Fall 2009
REACHOUT NEWS
School of Social Work
Stephen F. Austin
State University
Child Welfare Professional Development Project
Inside this issue:
Making It Possible Making It Possible 1‐2 Use of Family Team‐
2‐3 ing Models on the Rise Teaming: Engaging Families in Decision Making 4‐5 The Teen Brain: Behavior, Problem Solving and Decision Making 6 Regional Events 7 Child Welfare Information Center 8 Reprinted with permission from 2009 Casey Family
Services, Connections Count: June 2009, Volume 3.
Finding and involving family members of a child in foster care – long considered a best practice – has achieved even greater importance. Recent federal legis‐
lation, the Fostering Connections to Suc‐
cess and Increasing Adoptions Act of 2008, now mandates that child welfare systems notify relatives within 30 days of a child entering the child welfare system. It also requires that relatives be educated about their options to “participate in the care and placement of the child.” Fortu‐
nately for practitioners, pioneers in family‐
finding techniques have been developing and writing about a wide range of strate‐
gies not only to find families, but also to involve them in planning and decision making on the child’s behalf. Teaming is one valid and increasingly popular ap‐
proach used to engage family. Various forms of family teaming offer particular promise in involving birth parents and relatives so that children grow up in a sta‐
ble, enduring family rather than foster care. Using a teaming approach also can (Continued on page 2) Earn One Hour Credit 9‐10 CWPDP Staff 11 REACHOUT NEWS
Published by
Child Welfare Professional
Development Project
School of Social Work
Stephen F. Austin
State University
P. O. Box 6165, SFA Station
Nacogdoches, Texas 75962
Tel: (936) 468-1846
Fax: (936) 468-7699
E-mail: bmayo@sfasu.edu
Funding is provided by contract with
the Texas Department of
Family and Protective Services.
All rights reserved. This newsletter
may not be reproduced in whole or in
part without written permission from
the publisher. The contents of this
publication are solely the
responsibility of the Child Welfare
Professional Development Project
and do not necessarily reflect the
views of the funders.
From the Director…..Becky Price-Mayo, MSW, LBSW-IPR
In July of this year, the SFA School of Social Work and the Texas Department of Family and Protective Services renewed the Title IV‐E university partner‐
ship grant. For more than 13 years, Child Welfare Professional Development Project (CWPDP) has collaborated with CPS Regions 4 and 5 to increase edu‐
cation and training opportunities with the ultimate goal of enhancing services and improving outcomes for East Texas foster children and teens. This summer, the Child Welfare Information Center (CWIC) added the most recently released training resources in the Foster Parent College series, as well as other DVDs and books. Be sure to read about these new resources on page 11. Call our toll free num‐
ber (877) 886‐6707 and leave a message for our graduate assistant, Fateemah Helaire. She will return your call and provide individualized help in finding the training re‐
sources you need! Now that it is fall and the kids are back in school, the next thing you know it will be Halloween. A few week later comes Thanksgiving, then right around the corner is Christmas. AND you need training hours! Remember, foster parents have several op‐
tions for receiving training hours via the REACHOUT Newsletter, Child Welfare Infor‐
mation Center (CWIC), and in Spring 2010, the annual conference. (Continued on page 11)
Page 2
REACHOUT NEWS
Use of Family Teaming Models on the Rise (Continued from page 1)
protect against a variety of emotional wounds familiar to children in foster care, such as being cut off from their families without knowing why, multiple place‐
ments, and closed adoptions. 2009 Casey Family Services For the following information on federal legislation, go to : http://www.caseyfamilyservices.org/index.php/
connectionscount/makingitpossible/ The Fostering Connections to Success and Increasing Adoptions Act of 2008 Program instruction on the Act from the Administra‐
tion for Children and Families (October 2008) Questions and Answers About the Fostering Connec‐
tions to Success and Increasing Adoptions Act of 2008 (January 2009) Resources related to the Act compiled by the Center for Law and Social Policy An overview of the law from the perspective of one state – California – as it endeavors to retrofit its system to meet the new mandates Reprinted with permission from 2009 Casey Family Services, Connections Count:
June 2009, Volume 3. In the last several decades, restorative justice models that put people involved in a challenging situation at the center of decision making have influenced child welfare practice. In child protection, that means involving young people, their families, and in some cases, community members to craft solutions to problems. The result has been a prolifera‐
tion of family‐meeting approaches (sometimes called fam‐
ily teaming models) that engage youth, families and others in child welfare planning and decision making. Although many agencies use team‐based models, tremen‐
dous variations in these models exist. Differences relate to the purpose and goals of the decision‐making process, the timing and frequency of meetings, and the type and level of preparation for meetings. Other variables include who fa‐
cilitates the process, who participates and who makes final decisions. Frequently used teaming models include Family Group Decision Making, Family Team Conferencing, Team Deci‐
sion Making, the Permanency Teaming Process and several others. To learn more about specific teaming models, see Family Teaming: Comparing Approaches (PDF). Teaming for permanence After years of providing direct service, Casey has come to believe that a focus on permanence can enhance any team‐
ing model, especially when those teaming models: •
•
•
Include more than professionals. Engaging young people, their families and people who care about them is key. The question is not whether to include a young person or family members on a team, but how. Focus on the young person’s need for family through an on‐
going process. As a tool for reaching permanence, youth often benefit when teaming is not a single event but a process for building relationships that addresses safety, well‐being and permanence. Address time constraints. Young people need family ur‐
gently, yet relationships take time to grow. Perma‐
nency teaming models can accommodate these two realities in developmentally and culturally sensitive ways. Page 3
REACHOUT NEWS
Use of Family Teaming Models on the Rise continued •
ing strategy improved reunification rates generally, Address trauma, grief and loss. Preparing young people and their families makes a difference – so does help‐
the best outcomes were among black and Hispanic ing young people clarify what has happened in their families.2 lives, negotiate complex family relationships and par‐
• In Linn County, Iowa, two pilot studies using com‐
ticipate in permanency planning. munity partnership strategies and family team meet‐
ings achieved successful reunification for 50 percent • Consider concrete needs. Teaming can help identify and of young people in residential treatment facilities. For address concrete needs that are barriers to perma‐
those in shelter care, nearly 75 percent returned home nence. For example, services such as housing or assis‐
or were placed with close rela‐
tance with basic needs may tives.3 make reunification with par‐
ents possible, and flexible financial support may allow • Utah has instituted family a relative to become a consultation teams and new ac‐
youth’s guardian or foster countability systems to measure parents to adopt a young performance. In 2003, the state’s rate of children in out‐of‐home person. care was the lowest in the coun‐
• Help educate other systems try, at 2.7 per 1,000 children.4 about a young person’s need for family. Youth benefit when providers and partners un‐
• By instituting team meetings derstand the rewards of col‐
as a primary permanency strat‐
2009 Casey Family Services egy, Maine has reduced the num‐
laborative planning with family to meet a young person’s needs ber of young people in residential facilities for mental health, education, employment, training from 770 in 2004 to 465 in 2006 – a reduction of nearly and housing resources. 40 percent.5 Teaming examples • Louisville, Kentucky, partnered with the Annie E. Teaming strategies that focus on family permanence stabi‐
Casey Foundation’s Family to Family initiative to im‐
plement team decision making as a major strategy for lize young people’s placements and reconnect them with child welfare reform. By routinely involving relatives their parents or, if that’s not possible, with kin or other and community partners in team meetings, more than familiar adults. The following examples describe how dif‐
34 percent of young people identified by case workers ferent teaming strategies increased permanency outcomes as needing removal were able to stay safely at home, for young people: with help from crisis services and community sup‐
ports. For those who did enter foster care, 27 percent • In a preliminary evaluation of family team meetings were placed with relatives. in Washington, D.C., caseworkers and magistrates reported the meetings were vital to easing tension and For more information, visit: increasing focus on children’s needs. Children whose http://www.caseyfamilyservices.org/index.php/
families participated returned home at higher rates connectionscount/article1/ than those whose families did not.1 •
In Texas, children whose families participated in Fam‐
ily Group Decision Making (FGDM) meetings were more likely to be reunified with family than those whose families did not. Also, time spent in foster care was diminished for FGDM families. While the team‐
Excerpted from pages 9 to 11 of “Young People Need Fami‐
lies” (2008) by the Annie E. Casey Foundation/Casey Family Services and Casey Family Programs. 62(4) Page 4
REACHOUT NEWS
Teaming: Engaging Families in Decision Making Reprinted with permission from 2009 Casey Family Services, Connections
Count: June 2009, Volume 3.
Engaging families. It’s a term child welfare professionals use, but what does it mean? Generally, it means finding substantive ways to include families in deciding what will happen when a young person is in or at risk of entering the child welfare sys‐
tem. Would services to the family keep a child out of foster care? Does a child need to be removed from the family? If so, can the child be placed with relatives or friends? One way to involve families is through family teaming approaches. These approaches bring together families and other adults familiar to the child to work with com‐
munity representatives and professionals on planning and decision‐making teams. While the teaming ap‐
proaches used nationwide have many similarities, they are often employed at different points in time and within different contexts – for example, in preventive situations, child welfare interventions, or in court, juve‐
nile justice, or community settings. With the proliferation of family‐meeting approaches, some practitioners are asking whether a continuum of approaches might be appropriate to meet the evolving needs of youth and families over time. States use many approaches Results from the first round of Child and Family Ser‐
vices Reviews indicate 45 states now use one or more teaming approaches. Seventeen different terms were used to describe these practices, of which the most com‐
mon include: •
•
•
Family Group Decision Making (FGDM) — 38 per‐
cent Family Group Conferences (FGCs) — 38 percent Family Team Meetings (FTMs) — 24 percent While some state reports refer to a specific teaming model or approach, others clearly use terms such as “family meetings” or “family conferencing” in more generic ways. Still others have developed methods spe‐
cific to their state’s cultural milieu, such as Hawaii’s ’ Ohana family conferencing, which makes characterizing family involvement strategies challenging. Exploring teaming approaches For this article, Casey Family Services contacted experts to discuss the similarities and differences among four teaming approaches: Family Group Decision Making/
Family Group Conferencing (FGDM/FGC); Family Team Conferences (FTC); Team Decision Making (TDM); and the Permanency Teaming Process (PTP). We learned that the approaches have these principles or beliefs in common: •
•
•
•
All families have strengths Families are experts on themselves Families deserve to be treated with dignity and re‐
spect Families can make well‐informed decisions about keeping their children safe when families are sup‐
ported Foster & Adoptive
Training Conference
Save the Date!
April 17, 2010
Stephen F. Austin State
University
Nacogdoches, Texas
CEUs for LSW, LPC, TAADAC and LCDC
Foster Parent Training Hours
Conference Sponsors
SFA School of Social Work
Texas Department of Family and
Protective Services
Region 5 Foster Parent Council
(Continued on page 5 )
Page 5
REACHOUT NEWS
Teaming: Engaging Families in Decision Making Continued •
When families are involved in decision making, out‐
comes can improve •
A team is often better able to engage in creative, high‐quality problem solving than is an individual munity worker. PTP uses individual and small meet‐
ings, plus a clinical focus on the impact of trauma, to prepare team members for large group meetings and, ultimately, for permanence. Based on input from teaming experts, Connections Count developed a grid (PDF), modeled after a similar one developed by Annie E. Casey Foundation’s Fam‐
ily to Family initiative, to compare aspects of the dif‐
ferent approaches. Although the values that drive the teaming approaches are similar, implementation strategies vary: •
•
•
Goals and structure. All approaches seek to involve families in a strengths‐based, solutions‐focused team that plans for a child’s safety, well‐being and permanence. TDM meetings are meetings held in response to an event – an imminent threat of re‐
moval or placement change, for instance. Other ap‐
proaches use meetings as part of a process that un‐
folds over time. While all approaches give priority to family opinions, FGDM/FGC requires private family time during each meeting. Team members. All approaches encourage teams that include a wide array of adults familiar to the child: birth parents, extended family, non‐relative sup‐
ports and caregivers if the child isn’t living at home. They also involve providers and other professionals needed to move the case along: neighborhood or community representatives; partners and service providers; social workers and agency staff; attor‐
neys; and Court Appointed Special Advocates/
Guardian Ad Litems. In TDM, participants must be approved by the family or have a right to partici‐
pate as “treatment team” members. In FGDM/FGC, the family plays a key role in deciding who is de‐
fined as “family.” In PTP, team members are drawn from the youth’s natural network – that is, family and others known to and identified by the youth. Preparation. All approaches consider preparing fam‐
ily members for the meeting as vital to positive out‐
comes. Those responsible for the preparation vary: In TDM, the social worker does this work. In FTC, it is done by the social worker or sometimes the com‐
2009 Casey Family Services •
Facilitation and decision making. Each approach re‐
quires team facilitators to be trained and to utilize strong group skills. The approaches vary based on whether facilitators are agency staff and participate in team decisions – as in TDM, FTC, and PTP – or have no specific case responsibilities or decision‐
making roles – as is the case with FGDM – in which coordinators work either for the child welfare agency or a community‐based organization. For each ap‐
proach, the family is at the center of decision making, with the ultimate approval of the plan resting with the child welfare agency and, when applicable, the court. To view full PDF and web pages go to: http://www.caseyfamilyservices.org/index.php/
connectionscount/article2/ Download Family Teaming: Comparing Approaches (PDF), which defines and compares four teaming approaches. Read Families Gaining Their Seat at the Table: Family Engagement Strategies in the First Round of Child and Family Services Reviews and Program Improve‐
ment Plans (PDF). Page 6
REACHOUT NEWS
The Teen Brain: Behavior, Problem Solving, and Decision Making Reprinted with permission from Facts for Families© No. 95; Updated September 2008 American Academy of Child and Adolescent Psychiatry Many parents do not understand why their teenagers occasionally behave in an impulsive, irrational or dan‐
gerous way. At times, it seems like they don’t think things through or fully consider the consequences of their actions. Adolescents differ from adults in the way they behave, solve problems and make decisions. There is a biological explanation for this difference. Studies have shown that brains continue to mature and develop throughout childhood and adolescence and well into early adulthood. Scientists have identified a specific region of the brain called the amygdala which is responsible for instinctual reactions including fear and aggressive behavior. This region develops early. However, the frontal cortex, the area of the brain that controls reasoning and helps us think before we act, develops later. This part of the brain is still changing and maturing well into adulthood. Other specific changes in the brain during adolescence include a rapid increase in the connections between the brain cells and pruning (refinement) of brain pathways. Nerve cells develop myelin, an insulating layer which helps cells communicate. All these changes are essential for the development of coordinated thought, action and behavior. Changing Brains Mean that Adolescents Act Differently From Adults Pictures of the brain in action show that adolescents’ brains function differently than adults when decision‐
making and problem solving. Their actions are guided more by the amygdala and less by the frontal cortex. Re‐
search has also demonstrated that exposure to drugs and alcohol before birth, head trauma or other types of brain injury can interfere with normal brain development dur‐
ing adolescence. Based on the stage of their brain development, adolescents are MORE LIKELY to: •
•
•
•
•
act on impulse •
•
think before they act •
modify their dangerous or inappropriate behaviors misread or misinterpret social cues and emotions get into accidents of all kinds get involved in fights engage in dangerous or risky behavior Adolescents are LESS LIKELY to: pause to consider the potential consequences of their actions These brain differences don’t mean that young people can’t make good decisions or tell the difference between right and wrong. It also doesn’t mean that they shouldn’t be held responsible for their actions. But an awareness of these differences can help parents, teachers, advocates and policy makers understand, anticipate and manage the behavior of adolescents. For more information, visit: http://www.aacap.org/cs/root/facts_for_families/
the_teen_brain_behavior_problem_solving_and_decision
_making Page 6
REACHOUT NEWS
Regional News 167 ADOPTIONS!
REGION 5 NEWS REGION 4 NEWS The FAD Unit in Region 5 is fully staffed! CONSUMATED
FROM
SEPTEMBER 2008
TO
AUGUST 2009
IN REGION 4
Feel free to call your worker or Ginny Judson for any questions, issues, concerns or comments (we welcome positive comments, too!) Ginny Judson, Supervisor (936) 569‐542 Beaumont Office Specialist Brandi LeBlanc (409) 951‐3327 Annie Flemon (409) 357– 3348 Shekerah Jacobs (409) 957‐3354 Leisa Stewart (409) 951‐3153 Port Arthur Specialist Stella Blakely (409) 963‐4752 Jennifer Vincent (409) 963‐4756 Orange Office Specialist Jamie Holmes (Trainee) (409) 670‐4502 Woodville Office Specialist Shawna Mann (409) 283‐3765 ext. 248 “Walk
a Mile In My
Shoes”
Benefitting East Texas Foster &
Adoptive Children and Families
was held
September 19, 2009
•
Portion of funds benefit the State
FPA Scholarship Fund
• Raffle and t-shirts given upon
registration
Sponsored by Region 4 FPA
Lufkin Office Specialist Benjamin Glade (936) 633‐3759 Nacogdoches Office Specialist Catherine “Kathi” Stalnaker (936) 569‐5322 Unit Administrative Assistant Martha Boudreaux (409) 951‐3361 102 NEW FOSTER, ADOPTIVE &
FOSTER/ADOPTIVE HOMES !
verified this year in Region 5
INCLUDING
42 RELATIVE AND FICTIVE KIN
HOMES
APPROVED FOR ADOPTION!
Page 8
REACHOUT NEWS
Child Welfare Information Center
Fateemah Helaire Graduate Assistant Earn
Foster Parent
Training Credit
Previous articles in this issue provided information about family teaming models and teen brain development. The Child Welfare Information Center (CWIC) has resources that will further assist foster/adoptive parents in becoming more familiar with the purpose and goals of groups and techniques being used more often in planning for their fos‐
ter children and youth. As mentioned earlier in “The Teen Brain” article, awareness of brain development in youth can help parents understand, anticipate and manage the behaviors of adolescents. CWIC has new materials that will enhance parenting skills and relationships with youth and the critical issues they face. Resources for Foster Parents Working in Groups To assist foster/adoptive parents in family group decision making, family group conferencing and/or family team meetings, Pathways to Permanence (DVD) provides a gen‐
eral overview and introduction to effective permanency planning techniques of successful mediation groups. Grieving can also be experienced by everyone involved in the group. A new Foster Parent College DVD, “Grief and Loss in the Care System,” examines the stages of grief, com‐
plex grief, and the manifestations of grief and loss in chil‐
dren, birth parents and foster parents. Also covered are strategies for helping children, birth parents and foster families handle and appropriately express their feelings of grief and loss and offers advice for seeking professional help. Resources for Foster Parents Working with Teens “When Parents ask for Help: Everyday Issues Through an Asset‐Building Lens” is a book that focuses on help‐
ing parents and other caregivers answer their frequently asked questions about middle and high school youth. This book is packed with topic handouts that speak di‐
rectly to parents about dilemmas they may face. The handouts reframe a situation from a positive, develop‐
mental approach, giving parents plenty of encourage‐
ment and hope through practical ideas. “Helping Teens Handle Tough Experiences: Strategies to Foster Resilience” is another book that includes repro‐
ducible handouts. This book highlights critical issues that teens face, including foster care, addiction, domestic violence, eating disorders, homelessness, depression, etc. Each chapter includes a comprehensive overview of difficult issues along with practical advice, suggestions and tips for working with teens on that topic. There is a resource section that contains Web sites, books and arti‐
cles that parents can use to help teens with issues they are dealing with. “Your Defiant Teen” is a book that also provides practi‐
cal guidelines for putting an end to hostilities. You’ll learn realistic ways to foster mutual respect, introduce cooperative problem solving and strengthen family rela‐
tionships while giving your teen vital skills for becom‐
ing a mature independent adult. A special toll-free number . . .
(877) 886-6707
. . . is provided for CPS staff and foster and adoptive parents. CWIC
books, DVDs and videos are mailed to
your home or office, along with a
stamped envelope for easy return.
Please specify if you are interested in
receiving foster parent training hours, and a
test and evaluation will be included with the
book or video. Once completed and returned,
foster parents will receive a letter of verification
of training hours earned.
Your calls are important to us.
We look forward to hearing from you!
(Continued on page 11)
FOSTER PARENT TRAINING - REACHOUT Newsletter Fall 2009
Complete for one hour of training credit and return to your caseworker.
Learning Objectives
•
The participant will learn the importance of family teaming approaches as a valid and popular approach to engage families.
•
The participant will discuss the features of family teaming for permanence.
•
The participant will describe principles and beliefs that various teaming approaches share.
•
The participant will identify specific regions of brain development and the effect it has on decision making of adolescents.
Learning Activities
Activity One
Recent federal legislation now mandates that relatives are to be educated about their options to participate in the care and placement of
the child.
(Circle the best answer)
True
False
The use of a teaming approach may protect a child from emotional wounds such as:
1._______________________________ 2. _________________________________
3. ______________________________
Activity Two
Teaming models are enhanced through a focus on permanence. List and describe at least three ways this is achieved:
1.__________________________________________________________________________________________________________
2.__________________________________________________________________________________________________________
3.__________________________________________________________________________________________________________
Activity Three
Fill in the blank:_________________________ means finding meaningful ways to include families in deciding what will happen
when a young person is in or at risk of entering the child welfare system.
List four common principles used in family teaming approaches:
1._________________________________________________________________________________________________________
2.__________________________________________________________________________________________________________
3. _________________________________________________________________________________________________________
4. _________________________________________________________________________________________________________
Family teaming approaches do not differ in purpose, goals, team members, preparation, facilitation and decision making processes.
(Circle the best answer).
True
False
Activity Four
The frontal cortex, the area of the brain controlling reasoning to help us think before we act, continues to develop and mature well into
adulthood.
(Circle the best answer).
True
False
Based on the stage of their brain development, adolescents are less likely to :
1.__________________________________________________________________________________________________________
2. ___________________________________________________________________________________________________________
3. ___________________________________________________________________________________________________________
Evaluation Trainer Child Welfare Professional Development Project, School of Social Work, SFA Date ____________ Name (optional)___________________________________________________________ Newsletter presentation and materials: 1. This newsletter content satisfied my expectations. ___Strongly agree ___ Agree ___Disagree ___Strongly disagree 2. The examples and activities within this newsletter helped me learn. ___Strongly agree ___ Agree ___Disagree ___Strongly disagree 3. This newsletter provides a good opportunity to receive information and training. ___Strongly agree ___ Agree ___Disagree ___Strongly disagree Course Content Application: 4. The topics presented in this newsletter will help me do my job. ___Strongly agree ___ Agree ___Disagree ___Strongly disagree 5. Reading this newsletter improved my skills and knowledge. ___Strongly disagree ___Strongly agree ___ Agree ___Disagree 6. What were two of the most useful concepts you learned? _________________________________________________________________________________________________ _________________________________________________________________________________________________ 7. Overall, I was satisfied with this newsletter. ___Strongly agree ___ Agree ___Disagree ___Strongly disagree Comments: ______________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ Page 11
REACHOUT NEWS
Child Welfare Professional Development Project
Director (Continued from page 1)
Each issue of the REACHOUT Newsletter of‐
fers ONE HOUR foster parent training. You will need to complete the enclosed test and return it to your caseworker to receive train‐
ing credit. Three articles in the Fall 2009 issue discuss Fostering Connections to Success and Increasing Adop‐
tions Act of 2008; the increased emphasis on using fam‐
ily teaming methods; and the inclusion of birth parents and relatives. The fourth article is a reminder that there are also biological reasons why teens are often challeng‐
ing to parents and offers ways to engage in effective planning and decision making. Be sure to mark your calendar for the upcoming Region 5 Foster and Adoptive Training Conference to be held April 17 on the SFA campus. The conference planning committee met in August and put together a prospective list of exciting workshop topics for 2010. Please welcome Mike Williams, Region 5 Council FPA Representative, as the new committee chair. Some of you may already know one our most recent graduates, Benjamin Glade, now a FAD worker in Lufkin. He will be helping to co‐
ordinate the 2010 youth conference. Also, Veronica Macias, new graduate assistant, will be assisting with various conference activities including contacting pre‐
senters and making arrangements for workshops. Many thanks to Judy Crone these past two years for her gener‐
ous time and effort in helping to coordinate the annual foster parent and youth conferences, which have been a tremendous success. The committee will continue to meet through the year, and we encourage everyone’s participation. Give us a call, and let us know how we can support your parenting efforts. We look forward to hearing from you! (Continued from page 8)
CWIC Resources Now Available: •
Working with Birth Parents 1: Visitation (DVD) •
•
•
Teenage Grief (DVD) Foster Parenting (Book) Helping Your Child Overcome an Eating Disorder (Book) New DVDs in the Foster Parent College Series: •
•
Parenting the Explosive Child House Safety From all of us in the Child Welfare Professional Develop‐
ment Project, we appreciate your continued patronage. If you have any questions or would like to receive addi‐
tional resources, please do not hesitate to call our toll‐free number. We look forward to hear from you soon! Child Welfare Professional
Development Project Staff
Becky Price-Mayo, MSW, LBSW
Director
(936) 468-1808
bmayo@sfasu.edu
Fateemah Helaire
Graduate Assistant
(936) 468–4578
Veronica Macias
Graduate Assistant
(936) 468–1846
Child Welfare Information Center
(936) 468-2705
Stephen F. Austin State University School of Social Work Child Welfare Professional Development Project P.O. Box 6165, SFA Station Nacogdoches, TX 75962‐6165 REACHOUT NEWS
Fall
2009
Earn One Hour of
Foster Parent Training
Child Welfare Professional Development Project
School of Social Work, Stephen F. Austin State University