The context of foster care
Module one: Pre service training
Pre Service Training Learning Outcomes
Each participant will be assessed throughout the four modules on the following
learning objectives:
1. Demonstrate an awareness of why children and young people require out-ofhome placements, how children come into care and the impact this process
has on children and young people.
2. Demonstrate an understanding of the past issues affecting a child or young
person in an out-of-home placement.
3. Develop the knowledge and skills to meet the physical, emotional and social
needs of children and young people subject to statutory intervention and
develop an understanding of the importance of participation by children and
young people and their families in decision making.
4. Demonstrate an understanding of the partnerships that exist between children,
their families, foster carers and workers, (both in the government and nongovernment sectors), and their roles and responsibilities of working together as
a team.
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Module one: Context of foster care
Learning Outcomes – module one
At the end of this module participants will be able to:
•
Explain why children can require out-of-home care placements.
•
Demonstrate knowledge of how children come into care and who is
involved in decision making.
•
Identify the needs of children in care, and the roles and responsibilities
of foster carers in meeting those needs.
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Module one: Context of foster care
Content
1. Why do you want to be a foster carer? What will be the impact on your
own family and friends?
2. Why does a child or young person need an out-of-home care
placement?
3. How do children and young people come into care and who makes
decisions?
4. Roles and responsibilities of foster carers in meeting the needs of
children and young people and the differing roles between the
Department of Communities - Child Safety, Youth and Families and
Licensed Care Services
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Why do you want to be a carer?
1.
How did you hear about foster care?
2.
Why do you want to be a foster carer?
3.
Explain one quality you have that you think might help you be a carer.
4.
What impact do you think fostering will have on your family and
friends?
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Types of abuse and harm
Table 1: Relationship between abuse and harm
Type of abuse
Actions
behaviours by
parent/carer
Physical
Emotional
Sexual
Neglect
Hitting
Punching
Scalding
Domestic and family
violence
Scapegoating
Rejection
Persistent hostility
Domestic and family
violence
Penetration
Sexual exploitation
Exposure to
pornography
Failure to attend to
medical needs
Poor hygiene /
nutrition
Inadequate
supervision
Resulting
harm
Physical
Refers to the body
Emotional
Refers to the ability to
express emotions
Psychological
Refers to the mind and
cognitive processes
Impact
experienced
by the child
Bruising
Fractures
Internal injuries
Burns
Depression
Hyper vigilance
Poor self esteem
Self harm
Fear / anxiety
Learning and developmental
delays
Disorganised attachment
Impaired self image
In infants, neurological changes in
the developing brain
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When does Child Safety intervene Definition of harm
Child Safety investigates when there is a suspicion that a child is in need
of protection.
The Child Protection Act 1999 (section 10) defines a “child in need of
protection” as a child who:
a) has suffered harm, is suffering harm or is at unacceptable risk of
suffering harm and
b) does not have a parent able and willing to protect the child from
harm.
The Act (section 9) defines harm as, “any detrimental effect of a significant
nature on the child’s physical, psychological or emotional wellbeing”.
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Principles of the Child Protection Act 1999
(1) This Act is to be administered under the principle that the welfare and best interests of the
child are paramount.
(2) Subject to subsection (1), this Act is also to be administered under the following principles:
(a) every child has a right to protection from harm
(b) families have the primary responsibility for the upbringing, protection and
development of their children
(c) the preferred way of ensuring a child’s well-being is through the support of the
child’s family
(d) powers conferred under this Act should be exercised in a way that is open, fair and
respects, the rights of people affected by their exercise, and in particular, in a way
that ensures –
(i) actions taken, while in the best interests of the child, maintain family
relationships and are supportive of individual rights and ethnic religious and
cultural identity or values and
(ii) the views of the child and the child’s family are considered and
(iii) the child and the child’s parents have the opportunity to take part in making
decisions affecting their lives
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Principles of the Child Protection Act 1999
(cont).
(e) if a child does not have a parent able and willing to protect the child, the State has a
responsibility to protect the child, but in protecting the child the State must not take
action that is unwarranted in the circumstances
(f)
if a child is removed from the child’s family –
(i)
the aim of authorised officers’ working with the child and the child’s family is to safely
return the child to the family if possible and
(ii) the child’s needs to maintain family and social contacts, and ethnic and cultural
identity, must be taken into account
(iii) in deciding in whose care the child should be placed, the chief executive must give
proper consideration to placing the child, as a first option, with kin
(g) a child should be kept informed of matters affecting him or her in a way and to an
extent that is appropriate having regard to a child’s age and ability to understand
(h) if a child is able to form and express views about his or her care, the views must be given
consideration, taking into account the child’s age or ability to understand
(i)
if a child does not have a parent able and willing to give the child ongoing protection,
the child has a right to long-term alternative care.
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Child Placement Principle
Aboriginal or Torres Strait Islander child should be placed in order of priority
to, Section 83 (4) –
a) A member of the child’s family or
b) A member of the child’s community or language group or
c) Another Aboriginal person or Torres Strait Islander who is compatible
with the child’s community or language group or
d) Another Aboriginal or Torres Strait Islander
If a placement can not be made with a member of the child’s community or
language group or another Aboriginal person or Torres Strait Islander within the
child’ community or language group, the child will be placed with a non
Aboriginal or Torres Strait Islander carer making every effort to maintain and
support contact between the child and their family and/or community group.
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Who is involved in decision making
•
Child Safety Services
Child Safety Officer, team leader, manager, court officer – decides the level of intervention
required
•
The Recognised Entity
Involved in significant decisions for Aboriginal and Torres Strait Islander children
•
Other services
School staff, police, hospital staff, GP, family, counsellors, non government agencies –
provide information about the child and family to assist with decision making
•
Magistrate
Decides the child protection order and any conditions when parents disagree with
intervention
•
Foster and Kinship Care Agency
Decide the appropriate carer for the child and provide the carer support and information,
Child Safety Services may also perform this role through the Placement Services Unit.
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String Sculpture
Alice’s Story
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String Sculpture
Alice is 12 years old. Alice is an only child and lives at home with her
mother and father. Alice is in Grade 7 at primary school.
Alice is normally a bright and happy young person but for the last 2 weeks
her best friend Helen and some of her teachers have noticed that she has
become quite withdrawn and always appears tired.
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String Sculpture
While Alice and Helen were eating lunch together Alice started to cry and
confided in Helen that her father had been touching her in a sexual manner
and that this has been happening since she was 10 years old but had
gotten worse in the last month.
Alice told Helen that his advances were getting bolder and that a few
weeks ago he tried to touch her while she was in the shower while her
mother was at work. Alice told Helen not to tell anyone.
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String Sculpture
The next morning Helen decided to see the Guidance Officer at the
school and talk to her about what Alice had told her.
The Guidance Officer called the classroom and asked for Alice to come
and see her straight away. Alice told the Guidance Officer what had been
happening at home.
The Guidance Officer then notified the Principal who called Child Safety,
Youth and Families who in turn called the Police.
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String Sculpture
Two Child Safety Officers and a Police Officer came to the school to
speak to Alice. The Child Safety Officer called Alice’s mother and asked
her to come to the school also.
Alice’s mother did not believe Alice stating that Alice’s father would never
do such a thing and she was angry with Alice believing that Alice had made
the story up.
A decision was made that Alice should see a doctor that day to help
determine the possible extent of Sexual Abuse.
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String Sculpture
The CSO called the Co-ordinator of the Foster Care Service with a
referral for the placement of Alice. The Fostering Service after matching a
Foster Carer to Alice’s needs called the Foster Carers with the referral.
The Foster Carers and the Foster Care Service Co-ordinator were to meet
with the Child Safety Officer at the local Child Safety Service Centre to
meet Alice. As the Foster Carers were picking up their children from sport
they too would be there when they met Alice.
It is now 4.30pm the next afternoon after the time that Alice made the initial
disclosure to her friend Helen.
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String Sculpture - Alice’s Story
• Alice
•
Police Officer
• Helen
•
Alice’s Mother
• Guidance Officer
•
Co-ordinator
• School Principal
•
Foster Carers
• 2 Child Safety Officers
•
Carers children
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Overview of Child Protection System
Intake
Aim - Determine the most
appropriate response to an
allegation of harm or risk of
harm.
Investigation and Assessment
Aim - Determine if a child is in need
of protection.
Ongoing Intervention
Aim - Ensure a child in need
of protection receives quality
care and protection
Actions taken - Information gathered
from child, family and relevant
persons to determine level and length
of intervention. The child’s safety,
harm and risk of harm are assessed.
Actions taken - Casework
with the family to return the
child, placement of child
where required.
Decision
Decision
Decision
Child in need of protection
Child Concern Report
Child not in need of protection
Child to return home where
safe
Notification
Child to stay at home or be placed
elsewhere
Action taken - Information
gathered from caller or
relevant persons where
required
Child to remain in care
Length of intervention and
type of child protection order
where required
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Types of Intervention and Child Protection
Orders
The duration and purpose of intervention and the subsequent placement,
where required, varies according to the needs of the child, young person
and their family and the type of intervention or child protection order the
child or young person is subject to.
Types of intervention include:
– Intervention with Parental Agreement – no child protection order
– Short Term Child Protection Order
– Long Term Child Protection Order
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Intervention with Parental Agreement (IPA)
Key aspects of IPA
• support and assistance without the use of a court order
• short term and intensive work with parental agreement
• it must be safe for the child to remain at home
• on occasions the child may be placed in out-of-home care with the
use of a child protection care agreement, if required.
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Temporary Assessment Order (TAO)
A Temporary Assessment Order can be made for up to three (3) days, with
a possible extension of one (1) business day.
The child will usually be placed out of home while the investigation of
harm, risk of harm and child in need of protection continues.
22
Court Assessment Order (CAO)
A Court Assessment Order can be made for twenty-eight (28) days with a
possible extension of a further 28 days.
Child will usually be placed out of home while the assessment of harm, risk
of harm and child in need of protection continues.
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Short-Term Child Protection Order
Short-term placements with the aim of returning the child or young person
safely home.
Short Term Child Protection Orders are usually for a period of time up to 2
years
Short term orders can instruct custody or guardianship be given to the
chief executive, relative or a significant other.
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Long-Term Guardianship Child Protection Orders
Only applied for when all other options for security and stability have been
exhausted (but are revokable if circumstances change).
Usually Child Safety Services are no longer working to return the child to
their parents care, although important connections should be maintained.
Long term orders expire the day before the child or young person’s 18th
birthday.
Can be granted to the Chief Executive or another suitable person nominated
by Child Safety Services
25
Directive Orders
The Childrens Court can make a directive order when it is assessed the
child is in need of protection but can safely remain at home if the parents
take certain actions.
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Protective Supervision Orders
The child is in need of protection, but supervision will enable:
• The child to safely remain at home and
• Supervision of the child’s wellbeing for the period of the supervision
order
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Roles and responsibilities in meeting the child’s
needs - Child’s Strengths and Needs Assessment
Child Safety Services conduct a needs assessment for each child in care.
Carers then participate in case planning, goals, actions and tasks to meet
any of the assessed needs of the child, including:
• Behaviour
• Physical health
• Emotional stability
• Alcohol and drug use
• Child development and intellectual
ability
• Family of origin relationships
• Education / vocation / employment
• Social relationships
• Additional child identified strength
/need
• Cultural identity
• Life skills for young people aged
15yr and over
• Relationship with carer family
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Roles and responsibilities in meeting the child’s
needs - Charter of Rights for a Child in Care
The Child Protection Act 1999 (Schedule 1 - Charter of Rights for a Child in
Care) establishes the following rights for the child or young person:a)
to be provided with a safe and stable living environment
b)
to be placed in care that best meets the child’s needs and is most
culturally appropriate
c)
to maintain relationships with the child’s family and community
d)
to be consulted about, and to take part in making, decisions
affecting the child’s life (having regard to the child’s age or ability to
understand), particularly decisions about where the child is living,
contact with the child’s family and the child’s health and
schooling
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Roles and responsibilities in meeting the child’s
needs - Charter of Rights for a Child in Care (cont.)
(e)
to be given information about decisions and plans concerning the
child’s future and personal history, having regard to the child’s age or
ability to understand
(f)
to privacy, including, for example, in relation to the child’s personal
information
(g)
if the child is under the long-term guardianship of the chief executive,
to regularly review of the child’s care arrangements
(h)
To have access to dental, medical and therapeutic services,
necessary to meet the child’s needs
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Roles and responsibilities in meeting the child’s
needs - Charter of Rights for a Child in Care (cont.)
(i)
to have access to education appropriate to the child’s age and
development
(j)
to have access to job training opportunities and help in finding
appropriate employment
(k)
to receive appropriate help with the transition from being a
child in care to independence, including, for example, help
about housing, access to income support and training and
education.
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Summary
CHILD’S RIGHTS AND NEEDS MET
CASE PLAN
Goal, outcome, actions
CHIILD’S STRENGTH AND NEEDS
CHARTER OF RIGHTS
Child Protection Act 1999
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Roles and responsibilities within a Child
Safety Service Centre
•
CSSC Manager
•
Senior Practitioner
•
Team Leader
•
Child Safety Officer
•
Child Safety Support Officer
•
Court Coordinator
•
Family Group Meeting Convenor
•
Administrative Staff
•
Business Support Officer
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Roles and responsibilities of licensed care
services and placement types
•
Foster and Kinship Care Services – recruit, train and support
•
Specialist Foster Care
•
Residential Care
•
Therapeutic Residential Care
•
Aboriginal and Torres Strait Islander Safe Houses
•
Supported Independent Living
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Emergency Placement
Emergency placement occurs only in a crisis situation with minimal
planning. They are an interim measure until a more suitable or stable
placement option is located for the child or young person.
Emergency placements are likely to be required when:
– A child is removed from family in urgent circumstances.
– A family with whom Child Safety Services is working with
unexpectedly requires a placement.
– A child or young person’s foster placement breaks down suddenly.
Emergency placements can be very disruptive to children, pre planning
and discussing your concerns early can help avoid a placement
breakdown and emergency situation.
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Respite Placement
Respite is a short placement with an approved carer for children away
from their primary carer.
Respite is provided as a support service to the child and the primary
carer. The child or young person returns to their primary carer after the
period of respite.
For some children and young people, particularly those with special needs,
respite may be a regular occurrence. For others, it may be an option used
only occasionally.
The use of respite should be part of an approved case plan, negotiated
between the carer, Child Safety Services and where applicable, the foster
and kinship care service or Recognised Entity.
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Support for Foster Carers
•
Emotional, psychological support and practical support - Regular
visits by your non-government support worker, Support line
•
Social support - FAST delegates, Foster and Kinship Care worker
•
Training - Quality care training, pre service, standard and advanced
modules
•
Resources - Carer handbook, carer information sheets
•
Task focused problem solving - Foster and Kinship Carer support line,
Foster and Kinship Care worker, Child Safety staff
•
Respite
•
Community support groups - FAST delegate, support groups, friends
•
Financial support - Federal and state government support
•
Advocacy and support - FCQ, Foster and Kinship Service, FAST
delegate
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Summary module one: Context of foster care
Learning Outcomes
At the end of this module participants will be able to:
• Explain why children can require out-of-home care placements.
• Demonstrate knowledge of how children come into care and who is
involved in decision making.
• Identify the needs of children in care, and the roles and
responsibilities of foster carers in meeting those needs.
38
Thank you
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