newthe University Mexico of School Corinne Wolfe Children’s LawCenter at Beth AnnGillia,JD,MAisDirector of the have accomplishedthree things: important retain remarkable vitalityandrelevance. They other things). recreational andmany andsocialservices, and physicalhealth,visitation,education, formental assessments andneededservices (by focusing,forexample,onrequestingcourt information, plantheircases,andadvocate in each toattendwell-being astheygather youth, andguardians adlitemthatrequire for parents’ counsel,attorneysforolder standards adoptedperformance Court example, in2006,theNew Mexico Supreme in otherpracticesanddocuments.For Bulletin andthechecklistsare now reflected the practicesandprinciplespromoted by the when, andby whomthechecklistsare used, Though we have notmeasured how often, in cross-training programs whenrelevant. are available onseveral websites andare used across thestate’s childwelfare system. They been (andcontinuetobe)distributedbroadly • • • children istiedtothewell-being ofparents. They recognized thatthewell-being of ad litem,andattorneyforolderyouth. the caseworker, CASA volunteer, guardian in promoting achild’s well-being, notonly They havehasa clarifiedthateveryone role safety andpermanency. health are inter-related, aswell asrelated to culture, andsocial,emotional,physical for understandingthatachild’s education, their needs,providing abroad framework adopt amore ofchildren holisticview and They have encouragedstakeholdersto A decadeafterbeingwritten,thetools Since theirpublication,thechecklistshave Perspectives

31 Lori Ross, an adoptive parent, wrote about wrote parent, an adoptive Lori Ross, and constant Facebook, “With Myspace, Attorney Peter A. Kenny is Executive is Executive A. Kenny Peter Attorney in Child Time, Inc. Adoption of Director www.hoosierfamilylawyer.com Contact: relationship might involve and can work that and can work might involve relationship into the post-adoption contact agreement. The adoption is also final. Adoption Open vs. Cooperative not the and open adoptions are Cooperative adoption does not in itself give same. Open any legal rights of continuing the birth parent contact or visitation, though it does recognize need for personal information. In the child’s and open adoptions children both cooperative the opportunity through will have to work their questions with their biological parents time. face to face in real has done for openness what social networking in adoption: is internet access, it finally clicked that there no such thing as closed adoption anymore. been hard ago, it might have years Twelve to track us down. birth parents for my kids’ for many of our hard then, it wasn’t even But kids to find their birthfoster and adoptive when they made a choice to do so, parents older than toddlers particularly if they were a not even it’s Now when they came into care. we want to find can find anyone We contest. clicking a few buttons on the computer by we – and our kids can find them faster than can.” parents 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW The pre-adoptive parents also benefit from also benefit from parents The pre-adoptive A cooperative adoption can also be a A cooperative a cooperative adoption. When they already already When they adoption. a cooperative with the birth worked parents, have and know some idea of what a continuing they have plus for birth parents who are facing an who are plus for birth parents not judges are TPR. Since involuntary an either/or decision in to render required the need adoption proceedings, cooperative is TPR proceeding a painful to go through they no longer importantly, eliminated. Most need to fear totally losing their child: Should on their promise, renege parents the adoptive may go to courtthe birth to request parents compliance. origin and even extend family connections, origin and even which is particularly beneficial for children with siblings outside the home. As a majority will inquire (if not all) of adopted children and families of about their birth parents origin later in life, this connection can help to their questions. them find answers Benefits to Cooperative Adoptions to Cooperative Benefits adoptions benefits to cooperative are There particularlyfor all parties for the involved, Lifelong connections and the children. life work of caring adults in a child’s presence social and emotional the child’s to promote adoption can ensure A cooperative well-being. maintain ties to their families of that children

Once a cooperative adoption becomes a cooperative Once have than half the states currently More Cooperative adoption is an appropriate adoption is an appropriate Cooperative Cooperative adoption is an appropriate solution for children in foster care care in foster children solution for is an appropriate adoption Cooperative in mind. well-being with the child’s when it is coordinated permanency solution has not been reached in permanency solution has not been reached the allotted time under federal timelines but for grounds the situation does not provide involuntary TPRs. planned permanency outcome, a child’s and birth parents parents the pre-adoptive of mediation a process usually go through the and negotiation to determine how will be post-adoption contact agreement adoption is then The cooperative structured. in a court formalized proceeding. written and enforceable statutes that allow Information Welfare (Child contact agreements is an example of a 2011). Indiana Gateway, adoption statutestate that has a cooperative The contact can range from (I.C. 31-3-1-13). of information about the a minimal exchange letters, and of cards, child to the exchange photos all the way to personal visits with the birthchild by family members. Peter Kenny Peter family supports a permanent Having overall among those involved child well-being system—belonging welfare in the child security to a sense of to a family provides as the opportunity as well to develop children people who with long-term relationships certain circumstances, about them. In care laws can address adoption state cooperative permanence the issue of ensuring timely expanding while in foster care for children access to caring support networks. children’s a voluntary adoption involves Cooperative (TPR) rights termination of parental for post- enforceable and a legally birth parents birth between adoption contact agreement the cases where In parents. and adoptive with his birth relationship child has a positive and birth parents the pre-adoptive parents, it is in the and all believe trust one another, to maintain the child’s best interest child’s closed with his birth parents, relationship adoptions make no sense at all. when it in foster care solution for children in well-being with the child’s is coordinated when 1) the birth is most effective mind. It each know parents and pre-adoptive parents willing to enter into a post- other and are 2) the birth parents adoption agreement; for their unable to care that they are realize all but they do not wish to sever children contact with the child for life; and 3) a Cooperative Adoption Cooperative Perspectives school placements forthree ofthechildren. advocated strongly for more therapeutic teachers andvisits toclassrooms, she involved. Because ofhercontactswith providersconfidence ofthemanyservice would alwaysfindherwherever shewas. me here.” Christypromised thechildthat she said toher, “Inever thought you wouldfind home, theoldergirlbroke intoasmileand county. When Christyvisitedthematthenew fosterhomeinadifferentplaced inanew months ofChristy’s assignment,thegirlswere homes atthetimeofherassignment. Within had already beenplacedinthree different presence inthelives ofthesechildren, who I sawwhattraumareally lookslike.” “the children’s needsseemedalmostbottomless. acting out,andstealing.According toChristy, children aggression, describedtantrums, sexual challenging. Care providers involved withthe Their behaviors,notsurprisingly, were multiple traumasandplacements. and twoboys. The children hadexperienced a caseinvolving fouryoung children, twogirls being. Once trained,Christywasassignedto the collectionofinformationonachild’s well- Improvement Project (CWCIP) toimprove both developed by theChild Welfare Court thereafter shortly by educationalchecklists, healthy development checklistsfollowed New York State addedtothecurriculum beginning in1999,CASAprograms in by the National CASAAssociation.However, Inc., andfollows thecurriculumestablished the Mental Health Associationof Westchester, Westchester County, through whichisrun program withtheCASAProgram of match. program wasaperfect these children. thatforher, Christyknew the overburdened systemtomore effectively serve profile ofeachchild’s needs,assistingan uniquely positionedtodevelop anin-depth to onlyoneortwocasesatatimeandare agency.service CASAvolunteers are assigned attorneys,andthesocial reports tothecourt, educational needs. They thensubmitwritten medical, mentalhealth,developmental, and well-being andmakeinquiriesintotheir toachild’scritical informationpertaining abuse orneglect,CASAvolunteers identify Assigned by Family Judges Court tocasesof which heightenedhercuriosityaboutthelaw. duty,show aboutitandafter completingjury (CASA) Program afterseeingatelevision Appointedfor theCourt Special Advocates Christy Lang,LMSW, beganvolunteering MorgenBarbara of Children inFoster Care CASA Advocates’ Role inPromoting theWell-Being 32

Christy steadilygainedtherespect and Christy became a stabilizing and reassuring Christy completedthe30-hourtraining CW 360 o Attending to Well-Being inChildWelfare •Spring2014 adequacy of the placement with the service adequacy oftheplacement withtheservice sessions. Andshe continuedtoquestionthe to ensure privacy during thechildren’s therapy freely. Christypersuadedtheagencyinvolved express theirfeelingsaboutthefoster mother came tothehome,children couldnot from thefostermother. Because thetherapist visit.” Christysaidsheheard onlyreprimands bedroom. My dropped eachtimeIlefta heart no stuffedanimalsordecorationsintheir discipline. There were notoys insight,and Christy said,“the home wasallabout girls were beingadequatelyfedandclothed,” the home placementsforthegirls.“While inchangingoneofthefoster instrumental children’s teachers,following thevisits. parents, therapists,andsometimesthe withthefoster andinterviews observations, at theagencyhostingvisits,first-hand withpersonnel was basedoninterviews children andtheirmother. This information critical informationonthevisitsbetween the tutoring tothe5-year-old. Christy madesure theschoolprovided program forassistance.In the meantime, to engageanonprofit schooladvocacy meeting. Christypersuadedthefostermother mother appropriate noticeofthemandatory furthermore, hadfailedtogive thefoster a lengthyschoolsuspension. The school, of theboys, a5-year-old, wasthreatened with changed toamore appropriate setting.One Special Education. The child’s placementwas for areassessment by theCommitteeon much intheafternoons,Christyadvocated because hisbehaviorwoulddeteriorateso sending oneoftheboys homeatmidday When Christylearnedthattheschoolwas Quietly, butpersistently, Christywas Christy alsoprovided with the court explain whyCASAshanginthere!” the bestformeandmysister.” They believe inme. They wishesnothingbut family whoonlywantstocare andlove me. triumphed. Iamlivingahappylifewith It hard wasvery inthebeginningbutI removed andstayed in6different homes. parents thatwasunabletocare forme.Iwas have hadmanydisappointments.Iwaswith this childwrote: who hadwonanessaycontest.In theessay, attended aschoolceremony fortheoldestgirl, that feelhugelyrewarding. Christyrecently there are thoseunexpectedmoments,shesaid, potential andtofindpermanency.” Then this. Ineedtoseethemachieve theirfull against thewall.But Ican’t walkawayfrom where you feellikeyou are hittingyour head fosterhome. nurturing the girlsare and thrivinginasupportive Her persistence finallyprevailed. Today, and affectionthattheydesperatelyneeded. provide thechildren withthewarmth,love, providers, emphasizing thatthehomedidnot [email protected] Association of Westchester, Inc.Contact Program atthe CASA TheMental Health with Advocate Supervisor and aCASA the New York Association State CASA Development andPublicRelations for MorgenBarbara istheVice President of Resource listinthebackof thisissue. improve seethe child well-being, Association’sState CASA to efforts For more information onNew York “That isthebestanswer,”“That Christysaid,“to “During myalmost11years of living,I Christy admitsthat“there are hard days Perspectives

33 Over time, my caseworker and I ended up time, my caseworker Over Jen Hope is an advocate for youth for in Jen Hope is an advocate foster aged out of having care, foster herself after seven years in the care active with system. Jen is currently Resource National the FosterClub, Foster Development, Youth for Center and Foster America, Alumni of Care [email protected] Contact: Leaders. and just take off the flower, the weed will the off the flower, and just take stem just pull the you If grow. continue to the plant will continue of the dandelion of the problem to solve order In to spread. to dig the root need having dandelions, you in When dealing with youth of the plant out. it is important just how to understand care and one another, from truly we are different the next will need to dealing with one kid to is important to help pinpoint It be different. of behaviors/thinking. cause the root and treat I trusted her and felt building a relationship. which enabled me comfortableher, with more In honest with her. and upfront to be more she was able to offer me better advice return, and guidance that helped get me through times. some of the most difficult and pressing I having an understanding of where her By (or at least tryingwas coming from to), her me actions of being honest and clear allowed to form a sense of trust so she could promote my education, in my life through well-being health (emotional and physical), environment, and ultimately my purpose here. 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW She did what I do now when I work when I work did what I do now She One thing that was beneficial for me with was beneficial for thing that One with similar youth or advocates on this or advocates with similar youth does size “one particular realizing topic by services. Another in providing fit all” NOT is that the root important point I stress cause of behaviors—the trauma—needs to problem not just the current be addressed, to a I make a reference at hand. Often one have dandelion, explaining that if you my caseworker was she was honest. Why is was she was honest. my caseworker well-being? importanthonesty so to my own so used to youth are first of all, foster Well to (especially lying to experiencing being lied minds) their to protect in order themselves air to experience. fresh and honesty is a bit of me, the most When she was honest with important it was that she from thing I took as to why and rationale me reasons gave Sometimes happening. certain things were and to-the- simple the best details were me out This helped point with few words. moment she was the personally because from another move, telling me something (about rights, etc.) losing their parental my parents she knew it was only a matter of time before mode, my mind would shift into overdrive and I would start to worry and panic about the point When she made what was next. a better grasp on concise, I was able to have the situation and logically start to think things I on and on, if she went However, through. would find myself getting lost in the details I would have of what she was trying to say. the first fourthonly internalized of what she the other three- and not heard had presented fourths of her explanation.

First of all, everyone is very different— First “Breathing” faithfully” yourself love “To safe and happy to be yourself”“Feeling “Letting go of the past” • • • • Jen Hope tried to define what people have Many what is, and term “well-being” exactly the Merriam- up this fluid concept. exactly makes “the dictionarywell-being as defines Webster or prosperous.” healthy, state of being happy, a help create can workers The question is how in and youth for children sense of well-being foster care? This is child or not. a foster are whether you an important into consideration factor to take when it comes to trying and to promote individual. I am sure well-being in any define exactly well-being thoughts of what everyone’s to their and adjusted different means are what the dictionary beyond personal lives The same thing goes for each and every says. feel is their what youth to know Get youth. personal meaning of this particular own is living I feel well-being topic. Personally to help life purposefully in order my own others find their purpose. Again, this has not is always been my take on what well-being gotten older has changed as I have for me. It life obstacles. I asked a and faced different their and former foster youth of current group means and obtained take on what well-being statements such as: This will ultimately be one of the key factors when trying in foster well-being to create their personal definition Know lives: youth’s of well-being. One Size Does NOT Fit All Fit NOT Does Size One Perspectives violent offenses. individuals whohave committed minor, non- related apprehensions andoftenimplicates responsible foramajorityofimmigration- jail-based program, Secure Communities,is immigration violations. The mostprominent to apprehend individualssuspected of local andstatelawenforcement agencies from worksite raidstocooperationwith the shiftinimmigrationenforcement policy inrecentdeportations years correlates with & Farhang, 2013). The riseinparental (Satinsky,academic performance Hu, Heller, hardship, adverse healthoutcomes,andpoor parentsand deported experienceeconomic research shows thatchildren ofdetained caused by beingseparatedfrom aparent, addition tothepsychological trauma year.of thousandschildren every In parents, negatively impactinghundreds ofimmigrant detentions anddeportations (ICE) have resulted inrecord-setting Immigration andCustoms Enforcement decade, increased enforcement measures by of mixed statusfamilies.Over thepast families are exacerbatedincases further children (Dettlaff &Earner, 2012). system toprotect thesafetyandwell-being of undermining themissionofchildwelfare andbenefits,thereby access tocriticalservices infostercaremore orlack timethannecessary As aresult, children ofimmigrantsmayspend as Special Immigrant Juvenile Status (SIJS). undocumented immigrantfosteryouth, such the immigrationrelief optionsavailable to available toimmigrantfamiliesaswell as andbenefits knowledge oftheservices example, childwelfare staffmayhave limited outcomes forchildren andfamilies.For interests andpoliciesmayresult inadverse when thetwosystemscollide,conflicting communicated orcollaborated. Therefore, by distinct missionsandhistoricallyhave not the federalimmigrationsystemare guided Mindell, &Bruce, 2009). (Dettlaff,Haymes, Velasquez,de Vidal and immigration-related issuestheyentail complicated becauseofthecultural,language, these casesare oftensomeofthemost the attentionofchildwelfare system, roughly 8.6percent ofallcasesbrought to with foreign-born parents onlyrepresent significant childpopulation. Whilechildren address theuniqueneedsofthisincreasingly child welfare system,stillfailtoadequately children, includingtheU.S. that serve Cohn, 2011). Yet, manyofthesystems ofallU.S.childrenone quarter (Passel & Children ofimmigrantsnow comprisenearly Wendy Cervantes Protecting theWell-Being ofImmigrant Children andFamilies 34

The challengesfacingimmigrant The state-basedchildwelfare systemand CW 360 o Attending to Well-Being inChildWelfare •Spring2014 involving primary caregivers,involving parents primary involved exercising prosecutorial discretion incases reminds ICEofitsobligationtoconsider Customs Enforcement, 2013). The directive enforcement measures (U.S.Immigration and and familiesimpactedby immigration to increased pressure toprotect children parental interest directive, inresponse ICE recently implementedapolicy, the Promote Well-Being Policy ChangesThat a U.S.citizen childtoanothercountry. thereLikewise, maybeareluctance torelocate with aparent orbeplacedwitharelative. compromising theabilityofachildtoreunify against undocumentedparents orcaregivers, child welfare judges staffandfamilycourt also shows thatsystemicbiasexistsamong rights inappropriately terminated.Research parents atriskofhavingtheirparental Families Act (ASFA) putdetainedordeported established undertheAdoption andSafe Furthermore, thereunification timelines for theirchildren atthetimeofremoval. case planrequirements ormakearrangements that parents are abletomeetchildwelfare outside oftheirhomecommunityortoensure to ensure thatparents are nottransferred until recently, ICElackedaconsistentpolicy parent toreunify withhisorherchild.Up extremely difficultforadetainedordeported separation from theirfamily(Wessler, 2011). foster care andare atriskofpermanent parentor deported are currently livingin estimated that5,100children withadetained child entersthewelfare system.It is their child’s care iscompromised whentheir parents’ abilitytomakedecisionsregarding parent, relative, orfriend.In somecases, children intheU.S.care ofanother take theirchildren withthemorleave their to makethedifficultdecisionwhether Once achildentersfostercare, itis Parents are facingdeportation forced families. all children, includingchildren inimmigrant that willprotect thesafetyandwell-being of respond by developing policiesandpractices providers concernedwith childwell-being be criticalthatpolicymakersandservice population continuetochange,itwill parents.cases involving detainedordeported and establishesguidelinesfordealingwith judgesonimmigration-relatedcourt issues provides trainingforfrontline staffandfamily state legislature, isanexampleofalawthat Families Act, recently passedby theCalifornia are beingmet. The Reuniting Immigrant children andfamiliesthatenterthesystem now toensure thatthe needsofimmigrant welfare agenciescanalsodevelop protocols provide muchneeded relief forfamilies.Child parents ofminorchildren intheU.S.canalso changes suchasgrantingdeferred actionto reform isaccomplished,administrative policy in mixed statusfamilies. Until immigration facing themillionsofU.S.children living fully address thethreat ofparental separation undocumented immigrantsisthebestwayto that provides apathwaytocitizenship for attending acustodyhearing. ifneedbeforpurposesof enter thecountry child’s care atthetimeofremoval, andre- hearings, makearrangementsregarding their infamilycourt consular officials,participate maintain contactwithcaseworkers and are abletoabideby caseplanrequirements, possibletoensureeffort thatdetainedparents children. It alsorequires ICEtomakeevery U.S. citizen andlawfullypermanentresident proceedings, andparentsin familycourt of [email protected] for theChildren ofContact: Immigrants. First Focus andDirector of theCenter andChildRightsImmigration Policy at Wendy isVice D.Cervantes President of As thedemographicsofU.S.child Comprehensive immigrationreform Perspectives

35 State systems must evaluate why a policy why a policy systems must evaluate State Carla M. Curtis, MSW, PhD is an the College at Professor Associate University. Social Ohio State of Work, [email protected]: Evidence-Based Practice Evidence-Based and create Opportunities exist to promote servicesculturally adaptive line at the front but also in the formation of agency practice and in the formulation of policies in agencies of government. as within all levels as well that all child and it is imperative Additionally, and human social workers, family advocates, service practitioners demand accountability. The use of evidence-based practices is a strategy for ensuring quality in service delivery and accountability for the type of Thus evidence- interventions used. that are based practices must be culturally relevant. Consideration of the use of an evidence- to tackle a child welfare based approach issues of problem—particularly around disproportionality and disparate conditions of service include thorough and outreach—must exploration of the efficacy of the model in needs of the unique well-being addressing African American children. American children in the foster care system system in the foster care American children This relatives. by guardianship must recognize practice within the has been a long established formally African American community—both and informally. of foster care the number that may increase reduce adoptions does not simultaneously in American children the number of African What is the impact of termination foster care. rights (TPR)of parental policy and practice TPR practices within a specific jurisdiction? to determine child closely should be evaluated of color placement outcomes for children in of family members/relatives and the role placement decisions. Kinship guardianship policy that supports and does not penalize family members for stepping up to help care and is culturally adaptive for child relatives both at the national level should be promoted and at the state level. 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW Community based culturally competent Lowering disproportionality rates would effectively increase overall well- overall increase effectively would rates disproportionality Lowering means more care in foster color of children this population—less being for and getting the services families with their staying safely of color children thrive. need to they Kinship Care practice child welfare Family-centered the primacy of the family in the life recognizes of a child and asserts the importance of every child having the opportunity to be raised in The cultural a safe and caring environment. to meet adaptation of policies and programs needs of African the unique well-being enhance opportunities for optimal personal and healthy outcomes. One development way to socially adapt existing systems of care is to strengthen in child welfare for children in community based behavioral investments family disruption Minimizing health care. the necessary supportive and providing and healthy growth to promote environment culturally competent requires development not and families are so that children care domestic violence, others, placed at risk. For in changes in family dynamics resulting may pose or becoming a single parent divorce supportive intervention.challenges requiring the child welfare The intermingling between justice systems furtherand juvenile support resources, the need for behavioral health care costs may decrease as behavioral healthcare corrections. associated with juvenile behavioral healthcare services essential to behavioral healthcare are Behavioral Health Care Behavioral advocates welfare child As a system of care, the structuring encouraged to consider are and servicesof programs the to address and their caregivers. of children well-being capable competent professionals Culturally of assessing the needs of each child and family member will play a critical role in experiencing successful outcomes and child well-being. promoting family engagement are followed there will there followed are family engagement clients, workers, between be high interaction a such instances, In and family advocates. to which case determination of the extent true of neglect indicators dynamics involve symptoms of poverty as opposed to signs and would prevail.

The following recommended strategies for recommended The following Increasingly child welfare agencies use child welfare Increasingly assessment tools as a way to systematically of risk in keeping children assess the level concerns with the use Two in their homes. safety and risk assessment of structured or social conditions 1) poverty tools are: of African the representation may increase process, in the removal American children and 2) the use of assessment tools is not the any effect on reducing expected to have of African disproportionate representation in the system. A cultural American children would adaptation of the assessment process to consider the be to encourage investigators from derived extent to which conclusions are of the child and an informed perspective principles of If cultural background. family’s Strategies for Reducing for Strategies Disproportionality Assessments Increasingly within the child welfare system the child welfare within Increasingly of is disproportionate representation there compared care in foster minority children general population to their numbers in the 2013). Additionally, & Curtis, (Denby disparate experience minority children or services to servicestreatment compared may who to Caucasian children provided is There be in similar positions/condition. among also evidence of overrepresentation mental disabilities with physical and children investigation system; close in the foster care a disproportionate of these number will show African In of color. children are children in Child and Families American Children of Services Adaptation Cultural Welfare: Ramona Denby, Dr. (2013), my coauthor, a systematic way of thinking and I provide and families of children about the well-being disparate experiences in aimed at reducing and family among children service provision system. A members in the child protection in disparate experiences should reduction disproportionality in lowered ultimately result among African Americans and other racial and ethnic children—particularly disproportionality rates minorities. Lowering well-being overall increase would effectively of color in for this population—less children of color safely children means more foster care staying with their families and getting the services they need to thrive. disproportionality and associated reducing and Curtis Denby taken from content are (2013). Carla M. Curtis, PhD MSW, Promoting the Well-Being of African American and Other At-Risk At-Risk Other and American African of the Well-Being Promoting Protection in Child Children Perspectives comfortable. Somecomfortable. ofthesenegative behaviors becausethisiswhatwas and destruction create anenvironment thatwasfullofchaos were offering.Our children worked hard to we kids wouldmeltinandacceptthecomfort away. Aftertheinitialresistance, we foundthe they resisted usby kickingandpushingus soothing musicandrock ourchildren while to sooththeemotionalpain. coming upwithsafetystrategiesandseeking how,way theyknew whileatthesametime ways sotheycouldexpress theirpaintheonly our children neededspacetoreact innegative toexpress.were Over time,we trying learned andpainourchildrenconsideration thehurt discipline behaviorswithouttakinginto driving theirbehaviors.Earlyon,we would detective aswe uncovered the pain thatwas from ourchildren abouttheirlives andpart studentwhilelearningallwe could part place ofhealing. understanding ofhow our homeneedstobea During thisprocess, we developed anew these children helpingthemmove forward. andgive toolsto that wouldoffersupport months we were challengedtocreate ahome many intensefears.Over thenexteighteen significant developmental delays,and three entered ourhomewithbroken spirits, Almost twoyears agoasiblinggroup of Nathan Hough&Christy Building aHealingHome 36

After rages,manytimeswe wouldplay To beginthehealingprocess, we became CW 360 o Attending to Well-Being inChildWelfare •Spring2014 compassion continuetogrow ashetends kennel inourson’s room, we have seenhis safety andpurpose.Aftersettingupher our homeandbrought withherasenseof Georgia, anIrish Setter, wasadoptedinto became hiscompanionandresponsibility. We thenintroduced familypetthat anew we behaviors. began seeinglessdestructive As we beganreinforcing identity, thisnew the houseandhiscompassionateheart. identity focusingonhishelpfulnessaround destructive. very We worked tocreate anew nicknamed “terror monster” becausehewas from thedayatsupper. stuff” daughter oftenaskstotalkaboutour“good our children dotothepointwhere ourmiddle of ourtimefocusingonthepositive things behaviors. We spendingthemajority started saw asignificantdecrease inthosenegative understand whytheywere we sodestructive, to notreact withintensitybutseekto spray-painting avehicle. Once we learned andmakeup,dumping perfumes andeven included: puttingfecesontoothbrushes, uncovered thepainthatwasdrivingtheirbehaviors. all we could from ourchildren abouttheirlives andpartdetective aswe To beginthehealingprocess, we became partstudent while learning Before enteringourhome,sonwas in understandingwe alonecannotmeetall needs tomaintain. softening inthehard exterior shefeels toward him. We have seenasignificant she petshimandthekindwords shespeaks see compassioninthetenderwaywhich She now isconnectedwithhimandyou can Paddy afterinitiallywantingnoconnection. of timesheslowly begantodrawclose first doginaviolentway. Over thecourse other dog,Paddington, despitelosingher middle childhasdeveloped affectionforour into thebathtubforagoodcleaning.Our not afraidoralone,andonoccasionsnuck offered otherstuffedanimalssoshewas Rosie wrappedinblankets tobekeptwarm, attending to,too. Gradually, we sawMs. recognize Ms.Rosie had needs thatneeded Rosie’s well-being. Over timeshebeganto at people. We beganaskingaboutMs. dragged across thefloor, andeven thrown Ms. Rosie wasinitially hit,slapped,choked, child toababy dollshenamed“Ms.Rosie.” to herneeds. We introduced ouryoungest Another part ofbeingahealinghomeis Another part Perspectives

37 e ar elf As the social worker supportingAs the social worker healing Erin Wall, MSW, APSW, LGSW is LGSW MSW, APSW, Erin Wall, at Integrative Practices Coordinator Services. Contact: Anu Family [email protected] and placed the children in individual in individual the children and placed was When very progress little therapy. observed, decided to try the team more The decision healing practices. integrative in Equine- children was made to place the as this was an Assisted Psychotherapy therapy. trauma-focused effective extremely in just three made gains The children that they things months and addressed touched on in their previous even hadn’t therapy. the to validate my responsibility it’s parents, supporting them through foster parents, scheduled visits and helping them regularly say this often We ongoing respite. to secure but healing parenting about foster care, must is emotionally taxing, and workers need to heal when the parents recognize to help the want parents we If themselves. the parents to allow have kids heal, we the and heal from through time to process experiencing. secondary trauma they’re but is exhaustive, foster parenting Healing their through to work the youth it allows trauma in a way that will make a lifelong well-being. overall and achieve difference ed Studies Child W in or Advanc 2014 • Spring Welfare in Child Well-Being to Attending o Center f 360 CW Guide case planning around strengthening strengthening planning around Guide case youth connections aimed to and strategies practices Evaluate permanence relational increase Measure permanent, supportive permanent, connections Measure care youthfor in foster During this process we had reached into had reached we this process During My role for the Houghs was as for the Houghs role My As we learned the extent of the children’s learned the extent of the children’s As we I am the case manager of the three of the three I am the case manager •  •  •  our standard treatment modality toolbox modality toolbox treatment our standard their support and sounding board. Our Our their support and sounding board. focused on possible were conversations of the children’s triggers and re-enactments was to be the foster role past trauma. My support, they were because parents’ caring for these emotionally exhausted from children. highly traumatized abuse, we could understand why they abuse, we the behaviors and outbursts that displayed The key seeing. were the foster parents was that they’d parenting to the Houghs’ in, instead of pushing pull the children these express when they would them away, to feel the children This allowed behaviors. and heard. safe, loved, children at the Hough Healing Home. After After Home. Healing at the Hough children our team quickly placed, were the children ages, that, despite their young discovered traumatized the most were these children team members had with whom the children worked. ever What is a Healing Parent? How does that How Parent? What is a Healing What does that Parent? a Foster differ from These worker? mean for me as the social team and I have the questions that my are Services struggled with at Anu Family during this past year. Erin Wall, MSW, APSW, LGSW Erin Wall, Working With Healing Parents: Providing Foster Foster Providing Parents: Healing With Working Lens Healing an Integrative Through Care Youth Connections Scale Youth supervisors, practitioners, for A tool practice of child welfare & evaluators Learn more at http://z.umn.edu/YCS at Learn more

As a whole, we strive to accept our strive As a whole, we Christy Hough is a foster parent parent Christy Hough is a foster Services. Contact: Anu Family at [email protected] Nathan A. Hough, TMFT is a foster A. Hough, TMFT is a foster Nathan Services. Contact: Anu Family at parent [email protected] the needs of our children, and recognizing and recognizing children, of our the needs the support many needed can come from bring mail lady would Our places. different letters kids and would leave candy for the instructor A local karate of encouragement. their who would often walk and his wife our neighborhood struck dog around a up and eventually with our children relationship family church sensei. Our became our son’s but still had to offer, saw the worst our kids with kindness. Our chose to embrace them their Sunday come to admire have children adults, and many school teachers, the young models as role church other members of our also very were We to be like. they aspire utilized, we providers in the respite selective modeled different choosing families that of thread the common home styles but have and acceptance. love, respect, in the moment and they are where children mistakes to happen, seeking teaching allow seek We moments instead of swift correction. can support our children networks to create But on outside our home without fear. rely compassion through cultivate most of all, we and our belief friends, pets, utilizing family, in God. Perspectives state thatare interested insuchwork. schools andcountysystemsthroughout the it provides aroadmap andmodelforother children andyouth infostercare. We hope reducing barrierstoschoolsuccessfor Ramsey CountyHuman we Services, are between Saint Paul Public Schoolsand advocates fortheireducation. and communitysotheycanbesuccessful stay connectedtotheirschool,friends, we cantohelpthesestudents do everything oneofourstudentsinfostercare and every to thelearning,health,andwell-being of school andhome.Bothagenciesare dedicated problems, andare happierandhealthierat academic goals,are lesslikelytohave behavior environments are more likelytoreach their know thatstudentswhohave stableschool Ramsey CountyCommunityHuman Services children infostercare. procedures toensure educationalstabilityof strives tocontinuallyimprove policies and and academicsuccess. This partnership educationalstability ofsupporting importance whoalsounderstoodthe Department Services withRamseyCountyHumanpartnership from astronglycame tofruition developed and youth infostercare. This program to ensure theeducationalstabilityofchildren whoseresponsibilityestablish adepartment is school districtinMinnesota toformally time ofplacement. the schoolinwhichtheywere enrolled atthe toensurepartnership thatachildremains in and localschooldistrictwork togetherin the Act assures thatthe childwelfare agency school andrecords are notdelayed. Thirdly, the childisimmediatelyenrolled inanew best interest ofthechild,Act assures that If remaining inthesameschoolisnot the schoolchildiscurrently attending. current educationalsettingandproximity to child infostercare takesintoaccountthe face. The Act assures theplacement ofthe separation, andinstabilitythesechildren positive countermeasure totheabuse,neglect, schoolcanbea enacted tomakecertain and Increasing Adoptions Act of2008was care, The Fostering ConnectionstoSuccess stability forchildren andyouth infoster Underscoring ofschool theimportance Tinucci,Becky Hicks,MEd,LSW&Mary MSW,LICSW Lessons LearnedFrom SaintPaul, Minnesota Increasing SchoolStability for StudentsinFoster Care: 38

Through thiscross-systems partnership Both Saint Paul Public Schoolsand Saint Paul Public Schoolsisthefirstpublic CW 360 o Attending to Well-Being inChildWelfare •Spring2014 Create Options for Transportation Engage Key CommunityPartners Work withData Importance of Clear &Shared Vision Lessons Learned: • • • • • • • • • • • • • establishing acontact ineachagencywho Establish inter-agency collaborationby solutions Seek safe,economical,andcreative behalf ofyouth infostercare foster parents theirwork on tosupport withschoolstaffand Educate andpartner school successofchildren andyouth incare promote theeducationalstabilityand Establish amulti-agencytaskforce to community available tochildren infostercare inthe Identify potentialresources andservices students the educationalneedsofthispopulation meetings tofamiliarize theseagencieswith children infostercare andsponsor Identify otheragencies thatsupport children infostercare etc. topromote schoolstabilityfor work groups, schooldistrictcooperatives including children’s justiceinitiatives, state Participate inlocalcollaborations from allparties Ensure regular andaccuratedatainput welfare, dataavailable toallusers andcourt allows forreal-time education, child system thatisshared across systemsand Consider theimplementationofadata agency partnering toincludethe current contractsofservices Consider thepossibilityofadjusting requesting andsharingrecords Establish cross systemprotocols for may already this support taking intoconsiderationstatelawthat child welfare andthelocalschooldistrict(s) Create adatasharingagreement between vision areality policy andprocedures thatwillmakethe in care whoare willingtoimplement ofschoolstabilityforchildrenimportance systems whoshare avisionofthe Identify keystakeholdersfrom both [email protected] Paul Contact: Saint Public Schools. Worker with Fostering Connections, Tinucci,Mary MSW,LICSWis Social [email protected] Paul Contact: PublicSchools. of Fostering Connections,Saint Becky Hicks,MEd,LSWisSupervisor andProvideIdentify Key Services • • • • • • • • • • • • • • • other children children incare are assafetheyare for Ensure thatmodesfortransporting a school procedures to insettinguptransportation Ensure allcasemanagersare aware ofthe forchildrentransportation infostercare the provision andcoordination ofschool Consider enactingstatelegislationtofund for schoolselectionpurposes determining thebestinterest ofthechild shouldnotbeafactorin transportation Remember thecost ofschool and IDEA) (Fostering Connections,McKinney/Vento taking intoconsiderationcurrent statutes provision andfundingoftransportation Develop policiesandprocedures forthe transportation can assistinthecoordination ofschool when needed Advocate forspecialized schoolservices of origin systems toassure studentsremain inschool Coordinate between transportation workers options tostudents,families,andcase Provide educationofcredit recovery educationoptions post secondary Assist withapplicationstocollegeorother county benefits,andmentalhealthservices Make referrals formedical, legal,food, Share educational andchildwelfare records appropriate schoolswhen and transferstonew Assist withimmediateschoolenrollment extracurricular activities Assure in theaccesstoparticipation Ensure free schoolmeals of originduringplacementchanges Assist inkeepingstudentstheirschool Perspectives

39 about meaning-making. We tend to feel tend to We about meaning-making. ask questions, when children annoyed particularlywhen those questions Perhaps the difficult to answer. are those around that ensue conversations important than answers more questions are to those questions. some spiritually- Consider incorporating with based interventions work into your yoga journaling, or Meditation, children. could be might be practices children to use children Allow taught to utilize. Use lives. losses in their rituals to mark wonderment. as a tool to foster nature might be religiously- who children For inclined, encourage connection to a faith community. • Conclusion such as social work, to approaches Traditional holistic assessment perspective, the strengths and intervention, and meeting clients “where the integration of clients’ promote at” they’re Understanding spirituality in our work. quest for meaning- spirituality as a universal making and purpose in life opens narrowly- definitions of spirituality in ways conceived of clients accessible to the diversity that are system and the diversity in the social work who engage those clients. of social workers and nurturing spirituality in the Recognizing has immediate effects that of children lives challenges while can ameliorate here-and-now practices, and a worldview, helping to develop a sense of hope that can be helpful as people the lifespan. challenges across address and PhD is Professor L. Barker, Stacey the Department for Director Program Nazarene Eastern Social at of Work in Quincy, Massachusetts. College [email protected] Contact: 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW Social work professionals first need to professionals work Social Self- spirituality. of their own be aware is the most important aspect awareness the of feeling comfortable addressing spiritual concerns of clients as they arise our personal biases and of decreasing about the ways in which spirituality may diverse by be understood and expressed clients. to build trust with the children hard Work While trust is paramount in care. in your relationship, worker-client a collaborative system in the child welfare many children experienced situations in already have not trustworthy. which the adults were sense that it is safe builds a child’s Trust with others, one to build relationships important way that humans connect to themselves. something beyond ask— open to the questions children Be are often those questions, at the core, • • • Not only does spirituality have the potential to impact the lives of children of children impact the lives to the potential have does spirituality Not only assist could in children, if nurtured situations; spirituality, in their current the lifespan. across events navigation of life in the successful Ideas for Fostering Fostering Ideas for in Spirituality in Children System the Child Welfare people cope with challenges and offers hope then, not only does in times of crisis. So, the potential to impact the spirituality have situations; in their current of children lives could in children, if nurtured spirituality, assist in the successful navigation of life events the lifespan. across are naturally enthusiastic; they reach out to out enthusiastic; they reach naturally are including Play, relationships. people to form and imaginative. artistic is creative endeavors, with a sense of awe ask questions Children to others. bring joy Children and wonder. supports potential the addition, research In overall on robust spirituality benefits of a to the Handbook According well-being. King, (Koenig, and Health of Religion that source & Carson, 2012), a seminal 3,000 studies over from research synthesizes and religion on the effects of spirituality spirituality on health and mental health, impacts of can ameliorate the negative certain mental health issues like anxiety and spirituality can enhance self- depression; esteem and self-efficacy; spirituality helps

While spirituality is not the same concept Spirituality and Child Well-Being of the typical ways that children Many excellent are interact with their environment Children for fostering spirituality. avenues What is Spirituality? term that encompasses is a broad Spirituality quest for meaning-making, or a person’s considers perspective purpose in life. One experience; that spirituality to be a universal attempts way, each person, in his or her own to connect with something bigger than and This is true for children themselves. beyond in and at that stage of the life cycle as well, in their need the adults children particular, to model spirituality and to promote lives learning to spiritual connections as they are their spiritual lives. cultivate the two go hand-in-hand for as religion, which is one way through some. Religion and expressed. spirituality can be nurtured some, For it is not the only way. However, connections through spirituality is fostered or art; for others, silence or with nature which through an avenue meditation provides people transcend their day-to-day experiences. can also foster relationships Human experience we ourselves; connections beyond contribute to the lives gratitude as we and joy of social the profession this way, of others. In This broad itself is a spiritual endeavor! work then, is relevant understanding of spirituality, engaged in clients who are for the diverse in the child children social work—including system. welfare Stacey L. Barker, PhD, MSW L. Barker, Stacey history too long ago in the of the wasn’t It beenhave that it would profession social work to write an article controversial considered spirituality in social of role about the positive legitimate from practice; stemming work overstepping concerns about social workers boundaries,their personal and professional in ourspirituality was not a consideration for framework bio-psycho-socio-cultural the past In behavior. understanding human social work couple of decades, however, that affirms research conducted scholars have the importance can play in the lives spirituality spiritual the ignore To serve.of the clients we identity and experience aspects of someone’s and resources potential strengths is to ignore of change.that might be helpful in the process increasingly practitioners are While social work comfortable with incorporatingmore with clients, are spirituality into their work their social through prepared social workers to do so? educational programs work The Positive Role of Spirituality in Child Well-Being in Child of Spirituality Role Positive The Perspectives the attentionofchild welfare professionals when appliedto children and youth begs communities inwhichtheylive. This belief aspectof people’stouches every lives andthe shift tothebroader notionofwell-being that to healthorillnesswellness, butrathera to encompassnotjustashiftfrom disease world goeswell beyond healthcare andneeds needed intheUnited States andaround the of abeliefthatthesocietaltransformation and developed by Kreitzer (2012)grew out The well-being modeldescribedinthisarticle A New ModelofWell-Being flourishing. gold standard formeasuringwell-being is of elementsthatcontributetoit,andthe captures well-being, rather, there are anumber Seligman, there isno single measure that conditions ofsuchalife.According to livingandthenbuildingtheenabling worth an active stateofexploringwhatmakeslife of well-being. He describeswell-being as goal,theunderstanding toanew misery focus ofpsychology torelieve from trying Flourish (2012) thathisgoalwastoshiftthe psychology movement, writesinthebook factors thatcausedisease. human healthandwell-being, ratherthanon approach thatfocusesonfactorssupport coined thetermsalutogenesistodescribean Antonovsky (1987),aprofessor ofsociology, or infirmity. Over 30 years ago,Aaron being andnotmerely theabsenceofdisease complete physical,mental,andsocialwell- Organization definedhealthasastateof cause disease.In 1946, the World Health on diseaseandpathogenesis,factorsthat many healthcare systemsaround theworld it hasbeenovershadowed by thefocusin nothingless. home care, deserve thoselivinginout-of- systems, particularly from public,tribal,andprivate childwelfare are flourishing.Children who receive services but energized; resilient andsafe.In we short, purpose, people,andcommunity;peaceful this state,we feelcontent;connectedto or alignmentinbody, mind,andspirit.In Well-being isastateofbeinginbalance JoKreitzerMary PhD,RN,FAAN A Well-Being Framework for Consideration inChildWelfare 40 of theirlives andto supporttheminattaining theirfullpotential. maltreatment to restore andmaintain functionandcapacity inevery aspect Our role isto helpchildren andyouth whohave experienced trauma and

Martin Seligman, thefatherofpositive Well-being concept,but isnotanew CW 360 o Attending to Well-Being inChildWelfare •Spring2014 is fatal.” It hasbeenwell documentedthat“isolation act. Interpersonal relationships are essential. the cultivation ofrelationships isnotapassive overall well-being andalsoacknowledges that powerful influence relationships have onour The domainofRelationships stresses thatthe Relationships environmental, andgeneticinfluences. we eat,exercise, stress, sleep, aswell associal, fromhealth isaffectedbythefood everything emotional, andspiritualhealth. We know that The Health domainencompassesphysical, Health being iseroded. sense ofsafetyandsecurityoverall well- purpose inlife,butiftheylive infear, their have excellent physical healthandastrong the homeandcommunity. People can economic, physical,andlegalwell-being with The Safety andSecurity domainincludes andSecurity Safety of well-being. brief descriptionofeachthedeterminants personal well-being isaffected.Below isa any ofthesefactorsare compromised, our perception ofsafetyandsecurity. When in whichwe live, ourenvironment, andour relationships, thevitalityofcommunity and meaninginlife,thequalityofour Figure 1,includingoursenseofpurpose impacted by otherfactorsillustratedin impacted by ourhealth,butitisalsoheavily contribute significantlytoflourishing. believe thatthedimensionsinthismodeleach them inattainingtheirfullpotential. We aspectoftheirlives andtosupport in every restore andmaintainfunctioncapacity experienced traumaandmaltreatment to is tohelpchildren andyouth whohave those whohave beenabusedandneglected. permanency, andwell-being onbehalfof who are chargedwithsecuringthesafety, At apersonallevel, well-being iscertainly Simply put,thismeans thatourrole Minnesota. Contact: [email protected] of Nursing,both of at theUniversity & HealingandProfessor intheSchool Director of theCenter for Spirituality JoKreitzer,Mary PhD,RN, FAAN is religion. Purpose mayalsoincludespiritualityand/or direction, andtheabilitytocreate meaning. life decisions,shapingofgoals,asense realize. The Purpose domainisinclusive of “purpose matters,” likelymore than people A keymessageinthisarea ofwell-being isthat Purpose of stress hormones. rate,muscletension,andtheproduction heart physical well-being, reducing bloodpressure, feel betteremotionally, itcontributestoyour lives. Exposure tonature notonlymakesyou of air, water, andtoxins onourindividual and otherlivingthings.It includestheimpact framework isfocusedonexposure tonature The Environment domainofthewell-being Environment accomplish whatwe can’t onourown. Socialequally important. networks allow usto these communityresources. Social capitalis and parks, alongwithequitableaccessto schools, including housing,transportation, to thisistheinfrastructure ofthecommunity, examples.Keyand educationbeingjustafew well-being inmanyways—ourhealth,safety, community we live inimpactsourindividual thatthe The domainofCommunityasserts Community Well-Being SixDomainWheel Figure 1. Continued

41 However, some families that have that have families some However, long histories of instability coupled with of instability coupled long histories skills, and low deep poverty, disabilities, term longer trauma will require to exposure supportive services access to coupled with the limited funding Given housing. affordable for supportive housing, communities levels placements to be strategic in deciding have and offer supportive to only those housing longest periods families experiencing the of highest levels of housing instability and vulnerability and challenges. Richard A. Hooks Wayman is the CEO Wayman A. Hooks Richard Executive Inc. and former LUK, of Hearth of Connection. Contact: Director [email protected] of Hunnik is Director Ben Van and Evaluation Research Information, Hearth at Connection. Contact: [email protected] Director is Program Grovender Kelby Hearth at Connection. Contact: [email protected] 2014 • Spring Welfare in Child Well-Being to Attending o 360 CW Prevention strategies, such as cash strategies, such as cash Prevention assistance, housing subsidies, and domestic assistance, housing subsidies, violence supportive services, can avert it starts. Rapid re-housing homelessness before limited and targeted assistance that provides families is intended to help low-income on shelters reliance transition quickly from and homeless service to self-reliance programs that they pay for with in housing of their own work. earnings from Supportive Housing as a Meaningful Supportive and Child Homelessness Family Solution to page 27 Continued from Donna McNamara is a Research McNamaraDonna is a Research Saint University. at Louis Assistant [email protected] Contact: at PhD is a Researcher Pierce, Kathy University SchoolSt. Louis Medicine, of of Division Pediatrics, Department of Contact: Pediatrics. Developmental [email protected]

For more about the Queen of Peace of Peace about the Queen more For Therapeutic daycare services are provided services provided are Therapeutic daycare programs, both adult and children For Jerri Michael, BS is Director of of Jerri Michael, BS is Director Child and Maternal at Programs Health Coalition. Contact: Family [email protected] Lara Pennington, MSW is Executive MSW is Executive Lara Pennington, Center. Peace Queen of at Director [email protected] Contact: Rosalie Dickens is Director of Programs Programs of is Director Rosalie Dickens Center. and Services Peace Queen of at [email protected] Contact: Dr. Zand is a licensed clinical clinical Zand is a licensed Dr. Professor and Associate psychologist Saint University, at Louis Pediatrics of School Medicine. Contact: of [email protected] Center’s Family EMPOWERment Project, Project, EMPOWERment Family Center’s at website Center’s of Peace visit the Queen . http://www.qopcstl.org/ Conclusions born to mothers who abuse Children at high risk for poor substances are that show trajectories. Data developmental capacity and child parental promoting by it possible to mitigate this risk, well-being, their potential. to maximize enabling children Ages and Stages Questionnaire-3 and Ages Questionnaire-3 Ages and Stages Emotional Questionnaire-Social and Stages 2002; Squires, Twombly, & Bricker, (Squires, 2009). Children & Potter, Bricker, Twombly, referred immediately are positive who screen child development to a local university-based and pediatric center for additional assessment follow-up. accompany their ages 0-4 who to children Services focus on the mothers to treatment. and social/ language, physical, cognitive, of the child, with emotional development Creative staff using curriculum from program 1999). (Geller, Pals and Al’s Curriculum and are a daily routine follow Activities developmental to meet each child’s tailored include singing, music and needs. Activities dramatic, art, expressive, reading, movement, in enrolled Children play. and free sensory, early intervention services onsite also receive community providers. therapies from assessed on a and outcomes are processes changes are basis and data-driven regular services. made as needed to improve Queen of Peace Center’s Family Family Center’s of Peace Queen An Innovative Project: EMPOWERment Infants in Well-Being Fostering for Program and Young Children of Mothers With With of Mothers Children and Young Addictions page 26 Continued from Resources 42 Conversation between Manager&Supervisor Conversation between Supervisor&Worker others to encourage thoughtful discussion abouttheinformation presented inthisissue. The AgencyDiscussion andmanagersinitiate Guideisdesignedto conversations helpbusysupervisors with Agency Discussion Guide

3. 2. 1. 4. 3. 2. 1. consider well-being asthey work withchildren, youth, andfamilies involved inthechildwelfare system? collaborative work. Asasupervisorinchildwelfare, how can you encourage others outsideofchildwelfare to and practices payattention to achild’s well-being needs.Stillothers emphasizetheimportance ofcross-system attending to childwell-being interms ofbehavioral health,andCervantes (p34)asksthatimmigration policies Mexico’s courts asawayto attend to achild’s well-being needs. Curtis(p35)talks abouttheimportance of Gillia (p30)discusses Well-Being Checklists thatare frequently usedbyjudges,attorneys, andothers inNew ways inwhichyou could encourage workers to consider spiritualityasthey work withchildren, youth, andfamilies? As asupervisor, how can you address thesensitive topic ofspiritualityinterms ofchildwell-being? Whatare some (p 40),andCross (p8)allinclude‘spirituality’ asanessential domainindefiningandmeasuring child well-being. one’s “quest for meaning-making”orpurpose.Barker (p39),SemanchinJones&LaLiberte (p6),Kreitzer overall childwell-being. ThewayspiritualityisdefinedbyBarker isnotsomuchasenseof religiosity, but rather Spirituality andpurposeare emphasizedinafew ofthearticles inthisissue ashavingastrong contribution to Langford &Badeau (p24),Franck Meyer &Petersonp 22),&Kreitzer ( (p40). the agencyinorder to dothis?SeeSamuels&Anderson (p4),SemanchinJones&LaLiberte (p6),Cross (p8), being andbeginintegrating well-being tenets into agency-widechildwelfare practice? Whatdoyou needfrom and frameworks resonates most withyou? How can you take whatyou learned aboutdefiningandmeasuring well- definition of well-being from theperspectives of various modelsandframeworks. Which ofthesedifferent models Several articles intheOverview sectionaswell asafew scattered throughout thepublication consider the et al.(p20),andPiescher&LaLiberte (p14). How can we dobetter? SeeChang(p10),Biglan p 18),Morgen (p32),Hicks&Tinucci (p38),Cervantes ( p 34),Cloud have seeninworking across systems andinteracting withprofessionals andadvocates outsideourown system? children andyouth withwhomwe work are involved inmore thanonesystem. Whatare someofthechallenges you Working across systems effectively isonewayto attend to well-being inchildwelfare practice, asmanyofthe Langford &Badeau (p24),&Kreitzer (p40). change after reading thisissue? SeeSamuels&Anderson (p4),SemanchinJones&LaLiberte (p6),Cross (p8), how doyou define well-being? Whatdoes well-being inachild look like to you? Didtheway you viewed well-being After reading thispublication andlearning aboutthedifferent waysresearchers andpractitioners define well-being, (p 29),Gilgun28Hough&36Wall (p37),Cervantes (p34),Curtis35&Barker (p39). others whosupportthemto helpthemhealfrom theimpactsoftrauma? SeeKovan &Anda(p15),Webb-Jackson have experienced trauma –inwhatwayscan you supportthosechildren, theirparents (resource and birth),and practice. Whatare somethingsyou can doto attend to childwell-being? Thinkaboutyour work withchildren who Nearly allofthearticles offer somesortofinsight into how childwelfare workers can attend to well-being intheir to doingso,andhow can we overcome these? practice? How can we changeand/orimprove thewaywe address well-being? Whatare somebarriers orchallenges Cloud etal.(p20),andWall (p37)articles. Inwhatwaysdowe currently incorporate awell-being focus into our Consider thearticles thatdiscuss organizational change,namely theFranck Meyer &Peterson (p22),Mayer (p23), CW 360 o Attending to Well-Being inChildWelfare •Spring2014 CW360o Attending to Well-Being in Child Welfare • Spring 2014 43

Resources o Well-Being Frameworks About CW360 • ACYF Well-Being Framework: http://z.umn.edu/kls (see Appendix 1, p. 21) Child Welfare 360o (CW360o) • Framework for Well-Being for Older Youth in Foster Care: http://z.umn.edu/klr is an annual publication that • Relational Worldview: http://z.umn.edu/klt provides communities, child welfare professionals, and other • CSH Well-Being Model: http://z.umn.edu/klu human service professionals • Child Well-Being: A Framework for Policy and Practice (Chapin Hall archived webinar: comprehensive information on the http://z.umn.edu/kkt latest research, policies and prac­ Reports and Indicators on Well-Being tices in a key area affecting child • America’s Children: Key National Indicators of Well-Being: http://www.childstats.gov/ well-being today. The publication uses a multidisciplinary approach • The State of America’s Children (Children’s Defense Fund): http://z.umn.edu/kmk for its robust examination of an • KIDS COUNT (Annie E. Casey Foundation): http://www.kidscount.org important issue in child welfare • Statistics on Child and Family Well-Being (Child Welfare Information Gateway): practice and invites articles http://z.umn.edu/kmi from key stakeholders, including • Children’s Well-Being: Indicators and Research series, edited by A. Ben-Arieh. Available families, caregivers, service from http://z.umn.edu/kmm. providers, a broad array of child General Child Well-Being Resources welfare professionals (including educators, legal professionals, • Center for the Challenging Child: http://z.umn.edu/klw medical professionals and • The Center for Child and Family Well-Being: http://z.umn.edu/klv others), and researchers. Social • Raising the Bar: Child Welfare’s Shift Toward Child Well-Being (CSSP & SPARC): issues are not one dimensional http://z.umn.edu/kmo and cannot be addressed from • Child Well-Being (Child Trends): http://z.umn.edu/kms a single vantage point. We hope o • Promoting Child & Family Well-Being (Child Welfare Information Gateway): that reading CW360 enhances the http://z.umn.edu/kmt delivery of child welfare services across the country while working Education & Child Well-Being towards safety, permanency and • Child Well-Being: The Intersection of Schools and Child Welfare (Chapin Hall): well-being for all children and http://z.umn.edu/kmp families being served. • Meeting the Education Requirements of Fostering Connections: Learning from the Field: http://z.umn.edu/kmx • The Texas Blueprint: Transforming Education Outcomes for Children & Youth in Foster Care (state example): http://z.umn.edu/kmy Courts & Child Well-Being • Ensuring the Well-Being of Children in Foster Care: http://z.umn.edu/kko • Well-Being Checklist: http://z.umn.edu/kkp CASA Programs & Child Well-Being Want to keep • Child Welfare Court Improvement Project—2006 Annual Report (pp. 11-13): o http://z.umn.edu/kkm receiving CW360 ? • The Essential Advocate: Using CASAs to Promote Child Well-Being: http://z.umn.edu/kkn We recently updated our subscriber Trauma & Child Well-Being list. To continue receiving CW360° at no charge, please subscribe to our • NCTSN Child Welfare Trauma Training Toolkit: http://z.umn.edu/kkq mailing list by visiting • Trauma Center at Justice Resource Institute: http://www.traumacenter.org http://z.umn.edu/cwupdate • Adverse Childhood Experiences (ACE) Study: http://z.umn.edu/kly and selecting • Gilgun, J. F. (2012). The NEATS: A child & family assessment (2nd ed.). Available on Amazon. CW360° (print version) or • Lieberman, A. F. (2004). Traumatic stress and quality of attachment: Reality and CW360° (online version). internalization in disorders of infant mental health. Infant Mental Health Journal, 25(4), 336-351. Find archived issues Resources Discussed in this Issue (not listed above) of CW360° at • The ARC Organizational and Community Intervention: http://z.umn.edu/klx http://z.umn.edu/cw360 • Summary of ACYF Projects in FY 2012 on Integrating Safety, Permanency, and Well-Being for Children and Families in Child Welfare: http://z.umn.edu/klz CASCW Non-Profit Org School of Social Work US Postage PAID University of Minnesota Twin Cities, MN 205 Peters Hall Permit No. 90155 1404 Gortner Avenue Saint Paul, MN 55108

0 CW360 0 a comprehensive look at a In This Issue of CW360 prevalent child welfare issue

• Current federal initiatives and grants to address well-being among children in the child welfare Feature Issue: Attending to Well-Being in system Child Welfare, Spring 2014 • A summary of well-being frameworks, Executive Editor : Traci LaLiberte research, and definitions found in both research and practice Managing Editor : Tracy Crudo Editor : Heidi Ombisa Skallet • Challenges encountered in measuring and defining child well-being and how well-being Design : Heidi Wagner research translates into policy and practice Layout : Karen Sheahan • How neighborhoods and communities can come Download previous together to foster child well-being Acknowledgements: The following individuals have been instrumental to the creation of this issues of CW3600 at • Practice models to address child and family well-being through supportive services, publication: Amelia Franck Meyer, Annette http://z.umn.edu/ including permanent supportive housing and Semanchin Jones, Mary Jo Kreitzer, and Beth cw360 substance abuse treatment Thibodeau. • Strategies from current child welfare practitioners and foster parents for promoting CW360° is published annually by the Center for Advanced healing and well-being among children who Studies in Child Welfare (CASCW), School of Social have experienced adversity and trauma at a Work, College of Education and Human Development, young age University of Minnesota. This issue was supported, in • The impact of education on child well-being, part, by grant #GRK%29646 from Minnesota Department and how schools can work to enhance well- of Human Service, Children and Family Services Division. being among children and youth involved in the The opinions expressed are those of the authors and do not child welfare system necessarily reflect the views of the Center, School, College, • Cultural considerations in addressing and University or their funding source. promoting child well-being The University of Minnesota is an equal opportunity • How judges, attorneys, and others involved in educator and employer. This document is available in dependency court proceedings can ensure that alternate formats upon request. the focus of the proceedings remains on child well-being Integrated reference list available at http://z.umn.edu/2014CW360