REACHOUT NEWS
SFA School of
Social Work
Child Welfare Professional Development Project
Spring 2014
Inside this issue:
Foster Fathers
1-2
Parenting a Child
Who Has Been
Sexually Abused
3-7
Regional News
8
CWIC
9
FP Training Hours
10-11
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
Phone: (936) 468-1846
Email: 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 funders.
Foster Fathers:
Helping to Maintain a Healthy Relationship
Reprinted permission from Dr. John DeGarmo, Fostering Hope:
A Foster Care Column.
As I write this, my wife and I are adjusting to nine children, all living in our
home. The addition of three more children from foster care, as well as my
three biological and three adoptive children, makes for a crowded, busy, and
often times, noisy home. The ages of
the children are 16, 13, 13, 12, 10, 7, 6, 3,
and 1. To be sure, there is not a dull
moment in my house, and my wife and I
are having to truly work together, as a
team, in order to ensure that no child
feels left out, that all children feel important, loved, and heard. Indeed, as a
foster father, there are responsibilities
and expectations that I have on my plate
if I wish to be a successful foster
dad. One of these responsibilities is ensuring that my wife does not become
“burned out,” or too exhausted.
(Continued on Page 2)
From the Director…Becky Price‐Mayo, MSW, LBSW‐IPR
Spring is in the air, which means the annual foster and adoptive training conference is just around the corner! Dr. John DeGarmo will be returning again to present two workshops at the conference on April 12.
This issue features his article on foster fathers. DeGarmo speaks from
experience as he and his wife have fostered more than 40 children
within the past eleven years. Don’t miss this opportunity to earn eight
training hours.
Registration information for the 17th Annual Region 5 Foster and Adoptive Training
Conference is available on the Stephen F. Austin State University School of Social
Work Events Web page www.sfasu.edu/socialwork/101.asp. Foster parents attending
the conference may contact Child Protective Services., Tammie McDonald at tammie.mcdonald@dfps.state.tx.us to request a youth/child care registration form. This
year Elyssa Moore, CPS FAD worker, is coordinating the Youth Extravaganza. Moore
and the many staff that are assisting have a super fun day planned for the kids, so be
sure to recognize their hard work and extra efforts!
In addition, educational opportunities for East Texas foster parents are provided in
this newsletter. To earn ONE training hour, complete the enclosed learning activities
(Continued on Page 12)
Page 2
REACHOUT NEWS
Foster Fathers: Helping to Maintain a Healthy Relationship
(Continued from Page 1)
Being a foster parent is a difficult task; perhaps one of
the hardest things you will ever do. The hours are
long, the emotional toils are burdensome, the housework never ends, and the point of complete exhaustion seems to always be around the next corner. Strong foster fathers appreciate this, and recognize that if his family is to remain intact, healthy, and
strong, he must take steps to see that his own wife/
partner has not reached that stage of exhaustion. Indeed, a foster dad is one who places his marriage as a priority. If not, the family will no longer be
able to function as a foster family. For me, the partnership with my wife is essential in so many ways, and
I would not be a good foster parent if not for her.
"If the partnership is to remain healthy, and the foster
family a stable one, foster
dads need to communicate
daily with their spouse, if only
for five minutes a day."
-Dr. DeGarmo-
appreciation for all the work your partner
does. Maintain a positive sense of humor. Learn the
fine art of compromise; practice forgiveness and learn
to fight fair. These are all practices a healthy foster
father should employ. Remember, there should be no
shame in seeing a marriage counselor with your
spouse. Sometimes, a listening ear and a helpful
word can aid in creating a healthier marriage. There
may be times when your spouse simply needs a break
from the demands of being a foster parent. A strong
and wise foster father is one who allows the foster
mother to spend some time by herself, or with her
friends. Shopping, a trip to the movie theatre, out to
dinner with friends, or just some personal time are
necessary for her own well being.
To be sure, your role as a foster father is an important
one, and one that should not be taken lightly. We are
all an example for not just this child in need, but for
his biological family members, our friends and colleagues, members of our community that we live in,
and those in our own household. As noted before,
you may be the first and only positive male role model the child has ever had, and maybe the only one in
his or her lifetime. As foster dads, we need to step up
and embrace this responsibility and not leave it to our
wives and partners.
________________________________________________________
Although it may be difficult to schedule, foster dads
need to try and have a date night with their spouse
on a regular basis. I understand that this can be quite
difficult, and I struggle to do this, as well. Yet, whether this is once every two weeks, once a month, or a
similar example, spouses need to have time alone to
re-charge their foster batteries, have time to talk
without the constant interruption of children, and
simply to re-connect with each other and listen to the
wishes and frustrations each has. If the partnership is
to remain healthy, and the foster family a stable one,
foster dads need to communicate daily with their
spouse, if only for five minutes a day. Anniversaries,
birthdays, and other important dates should not be
forgotten by the foster father, as this usually leads to
some heavy apologizing afterwards. Indeed, foster
dads should make a commitment to their marriage
and make time for it each day in some way. Express
For more information on foster parenting, Refer to Dr.
DeGarmo’s The Foster Parenting Manual: A Practical
Guide to Creating a Loving, Safe, and Stable Home.
Page 3
REACHOUT NEWS
Parenting a Child Who Has Been Sexually Abused
Reprinted from Factsheet for Families “Parenting a Child Who Has Been Sexually
Abused: A Guide for Foster and Adoptive Parents" by the U.S. Department of
Health and Human Services, Children’s Bureau.
You may be a current or prospective foster or adoptive parent of a child with a known or suspected history of child sexual abuse. In some cases, you may not
be certain that abuse has occurred, but you may have
suspicions based on information you received or because of the child’s behavior. You may feel confused,
concerned, and unsure of the impact of prior child
maltreatment, including sexual abuse.
It is important to understand that the term sexual
abuse describes a wide range of experiences. Many
factors affect how children react to abusive or neglectful experiences and how they recover. Most children who have been abused do not go on to abuse
others, and many go on to live happy, healthy, successful lives. As parents, you will play an important
role in your child’s recovery from childhood sexual
abuse.
What is Child Sexual Abuse?
The National Child Traumatic Stress Network (NCTSN)
defines child sexual abuse as:
“…any interaction between a child and an adult (or
another child) in which the child is used for the sexual
stimulation of the perpetrator or an observer. Sexual
abuse can include both touching and nontouching
behaviors. Touching behaviors may involve touching
of the vagina, penis, breasts or buttocks, oral-genital
contact, or sexual intercourse. Nontouching behaviors
can include voyeurism (trying to look at a child’s naked body), exhibitionism, or exposing the child to
pornography. Abusers often do not use physical force
but may use play, deception, threats, or other forms
of coercion to engage children and maintain their
silence. Abusers frequently employ persuasive and
manipulative tactics to keep the child engaged. These
tactics—referred to as ‘grooming’—may include buying gifts or arranging special activities, which can further confuse the victim.”
This factsheet discusses how you can help children in
your care by educating yourself about child sexual
abuse, establishing guidelines for safety and privacy
in your family, and understanding when and how to
seek help if you need it. Reading this factsheet alone
will not guarantee that you will know what to do in
every circumstance, but you can use it as a resource
for some of the potential challenges and rewards that
lay ahead.
Educating Yourself
One of the most useful actions that kinship caregivers
and foster and adoptive parents can take is equipping
themselves with information. Parents of children who
may have been sexually abused can learn about the
definitions of child sexual abuse, behaviors associated
with prior sexual abuse, and how sexual abuse affects
children’s trust of others. With this information in
hand, it will be easier to recognize possible behaviors
associated with past abuse and avoid taking them
personally or feeling alarmed or uncertain if your
child exhibits uncommon sexual behaviors. Most importantly, you will feel capable of responding to these
behaviors in sensitive and informed ways that help
both you and your child.
Child sexual abuse is defined in Federal law by
the Child Abuse Prevention and Treatment Act
(42 U.S.C. sec. 5106g(4)) as:
“…the employment, use, persuasion, inducement,
enticement, or coercion of any child to engage in, or
assist any other person to engage in, any sexually explicit conduct or simulation of such conduct for the
purpose of producing a visual depiction of such conduct; or the rape, and in cases of caretaker or interfamilial relationships, statutory rape, molestation,
prostitution, or other form of sexual exploitation of
children, or incest with children.”
Page 4
REACHOUT NEWS
Signs of Sexual Abuse
(Continued from Page 3)
Signs of Sexual Abuse
If you are parenting a child who has been removed
from his or her family, you may not know for sure
whether or not the child in your care has been sexually abused. Child welfare agencies usually share all
known information about your child’s history with
you; however, there may be no prior record of abuse,
and many children do not disclose past abuse until
they feel safe. For this reason, kinship caregivers or
foster or adoptive parents are sometimes the first to
learn that sexual abuse has occurred. Even when there
is no documentation of prior abuse, you may suspect
something happened because of your child’s behavior.
Within this Federal guideline, each State is
responsible for establishing its own legal
definition of child sexual abuse. For more
information, see the Identification of Child
Sexual Abuse Web page on the Child Welfare Information Gateway website at
www.childwelfare.gov/can/identifying/
sex_abuse.cfm.
For legal definitions in each State, see Child
Welfare Information Gateway’s Definitions of
Child Abuse and Neglect: www.
childwelfare.gov/systemwide/laws_policies/
statutes/define.cfm.
There are no hard and fast rules about what constitutes normal sexual development and what behaviors
might signal sexual abuse. Children show a range of
sexual behaviors and sexual curiosity at each developmental level, and their curiosity, interest, and experimentation may occur gradually, based on their development. (See table on the following page.)
However, children who have been sexually abused
may demonstrate behaviors that are unusual, excessive, aggressive, or explicit. There is no one specific
sign or behavior that can be considered proof that
sexual abuse has definitively occurred, but there are a
number of signs that are suggestive of abuse.
The following signs or symptoms may suggest the
possibility of child sexual abuse:

Explicit sexual knowledge beyond the child’s developmental stage

Sexual preoccupation indicated by language,
drawings, or behaviors

Inserting toys or other objects in genital openings

Sexual behaviors with other children that seem
unusual, aggressive, or unresponsive to limits or
redirection

Excessive masturbation, sometimes in public, not
responsive to redirection or limits

Pain, itching, redness, or bleeding in the genital
areas

Nightmares, trouble sleeping, or fear of the dark

Sudden or extreme mood swings: rage, fear, anger, excessive crying, or withdrawal

“Spacing out” or appearing to be in trance

Loss of appetite, or difficulty eating or swallowing

Cutting, burning, or other self-mutilating behaviors

Unexplained avoidance of certain people, places,
or activities

An older child behaving like a much younger
child: wetting the bed or sucking a thumb, for
example

Talking about a new, older friend

Suddenly having money
This list of signs and symptoms is simply that- red
flags designed to alert you to the fact that the child’s
behaviors may reflect an underlying problem. There
are other possible explanations for some of these
signs, and they need to be evaluated by a trained
professional who specializes in child sexual abuse.
Page 5
REACHOUT NEWS
Healthy Sexual Development
(Continued from Page 4)
Healthy Sexual Development in Children
Children’s sexual interest, curiosity, and behaviors
develop gradually over time and may be influenced
by many factors, including what children see and experience and the guidance they receive from parents
and caretakers.
The presence of sexual behavior is not in and of itself
a conclusive sign that abuse has occurred. The table
below lists some of the sexual behaviors common
among children of different age groups, as well as
some behaviors that might be considered less common or unhealthy.
Pre-School (0-5 years)
Common:



Sexual language relating to differences in body parts,
bathroom talk, pregnancy, and birth
Self fondling at home and in public
Showing and looking at private body parts
Uncommon:




Discussion of sexual acts
Sexual contact experiences with other children
Masturbation, unresponsive to redirection or limits
Inserting objects into genital openings
School Age (6-12 years)
Common:



Questions about menstruation, pregnancy, sexual behavior
"Experimenting" with same-age children, including
kissing, fondling, exhibitionism, and role playing
Masturbation at home and other private places
Uncommon:



Discussion of explicit sexual acts
Asking adults or peers to participate in sexual acts
Masturbating in public or excessively to bleeding
Adolescence (13-16 years)
Common:






Questions about decision-making, social relationships, and sexual customs
Masturbation in private
Experimenting with adolescents of the same age, including open-mouth kissing, fondling, and body rubbing
Voyeuristic behaviors
Sexual Intercourse (more than half of 11th graders)
Oral Sex (approximately one-third of 15-17 year olds)
Uncommon:




Sexual interest in much younger children
Aggression in touching others' genitals
Asking adults to participate in explicit sexual acts
The use of force, aggression, or drugs to obtain compliance
For a more complete list, or if you have any questions or concerns about your child’s sexual behaviors, call the Stop It Now! toll-free
helpline at 1.888.PREVENT (1.888.773.8368).
The following organizations offer more information about behavioral signs of sexual abuse on their websites:
Stop It Now!: www.stopitnow.org/warning_signs_child_behavior
The National Child Traumatic Stress Network: www.nctsnet.org/sites/default/files/assets/pdfs/ChildSexualAbuseFactSheetFINAL_10_2_07.pdf
Mayo Clinic: www.mayoclinic.com/
Page 6
REACHOUT NEWS
Factors Affecting the Impact of Sexual Abuse
(Continued from Page 5)

Whether the sexual abuse was extensive and there
was penetration of some kind

The age of the child (younger children are more
vulnerable and less capable of facing these challenges alone)

The abuser’s use of “friendliness” or seduction
and efforts to make the child a compliant participant
Factors Affecting the Impact of Sexual Abuse
If a professional has determined that a child in your
care has been a victim of sexual abuse, or if you continue to suspect that the child in your care has been
abused, it is important to understand how abusive
experiences may affect children’s behavior.
All children who have been sexually abused have had
their physical and emotional boundaries violated or
crossed in some way. Because of this, children may
feel a lack of trust and safety with others. Children
who have been abused may come to view the world
as unsafe, and adults as manipulative and untrustworthy. As with other types of abuse or trauma, many
factors influence how children think and feel about
the abuse, how the abuse affects them, and how their
recovery progresses. Some factors that can affect the
impact of abuse or trauma include:

The abuser’s use of threats of harm or violence,
including threats to pets, siblings, or parents

The abuser’s use of secrecy and threats to do
harm or withdraw love and affection

Gender of the abuser being the same as or different from the child (some children are less likely to
report sexual activity with same gender after the
fact, and those observing or assessing for abuse
may have a stronger reaction to same-sex abuse
than to abuse that is male-female)

The child’s emotional and social development at
the time of the abuse

The child’s ability to cope with his or her emotional and physical responses to the abuse (for
example, fear and arousal)

How much responsibility the child feels for the
abuse (and, for example, not telling right away,
not stopping it somehow, etc.)

The relationship of the abuser to the child and
how much the abuse caused a betrayal of trust
within an important interpersonal relationship

How long the abuse occurred (chronicity)
It is very important for children to understand that they
are not to blame for the abuse they experienced. Your
family’s immediate response to learning about the sexual abuse and ongoing acceptance of what the child
has told you will play a critical role in your child’s ability
to recover and lead a healthy life. (See the last section
of this factsheet, Seeking Help, for more information
about healing from abuse.)
Some parents may feel grave concern when children act
out sexually with peers or younger children and may
question why a child who has been abused, and suffered from that experience, could repeat it with someone else. Children who have experienced sexual abuse
need an opportunity to process their own abuse in
therapy or with a trusted trained adult to understand
their thoughts and feelings and to have a chance to ask
questions and achieve some kind of closure. Acting-out
behaviors usually indicate that some traumatic impact
of their abuse is still active and signals a need for additional attention. Responding in calm, informed ways
while seeking appropriate professional help for children
whose acting out persists will be important to resolving
children’s sexual behavior problems. The most important lesson is learning not to over- or underrespond to problem situations and finding just the right
balance of guidance and empathic care.
Page 7
REACHOUT NEWS
Factors Affecting the Impact of Sexual Abuse
(Continued from Page 6)
If your child has a history of prior abuse, it’s important
to know that he or she may be vulnerable to acting
out victim or victimizing behaviors. Some children
may be more likely to be bullied or exploited, and
others may be angry and aggressive towards others.
If your child has a history of prior
abuse, it’s important to know that he
or she may be vulnerable to acting
out victim or victimizing behaviors.
You may need to pay special attention to protecting
some children while setting firm limits on others. In
addition, some children act out when memories of
their own abuse are triggered. Triggers can happen
unexpectedly, for example, by seeing someone who
looks like the abuser or in a situation such as being
alone in a public restroom, or by a variety of circumstances that occur in daily life. Other triggers might
include the scent of a particular cologne or shampoo
or the texture of a particular piece of clothing or blanket.
Save the Date!
APRIL 12, 2014
In addition, there are cultural differences among children with regard to their comfort level with physical
proximity, physical affection, bathing and nudity practices, hygiene, and other factors that can lead to problem situations. There are many cultures in which parents
never discuss sexuality directly with their children, or in
which any type of sexual activity (for example, children
touching themselves) can be viewed as unacceptable or
punishable. Children may thus carry shame and guilt
about their bodies.
This is Part I of the factsheet; Part 2 will be featured in
the Fall 2014 issue and will provide information for establishing family guidelines for safety and privacy.
.
17th Annual Region 5
Foster & Adoptive
Training Conference
Stephen F. Austin State University
Nacogdoches, Texas
Conference Partners:
SFA School of Social Work
Texas Department of
Family and Protective Services
Region 5 FPA Council
Angelina College, Community Services
Page 8
REACHOUT NEWS
Region 5 News
Congratulations to Rob Warren in his new position at
Arrow Child and Family Ministries! Rob vacated the
Child Placement position with CPS in December. Congratulations also is extended to Justin Miller,
who has been hired for the Child Placement position
with CPS! Justin will be a great addition to the Placement Team!
Congratulations to Shekerah Jacobs who recently transitioned from the Faith Based and General Recruitment
position and is now working as an Adoption Preparation Specialist! Congratulations also goes to Miriam
Stephenson, who has been hired as the Regions Faith
Based and General Recruiter!
Congratulations to Martha Boudreaux, who after more
than 20 years with the Agency, retired in December! Martha has been the administrative assistant in
the Foster and Adoptive Home Development program
for as long as we all can remember. We all miss her
dearly!
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Foster Parent Association Meetings
Finally, please welcome the three newest members of
our Foster and Adoptive Home Development Team,
Teresa Rotramel, Ashley Brooks and Ashley Broughton! Teresa is located in the Beaumont office as the
program’s new administrative assistant. Ashley Brooks
is located in the Woodville office and Ashley Broughton
is located in the Orange office. Both are Foster and
Adoptive Home Developers. We are very excited about
all three of these ladies joining our team!
We all need a little help sometimes so please join us for
a great night at one of our Foster Parent Association
Meetings! In addition to the support and encouragement you will
receive, benefits include: additional
training opportunities and automatic membership in the Texas
Foster Families Association. Child
care will be provided! For details
on meetings in your area, contact
your Foster and Adoptive Home
Developer.
Page 9
REACHOUT NEWS
Child Welfare Information Center
Aaron Camp BSW
MSW Child Welfare Graduate Assistant
Stephen F. Austin State University
Tragically, there are numerous foster and adopted children who have experienced the trauma of sexual abuse.
However, with informed parenting, foster and adoptive
parents can begin the healing process with their
children.
The Child Welfare Information Center offers resources
to support foster/adoptive parents help their children
cope with sexual abuse. CWIC also has a great selection
of resources that will enhance parenting adopted children and those in care. We look forward to hearing
from you!
Earn
Foster Parent
Training Credit
Most Viewed Materials by Foster Parents:
"Foster Parent College: House Safety"
Michael Quinn, a 25-year-veteran social agency professional, guides parents through a 10-station tour and
inspection of the typical foster home. He looks for dangerous conditions that might go unnoticed until seen as
a safety hazard to children. Parents assume the role of
regulator with self-scout house inspections, noting deficiencies and making necessary corrections or repairs.
"Foster Parent College: Substance-Exposed Infants"
Discussion of the issues and challenges surrounding the
care of infants prenatally exposed to drugs. This course
also covers effects of legal and illegal drugs, risks and
protective factors, medical and developmental issues,
and parenting strategies.
"Foster Parent College: Positive Parenting"
Getting kids to behave and cooperate can be a real
challenge, especially with some foster and adoptive children. Frustration makes it easy to slip into negative interactions for both parents and children. In this first
course on Positive Parenting, learn techniques to minimize the negative by gaining children's cooperation,
tracking their behavior, and using encouragement.
"The Gymnastics of Love & Discipline, A Parental
Template for Giving Children a Voice"
This book will help you regain your loving relationship
with your child through a simple but powerful method
of speaking and listening. The author intends to help
parents learn how to implement strategies and techniques that will give a voice-the ability to express their
needs and help protect themselves with words.
"Nurturing Attachments, Supporting Children who
are Fostered or Adopted"
This book combines experience and wisdom of parents
and professionals to provide support and practical guidance for foster and adoptive parents looking after children with insecure attachment relationship. It provides
an accessible overview of attachment theory and a
'House Model of Parenting' which uses the analogy of
building a solid house for the ground, brick-by-brick, to
give the reader strategic, step-by-step approaches to
developing resilience and emotional growth.
"Show Me Your Mad Face, Teaching Children to Feel
Angry without Losing Control"
Children get angry for many different reasons. The author tells parents not to shield children from situation
that make them angry, instead all children must learn
that feeling angry at times is a normal emotion and
there are appropriate ways to control and express anger without hurting themselves or others. (Continued on Pg. 12)
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.
FOSTER PARENT TRAINING - REACHOUT Newsletter Spring 2014
Complete for one hour of training credit and return to your caseworker.
Learning Objectives
 The participant will understand the definition of child sexual abuse.
 The participant will identify signs of child sexual abuse.
 The participant will understand common and uncommon sexual development milestones.
 The participant will describe their role as foster parents in helping their child cope.
Learning Activities
Activity One
1. Define child sexual abuse according to The National Child Traumatic Stress Network (NCTSN)
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Child sexual abuse can include both touching and non‐touching behaviors. Identify three:
Touching behaviors
Non‐touching behaviors
1.________________________________________________
1._____________________________________________________
2.________________________________________________
2._____________________________________________________
3.________________________________________________
3._____________________________________________________
Activity Two
Kinship caregivers, foster, or adoptive parents are sometimes the first to learn that sexual abuse has occurred.
True
False
Identify three signs or symptoms which suggest child sexual abuse
1.__________________________________________________________________________________________________________
2.__________________________________________________________________________________________________________
3.__________________________________________________________________________________________________________
Activity Three
Sexual behavior in children is a definite sign that sexual abuse has occurred.
True
False
Fill in the blank: (Common/Uncommon)
1. Self‐fondling at home or in public is ________________for children who are preschool age.
2. It is a(n) _______________behavior for school age children to discuss explicit sexual acts with their peers.
3. Being unresponsive to redirection about masturbation is _______________ for preschool age children.
4. Experimental behaviors such as kissing, fondling, and body rubbing are _______________for adolescence.
5. It is _____________for adolescentsʹ to show sexual interest in much younger children.
6. School age children having questions about menstruation, pregnancy, and sexual behavior is_______________.
Activity Four
Fill in the blank:
It is very important for children to understand that they are _____ _____________________for the abuse they experienced.
Your family’s _____________response to learning about the sexual abuse and _________ _____________ of what the child
has told you will play a _____________ __________ in your child’s ability to recover and lead a _____________ _________.
All children who have been sexually abused have had their physical and emotional boundaries
violated or crossed in some way.
True
False
Triggers can happen unexpectedly. Name three things which can trigger a childʹs memories of abuse.
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
2.
___Disagree
___Strongly disagree
The examples and activities within this newsletter helped me learn.
___Strongly agree
3.
___ Agree
___ Agree
___Disagree
___Strongly disagree
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
5.
___Disagree
___Strongly disagree
Reading this newsletter improved my skills and knowledge.
___Strongly agree
6.
___ Agree
___ Agree
___Disagree
___Strongly disagree
The following were two of the most useful concepts I learned:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7.
Overall, I was satisfied with this newsletter.
___Strongly agree
___ Agree
___Disagree
___Strongly disagree
Comments:
___________________________________________________________________________________________________________
Page 12
REACHOUT NEWS
Child Welfare Professional Development Project
((Continued
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and give to your caseworker. Our Child Welfare Information Center also has DVDs and books that can be
checked out for training hours. Graduate assistants,
Destiny Peters and Aaron Camp, are available to assist
you in finding the most appropriate resource for helping children in your care. Feel free to call our toll free
number (877) 886-6707, and let us know how we can
support your parenting efforts.
“Foster Parent College: The Roles of the Mandated
Child Abuse Reporter”
Every eight seconds a report of suspected child abuse is
made. Reporting suspected abuse carries with it duties
and responsibilities necessary to insure the investigation
process is not compromised. This course looks at the
challenges mandated reporters face and the laws that
govern reporting suspected child abuse.
Sincerely,
Becky Price-Mayo
Did you miss an issue of the
REACHOUT Newsletter ?
Each newsletter offers ONE HOUR of
Foster Parent Training
For a complete list of DVDs, visit the Child Welfare
Professional Development Web page:
www.sfasu.edu/socialwork/97.asp
IT'S SIMPLE!
Just download a newsletter from the
REACHOUT Newsletter Archives
www.sfasu.edu/socialwork/251.asp
Child Welfare Professional Development Project
Aaron Camp
Becky Price-Mayo, MSW, LBSW-IPR
Destiny Peters
Graduate Assistant
(936) 468-1846
Director
(936) 468-1808
bmayo@sfasu.edu
Graduate Assistant
(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
Spring 2014
Mark Your Calendars!
17th Annual Region 5
Foster & Adoptive
Training Conference
April 12, 2014
Earn One Hour of
Foster Parent Training
Child Welfare Professional Development Project
School of Social Work, Stephen F. Austin State University