ADAMS COUNTY
HUMAN SERVICES DEPARTMENT
Division of Children and Family Services
KINSHIP CARE ORIENTATION
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Dear Kinship Providers:
You provide a valuable service in helping your family members through temporary difficulties and
meeting the needs of children in a time of crisis and change. Caring, nurturing relatives play an
essential role in helping to meet the needs of children who are unable to live with their parents. The
connection to family, relatives, and community is important to a growing child because:

Children can live with people they already know and trust.

Children can maintain their personal and cultural identity.

Families learn to rely on their own resources and strengths.

Relatives participate as responsible and integral members of the child and family's
support team.
This manual was developed to help you to understand the reasons children come into the care of the
Child Welfare System, the responsibility of the Adams County Human Services Department Division of
Children and Family Services, the importance of relatives and the options available to relatives. It gives
you practical information on topics like medical care, financial support, the role of the court, the role of
the department, and also provides guidance on areas such as welcoming a child in your home,
discipline, and parenting time. Throughout the manual we emphasize the role of kinship providers
working together with case workers and birth parents as members of a team in helping the child
achieve relationships intended to last a lifetime. Each chapter contains information on federal, state,
and agency policies related to providing kinship care.
We hope this will be a valuable tool in navigating the system!
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ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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CONTENTS
Letter to Kinship Providers ……………………………………………………………………………………………3
Child’s Pledge..…………………………………………………………………………………………………………….11
Section 1
CHILD WELFARE SYSTEM …………………………………………………………………………………..13-21
What is the Child Welfare System? ..........................................................................................................................15
Why Does the Child Welfare System Get Involved With Families? ..........................................................................16
What is Child Abuse and Neglect? ............................................................................................................................16
What Do the Terms Safety, Permanency, and Well Being Mean in the Child Welfare System? ..............................17
How the Child Welfare System Becomes Involved in Kinship Care? ........................................................................18
What Happens When The Child Welfare System Makes the Contact? …………..………………………………………………..….18
What Happens When Parents or Other Family Members Make the Contact? ........................................................19
What to Expect from the Child Welfare System ..……………………………………………………………………………………...………..19
Section 2
ACHSD CHILD PROTECTIVE SERVICES………………………………………………………………..23-36
ACHSD Division of Children and Family Services Vision, Mission, and Value Statements …………………………………....25
ACHSD Kinship/Foster Care Program Guiding Values .………………………………………………………………………………….….….26
What is ACHSD Division of Children and Family Services? .......................................................................................27
ACHSD Staff Structure and Roles ………………………………………….…………………………………………………………………….....…..28
People Who May Be Involved in the Case …………………………………………………………………………………………………..........33
Ongoing and Emergency Communication..………………………………………………………………….……………………………...........35
ACHSD–Division of Children and Family Services Basic Chain of Command ……………………..………………………………….36
Section 3
CERTIFIED AND NON CERTIFIED KINSHIP CARE……………………………………………………39-62
Definition of Kin in the State of Colorado and Types of Kinship Care …………………………………………………….……..... ..41
What is Kinship Care? ...............................................................................................................................................41
Types of Kinship Care …………………………………………………………………………………………………………………….......................41
Permanency Options ……………………………………………………………………………..……………………………………………………….....42
What is the legal term of custody? ..............................................................................................................42
Do I need the consent of the child’s/youths’ parents to get legal custody also known as Allocation of
Parental Responsibilities (APR?) …..………………………………………………………..................................................42
What are the advantages and disadvantages of APR? ............………………………………………….…………………...43
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Are there different options if the child/youth is removed from the home by the county department? …..43
What is non-certified kinship care? ..............................................................................................................43
What is kinship family foster care? ..............................................................................................................44
If I am certified as a foster parent, do I have to provide care to children/youth that are not related to
me?.............................................................................................................................................................44
What is foster care recertification?............................................................................................................44
How do children and youth enter foster care? .....…………………………………………………………………………..….…44
What are my rights as a kinship family foster care parent? …....................................................................45
Are youth in my care eligible for any assistance?.... ..................................................................................46
What is adoption? ……….............................................................................................................................47
Does ACHSD provide for any special needs of the children? ………………………………………………………………...47
Guidelines of the Subsidy Program ……………………………………………………………………………………...…..47
Certified and Non Certified Kinship Requirements Chart ………………………………………………………………………………….….51
ACHSD Provisional Certificate for Emergency Child Specific Placements …………………………………………………………..…53
EXAMPLE OF THE KINSHIP CARE AGREEMENT FORM ..…………………………………………………………………………..…………...54
What is a Kinship Safety Assessment? ......................................................................................................................58
Questions for New Kin Caregivers to Ask the Caseworker in Regards to Taking Responsibility for the Children …..60
Kinship Caregiver May Consent to............................................................................................................................61
Travel Authorization for Kin Families …………………………………………………………………………………………………………………62
Section 4
DEPENDENCY AND NEGLECT COURT AND LEGAL PROCESSES…………………………….65-75
DEPENDENCY AND NEGLECT PROCEEDINGS: …………………………………………………………………………………………….….…...67
When is a Child Considered DEPENDENT OR NEGLECTED? ......................................................................................67
How to Navigate the Dependency and Neglect Court Process ..…………………………………………………………………………..67
Shelter Hearing……………………………………………………………………..……………………………………………………………..…68
Adjudication Hearing…………………………………………………………………………………………………………………………….. 68
Dispositional Hearing…………………………………………………………………………………………………………………………..….68
Review Hearing……………………………………………………………………………………………………………………………………....69
Permanency Hearing……………………………………………………………………………………………………………………………... 70
FLOW CHART OF THE DEPENDENCY AND NEGLECT COURT PROCESS……………………………………………….……..72
THE LEGAL PROCESS .…………………………………………………………………………………………………………………………………………..73
Is it possible to have an open case with the county department that is not court involved? .....................73
What is a CASA? ......................................................................................................................................... 73
What is the Indian Child Welfare Act (ICWA)? ........................................................................................... 73
What are the confidentiality requirements? ...............................................................................................73
What if there are barriers in working with the county departments? ........................................................74
What happens if a child needs to be placed in another state? ...................................................................74
Do the children/youth in my custody have to visit their parents? .............................................................74
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What is my responsibility regarding visitation when the child or youth is in my care? ............................ 74
Are kinship caregivers able to receive child support? ................................................................................75
What happens if the parents do not pay the ordered amount? ................................................................75
If the parent of the child/youth I am raising has threatened to harm me, what can I do? ........................75
ADDITIONAL RESOURCES ABOUT THE LEGAL PROCESS ………………………………………………………………………... 75
Section 5
AVAILABLE CHILD WELFARE SERVICES…………………………………………………………….77-89
Financial Support ……………………………………………………………………………………………………………………..……………….……...79
TANF ………………………………………………………………………………………………..…………………………………….……………..79
Foster Care Payments or Certified Kinship Care Payments …..…………………………………….………………………...81
Child care assistance Program (CCCAP) …………………………………………………………………………………………..……..81
Food Assistance Supplemental Nutrition Assistance Program (SNAP) ..………………….…………………….………...81
Women’s, Infants and Children Program (WIC) ……………………………………….……………………………………………..82
Utility Assistance- Low Income Energy Assistance Program (LEAP) …………………..………………………………….…83
Therapy and Counseling ……..………………………………………………………………………………………………………………....83
Medical Assistance / Health Insurance …………..…………………………………………………………………………………..….83
Medicaid ……………………………………………………………………………………………………………………….…….…....83
Early Periodic Screening, Diagnosis, and Treatment (EPSDT) ..…………………………………………..……….84
Children’s Health Insurance Program (CHIP) …………………………………………………………………………..…84
Colorado Child Health Plan (CHP+) ..……………………………………………………………………………………….….84
Supplemental Security Income (SSI) .………………………………………………………………………………………....84
Caregiver Assistance .……………………………………………………………………………………………………………………….…....85
The National Family Caregiver Support Program (NFCSP) ………….……………….……………………….…….85
Respite Care ……………………………………………………….…………………………………………………………..…..…...85
Activities for Respite Care ……………………………………….…………………………………….……..…...87
Public Education ……………………………………………………………………………………………………………………………………...……..…90
Section 6
PARENTING TIME …………………………………………………………………………………………..91-100
Understanding Parenting time .……………………………………………………………………………………………………………...93
Support Parenting Time/Visitations ……………………………………………………………………………………….…………..…94
The Visitation Plan (3B) .…………………………………………………………………………………………………………………….…..95
Who Covers the Parenting Time/Visitation and Where do they Occur? .....................................................96
Preparing a child for visits ……………………………………………………………………………………………………………………...96
Sample questions to ask your caseworker if you are supervising the parenting time ……………………..……...96
Support ongoing efforts to help a child stay connected to his parents ……………………………………………..…...97
Why would the parenting time be supervised by staff?..............................................................................98
What can I expect if parenting time contact is supervised by staff or contract providers ..........................98
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EXAMPLE OF THE FOSTER PARENT/GUARDIAN PARENTING TIME AGREEMENT Form ………………….….…....99
Diaper Bag Checklist Suggestions ……………………………………………..……………………………………………………….…100
Section 7
Caring for Children who were Abused, Neglected, or Abandoned…………………..103-129
How Placement Affects Children ……………………………………………………………………………………………………………………..
105
Welcoming a child into your home ………………………………………………………………………………………………………………..105
Helping the child understand your family routine ……………………………………………………………………………………….…105
Emotional Impact on Caregivers and the Children and Youth in Their Home ……………………………….……………..…107
Tips for Dealing with Separation of Child from their Parents …………………………………………………………………………..108
Feelings Children of Violence May Experience …………………………………………………………………………………………..…...109
Denver Safe House Information ………………………………………………………………………………………………………………….…....111
Feelings and Thoughts from Children Growing Up in Violent Homes ………………………………………………………….…..113
How Can I Help the Children? ................................................................................................................................114
Talking With Children ………………………………………………………………………………………………………………………………...….115
Helping Children Explain Placement …………………………………………………………………………………………………………..…..116
Typical Crisis Periods ……………………………………………………………………………………………………………………………………...118
Children’s Bill of Rights …………………………………………………………………………………………………………………………………..120
Safety Plan …………………………………………………………………………………………………………………………………………………..….121
How Will I Know When to Ask for Help? ................................................................................................................122
House Rules …………………………………………………………………………………………………………………………………………………...124
Suggestions for Sample House Rules/Routines for Children ……………………………………………………………....125
SUGGESTED Online Safety Tips …………………………………………………………………………………………………….…….126
Taking Care of Your “Own” Family ………………………………………………………………………………………………………………....127
Section 8
AGES AND STAGES and GROWTH AND DEVELOPMENT………………………………….…131-171
Infants 1 to 2 Months ……………………………………………………………………………………………………………………….…………....133
Babies 3 to 4 Months ……………………………………………………………………………………………………………………………………...136
Babies 5 to 6 Months ……………………………………………………………………………………………………………………………….……..139
Babies 7 to 9 Months .………………………………………………………………………………………………………………………..……………142
Babies 10 - 11 Months ………………………………………………………………………………………………………………………………….…145
Toddlers 12 - 14 Months .………………………………………………………………………………………………………………………..……...148
Toddlers 15 - 18 Months ……………………………………………………………………………………………………………………………...…151
Toddlers 2 Years ……………………………………………………………………………………………………………………………………………...152
Young Children 3 - 4 Years ……………………………………………………………………………………………………………………………..…157
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Young Children 5 - 6 Years ……………………………………………………………………………………………………………………………..…160
Older Children 7 - 10 Years ……………………………………………………………………………………………………………………………....163
Early Adolescence 11 - 14 Years …………………………………………………………………………………………………………………….….166
Adolescence 15 - 18 Years ………………………………………………………………………………………………………………………….……..169
Section 9
LIST OF COMMUNICABLE DISEASES………………………………………………………………..173-192
Communicable Disease……………………………………………………………………………………………………………………..……………175
CHICKENPOX ……………………………………………………………………………………………………………………………………………………176
FIFTH DISEASE (Erythema Infectiosum) …………………………………………………………………………………….……………………..177
INFECTIOUS HEPATITIS (Hepatitis A) ………………………………………………………………………………………………………………..178
HEPATITIS B …………………………………………………………………………………………………………………………………..………………...179
IMPETIGO …………………………………………………………………………………………………………………………………………………..….…181
MEASLES (RUBELLA, RED MEASLES, 10-DAY MEASLES) ……………………………………………………………………….………...…182
INFECTIOUS MONONUCLEOSIS (MONO) …………………………………………………………………………………….….…………..…...183
MUMPS ……………………………………………………………………………………………………………………………………………………….……184
PINK EYE (Acute Contagious Conjunctivitis) ..…………………………………………………………….………………………..……..……185
PINWORMS …………………………………………………………………………………………………………………………………………………...…186
RINGWORM ……………………………………………………………………………………………………………………….………………………...….187
RUBELLA (German measles or Three Day Measles) ………………………………………………….……………………….……….….…188
SCABIES ………………………………………………………………………………………………………………………………………………………….…190
SCARLET FEVER (Streptococcal Diseases) ………………………………………………………………………………..…………………….….191
Section 10
LIST OF ACRONYMS………………………………………………………………………………………...193-200
Acknowledgements and References used………………………………………………………………..201
Resource: Helping raise children in Foster Care! .......................................................203
NOTE SECTION………………………………………………………………………………………………………..204
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CHILD’S PLEDGE
 To love my mom/dad and allow myself to receive love from everyone in
my family.
 To have meaningful relationships with my parent(s) and family
members.
 To live in a world free from taking sides.
 To grow up in a safe environment both physically and emotionally.
 To express my feelings, regardless of what others might think.
 To stay away from adult issues especially ones that are not my
responsibility.
 To be a child and only deal with children issues.
 To find a safe and neutral person to talk to about any problems or
feelings that I may have.
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Section 1
CHILD WELFARE SYSTEM
Describes what the Child Welfare System is all about, what it does, how families become connected to
the system, and what happens after families become involved with child welfare.
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What is the Child Welfare System?
The Child Welfare System was created to help every child have a safe and secure home life. This
responsibility has been given to public child welfare agencies, but they can’t do it alone. The courts,
private child welfare agencies and other service systems (such as mental health, substance abuse,
healthcare, education, and domestic violence) are all partners in servicing children and families who
come to the attention of the Child Welfare System.
The Public Child Welfare System is Responsible For:

Responding to reports from people in the community who think that children are being abused
or neglected

Helping families solve the problems that cause abuse or neglect

Helping children to be safe and secure

Preventing separation of children from their families

Working with the families so their children can return home (when children have been
separated from their families to be safe)

Ensuring that children receive adequate care while they are away from their families

Finding another suitable permanent home for children who cannot return home

To accomplish these goals, the agency works with families to identify their strengths and needs.
The agency helps families find the services and support that they need.
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Why Does the Child Welfare System Get Involved With Families?
To ensure the safety of children- The major role of the Child Welfare System is to ensure the safety,
permanency, and wellbeing of children. The law in most states gives the Child Welfare System the
responsibility for responding to and following up on reports and calls about the safety and risk of harm
to children in the community.
To provide services- If a child is not safe or has been harmed at home, the Child Welfare Agency will
provide service to ensure that the child is safe. It will also offer services to the family to help them if
the child is at risk of harm.
Children and youth may be identified as “in need of assistance,” “in need of services,” or “in need of
supervision” if their behavior is out of their parents control. In these states, the court can order the
Child Welfare Agency to provide services and supervision to these families. This might be done to keep
children and youth out of the juvenile justice system. When children are placed in the care of the Child
Welfare Agency, the state is responsible for providing the services they need.
What is child abuse and neglect?
A federal law called the Child Abuse Protection and Treatment Act (CAPTA) says that abuse and
neglect is “any recent act, or failure to act, on the part of a parent or caretaker which results in death
or serious physical or emotional harm, or sexual abuse or exploitation, or presents an imminent risk of
serious harm.”
There are several types of abuse and neglect. The definitions below were adapted from CAPTA:
Physical abuse- is causing injury to a child by beating, kicking, biting, burning, shaking, or other ways of
harming the child. Sometimes even when a parent does not intend to hurt the child, a child’s injuries
may be legally labeled as abuse. For example, the injury may have been the result of over discipline or
physical punishment. The law holds the parent responsible for the safety of the child even when
someone else in the home causes the injury.
Child Neglect- is failure to provide for a child’s basic needs. This includes a child’s physical,
educational, medical and emotional needs. Sometimes neglect of a child happens when a parent has a
drug or alcohol abuse problem or some form of mental illness. Not having enough money to take care
of a child’s basic needs does not mean a parent is being neglectful. It may mean that the parent needs
assistance.
When deciding if a child is neglected, the agency worker usually considers cultural practices or
difference. This is to make sure that a family is not wrongly accused of abuse or neglect.
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What Do the Terms Safety, Permanency, and Well Being Mean in the Child Welfare
System?
“Safety” means that a child must be protected from abuse and neglect. Federal law requires child
welfare agencies and courts to think about child safety when decisions are made about where the child
will live or what type of services to provide to the family.
Safety is an issue even when a child lives in a kinship, foster or adoptive home. Federal and state laws
require the Child Welfare Agency to do a criminal background check on anyone who applies to be a
foster, kinship, or adoptive parent. In addition, child welfare agencies do an intensive home study
evaluation of everyone who applies to become a foster or adoptive family.
“Permanency” means that a child will have a stable, permanent home. It also means that it is very
important to continue family relationships and connections with a child while they are living in a
placement outside of their home.
To achieve permanency, the Child Welfare System wants to return children home as soon as it is safe
to do so. If, after a certain amount of time in foster care, the Child Welfare Agency and court believe
that a child will not be able to live safely with their parent or caretaker, the Child Welfare Agency must
look for another home where the child can live permanently.
“Well-being” means that a child’s needs must be taken care of while in placement or in the home
with their parents. This includes physical health, mental health, and developmental and educational
needs. In addition, family members can receive services that will help to provide for a child’s needs
and safety.
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How the Child Welfare System Becomes Involved in Kinship Care?
The involvement of the Child Welfare System in kinship care varies from case to case, depending on
the children’s age, safety needs, the legal custody, and other differences.
If American Indian or Alaska Native children are involved, the Federal Indian Child Welfare Act must be
followed. The Indian Child Welfare Act (ICWA) is an important federal law for American Indian/Native
American tribes. Child Welfare agencies and courts must follow the law when they are working with
American Indian/Native American families in child custody proceedings. ICWA gives American
Indian/Native American tribes the right to be involved in deciding what should happen to American
Indian/Native American children who may be placed in foster care or adoptive placements.
The Child Welfare Caseworker may be the person who initially approaches a grandparent or other
relative and asks that person to take care of the children. In other situations, the family may contact
the Child Welfare System for help. Some examples of these two types of contact are discussed here.
What Happens When The Child Welfare System Makes the Contact?
A report of child abuse or neglect is made. Child Protective Services screen reports of child abuse and
neglect, according to State policies and practices. If investigators believe that children are in danger in
their own home, they are removed immediately. The Caseworkers often look for a relative to keep the
children until the case goes to court. If the case goes to court and the charges are proven, the court
and the Child Welfare System may select relatives to care for the children until the parent can safely
care for them, or an alternative placement may be made.
Parents are arrested. Police may arrest a parent or parents but be willing to leave the children with a
relative. The police then notify the Child Welfare Agency of this temporary placement. Depending on
the State laws and practices, the agency may leave the children with the relatives, take them into the
State’s legal custody and place them with the relatives.
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What Happens When Parents or Other Family Members Make the Contact?
A parent leaves the children with grandparents or other relatives and does not return. Abandonment
by the parent, even if it is temporary, may prompt kin caregivers to contact child welfare services and
ask for help. In these situations, Caseworkers may be able to offer services or they may help the kin
seek temporary legal custody through the court. However, if the parent remains missing and the kin
cannot continue to care for the children, the children may be taken into the State’s legal custody and
placed in another home.
Grandparents or other kin are no longer able to care for the children under a private arrangement. In
these situations, the kin caregiver may have planned to care for the children for a long time without
agency help, but an unexpected circumstance forces them to seek help from the Child Welfare Agency.
For instance, the caregiver may become ill, a child may suddenly need special services, or the caregiver
may lose a job and no longer be in a position to financially support the children. The child welfare
worker may then be able to help arrange services for the kin caregiver or arrange a different
placement option for the children.
Parents voluntarily give up custody due to their own illness. Parents suffering from mental illness or
from a debilitating illness such as HIV/AIDS may contact the Child Welfare Agency themselves and ask
them to take their children into legal custody. In such situations, Caseworkers may seek out relatives
whom are able to take physical custody of the children, rather than placing them with unrelated foster
parents.
What to Expect from the Child Welfare System
After the children are placed in their home, kin caregivers may wonder what they can expect in their
future dealings with the Child Welfare System. Much of the ongoing relationship with child welfare will
depend on whether the legal custody of the child remains with the parents or kin caregiver (voluntary
kinship care) where temporary legal and/or physical custody is granted to a relative or with the State
or Child Welfare Agency (kinship foster care). These two situations are addressed separately below:
o Ensuring Safety through Home Visits. Caseworkers will need to ensure that the
kin caregivers and their homes meet minimal requirements for the safety of the
children. For instance, most States require that child welfare workers check on whether
anyone in the household has a criminal record or a previous record of child abuse or
neglect. The primary concern of the Caseworker is for the safety of the children.
o Visiting. In Colorado, the Caseworker is required to meet in the home with the child
and the family once a month and is also required to conduct drop in visits periodically.
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The goal of the home visit is to ensure that the children remain in a safe environment
that is meeting their needs.
o Treatment Plan. The kin caregiver will be required to work with the children towards
completing a treatment plan designed to address their needs (ex. therapy, visitation,
safety, educational, etc.)
o Offering Services. Colorado has services available for children and families. For
instance, this might include a referral for a therapeutic service for the children. (See
“Services” for additional information).
The following are some of the ways that the Child Welfare System may be involved in kinship foster
care:
 Ensuring Safety or Licensing Standards. Caseworkers will check to see if the kinship or
any other adult living in the home has a criminal record or a record of child abuse or neglect.
Caseworkers may be required by the State to consider the size of the home, the income of the
caregiver, others who live in the home, and available transportation. Kinship parents will be
required to enroll in foster parent training. Caregivers should ask if they will be required to
become licensed in order to care for the children, and whether licensing will allow them to
receive foster care payments.
 Supervision and Support. The Caseworker will support all the family members to ensure
the children are safe and doing well. To do this, part of the Caseworker’s job usually includes
ensuring telephone contact is maintained between all parties, as well as making monthly face
to face visits to the home. The Caseworker may also provide referrals for services, such as
counseling. In most situations, the relative caregiver will be the person who takes the children
to the doctor or health clinic. In most cases, the caregiver is also the one responsible for dealing
with any school situations. It is the Caseworker and family members, including kin caregivers,
job to work together to ensure the children’s needs are met.
 Arranging Visitation with Parents. In most situations, the court will encourage the parent
or parents to visit their children. The Caseworker will work with the parents and kin caregivers
to set up the schedule and make arrangements for the visits. In some cases, kin caregivers may
be responsible for providing transportation for the children or for supervising the visits in their
home.
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 Treatment Plan. With input from the parent(s), often from the children, other relatives, and
other involved adults, the Child Welfare Agency will develop a treatment plan. The treatment
plan covers two major issues:
1. A permanency goal for each child. The permanency goal states where that child will
grow up. In most situations, the permanency goal for a child will be to move back home
with a parent (usually referred to as “family reunification”). Many States require
“concurrent planning,” which means that the Child Welfare Agency must create a
primary plan as well as a backup plan. Often, the primary plan is to return the child to
the parent. If this is not possible, the backup plan may be for the kin caregiver to
become the child’s adoptive parent, legal guardian, or to receive Allocation of Parental
Responsibility (APR).
2. Actions that the parent and Child Welfare System need to take so that the children can
be allowed to return home to that parent or so that another permanency goal can be
achieved. For parents who have abused alcohol or drugs, the service plan may state that
the parent must successfully complete substance abuse treatment. For parents who
have abused or neglected their children, the plan may include parent training. There
may also be requirements in the service plan for other people involved with the children
to complete.
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Section 2
ACHSD
CHILD PROTECTIVE SERVICES
Describes ACHSD Division of Children and Family Child Protective Services. Explain what this part of
the Child Welfare System does and what families can expect when they get involved with Child
Protective Services to include staff roles, contact information and the Chain of Command
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ACHSD Division of Children and Family Services
Children and Family Center (CFC)
Vision/Mission
Provide Social Services Programs with integrity and
innovation to residents of Adams County in partnership with
the community, state, and federal entities.
Values
We serve in the spirit of being good stewards of public funds,
while promoting the dignity and betterment of individuals
and families.
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ACHSD Kinship/Foster Care Program Guiding Values
Adams County Human Services Department (ACHSD) is committed to providing high quality services for
families and children, and stability in kinship/foster placement is promoted when appropriate.

Kinship/foster care placements are valued and supported.

ACHSD will facilitate positive, honest relationships between staff, families of origin, foster
parents, and children.

ACHSD procedures will be as non-intrusive as possible with smooth transitions to reduce
trauma to children, families, and professionals.

A high value is to be placed on the children’s perspective and emotions. Decisions will be made
in the best interest of the child.

All children in kinship placement or foster care will receive a holistic approach to treatment in
order to meet their needs including; medical, mental health, education, emotional,
recreational, and occupational needs.

ACHSD acknowledges and integrates values of diversity, including race, ethnicity, gender,
religion, and age.

Individual rights and confidentiality are highly valued and will be protected.

Community support and involvement for children in kinship placement or foster care is
encouraged.

Treatment plans will be developed and implemented with the cooperation of county staff,
families of origin, extended family, foster families, children (when appropriate), and other
appropriate professionals.

Clear permanency goals will be established for families of origin and foster parents in order to
facilitate and clarify their roles.

Adolescents in kinship placement or foster care will be provided opportunities to learn
independent living skills and learn to value a healthy blanch between independence and
interdependence in ongoing relationships.
ACHSD will adhere to all State Rules and Regulations outlined in Volume VII for Child Welfare Practices
and Resource Development and the Colorado Children’s Code.
http://www.colorado.gov/apps/cdhs/rral/rulesRegs.jsf
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What is ACHSD Division of Children and Family Services?
ACHSD Division of Children and Family Services is a specialized part of the Child Welfare System. It
focuses on families in which a child has been identified as a victim of or in danger of child abuse or
neglect. This may also be called child maltreatment. State laws require child protection services
agencies to do the following:

Take reports from people who believe a child has been abused or neglected

Find out if abuse or neglect has taken place

Ensure that there is a plan in place to keep the children safe

Provide services to families to ensure their children’s safety
ACHSD Division of Children and Family Services is dedicated to ensuring the safety and well-being of
children in a permanent home. The following services are offered:

Assessment of child abuse and neglect allegations

Family preservation services

Family reunification services

Temporary foster care and treatment services

Resolution of extreme conflict between youth and parents

Adoption, guardianship, emancipation, and other permanency options when children cannot be
reunited with parents
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ACHSD STAFF STRUCTURE AND ROLES
Intake:
How would Adams County Human Services Department Division of Children and Family Service get a
report about a child?
To promote the safety, wellbeing, and permanency of children and youth while preserving and
strengthening families, the Intake Section responds to a variety of concerns about children and their
families. Anyone who might suspect a child is being abused or neglected may call ACHSD to report
their suspicion. Calls are received by screening staff at our Child Protection Hotline at 303-412-5212,
24 hours a day, seven days a week.
Any person may voluntarily report suspected abuse or neglect. Persons who work with children and or
families are legally required to report suspected abuse or neglect. They are called “mandated
reporters.” This includes professionals in health care, child care, social services, education, mental
health, law enforcement, guardians ad litem, and clergy (unless information is considered privileged.)
Does ACHSD Children and Family Services review all reports of suspected abuse and neglect?
Yes. There is some level of review to every report. If assigned, Intake is the first stage of the process.
It is the point at which reports are received. The purpose of intake is to gather enough information
from the person who makes the report to determine the following:





If the reported information meets the legal and agency guidelines for abuse and neglect
Credibility of the reporter
If the child has been harmed or is at risk of harm
How the agency will respond
How quickly the agency will respond
If the agency decides that the report meets the guidelines for abuse or neglect, then an intake
investigation /assessment is conducted.
Who conducts an investigation? What are their qualifications?
The main investigator is an Agency Caseworker who must have the skills to work with children, youth,
family members, community agencies, law enforcement and courts. Agency Caseworkers must have a
bachelor’s degree or a master’s degree in social work or a degree in a closely related field. ACHSD
must ensure that the workers have regular and appropriate training and specialized skills necessary to
provide quality services.
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What are the possible outcomes of an investigation?
The agency may determine the following:

The child or youth was not abused or neglected. When this occurs, the allegation is called
“unfounded” or “unsubstantiated.” There is no need for further Children and Family Services
involvement. The case is closed.

The child or youth was not abused or neglected. The report was unfounded, but there are
family problems for which the family may want some help. The Caseworker may refer the
family to some community services that can help on a voluntary or non-court involved basis.

There is evidence the child or youth was abused or neglected. This is called having the
allegations “founded” or “substantiated.”
If there is evidence that a child or youth has been abused or neglected, what could happen?
Depending on what happened to the child or youth and the ability for the caregiver to keep them safe
now and in the future, any of the following may happen:

If the child or youth can be safe in their home, services may be put in place for the family to
prevent further abuse or neglect. Plans will be developed and supports made available for the
family to make sure the child or youth is safe. This is called a safety plan and it will be
monitored by the Caseworker.

If the child or youth cannot be safe at the present time in their home, they may need to be
placed with someone outside of the home. They could be placed with a relative or in foster
care.

The Family Court, also called the Dependency and Neglect Court, may become involved in the
Child Welfare case and may order the parent or caregiver to make changes and to participate in
services.

Law Enforcement may become involved if it is suspected a crime has been committed against
the child or youth. Law enforcement may call ACHSD to request assistance for a family.
Removal of a child or youth during, or as a result of, an investigation is a very serious and often painful
outcome for both the child or youth and the family. This action is reserved for situations in which the
child or youth’s safety is at high risk and the Caseworker determines that a parent or caregiver is
unable to protect the child. Our main focus is to identify and address any safety issues while working
cooperatively with families to provide needed services.
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Ongoing Child Protection and Reunification:
Ongoing Child Protection and Reunification Services serves children from birth to 18 years of age who
have been identified as being at-risk or are victims of child abuse and neglect. Ongoing Caseworkers
work with the family to identify and secure services and supports that can help to build safe parenting
skills that will allow children to remain in the home or return home. The three major goals of Ongoing
Child Protective and Reunification Services are to:

Ensure that children have a safe and permanent home

Help parents to engage with supports and services that can help them develop protective
parenting skills that will allow their children to remain home or return home.

Engage extended family and kin as soon as possible to provide temporary and/or long-term
care for children if they cannot safely live at home, and/or to help children prepare for living
with an adoptive or other permanent family if they cannot safely return home.
Services Provided:
Services to children and families are provided either voluntarily or are ordered by the Court. To achieve
our goals, Ongoing Child Protective and Reunification Services develop a comprehensive service plan
along with the parents to assess existing strengths and to identify services to improve the safety of the
children and wellbeing of the family. Services may include:







Substance Abuse Treatment
Mental Health Services
Referrals to community agencies to ensure safety and expedite permanency
In-home and community-based parenting services
Supervised parenting time
Assistance to secure emergency housing or other funds
Support and advocacy
In addition, Ongoing Child Protective and Reunification Services utilize community partnerships to
expand upon the client's support system.
Permanency Services:
Ensures all children in placement who are not able to return home achieve stability through adoption,
permanent placement with relatives, long term placement with a foster family, or living independently
in the community. Permanency services works with children, youth, and families to strengthen and
develop lifelong connections and homes.
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Adoption Section
Ensures that children who cannot return home and have the goal of adoption achieve a permanent
home with a loving family in a timely manner. The vision for the Adoption program is outreach to
adoptive families and cooperative collaboration to find ‘forever families’ for children and youth.
Youth in Transition Section
Ensures that youth will be provided resources and supportive services to successfully transition back
into their home with their family or to live independently in their community if they are unable to
return home. These services may include securing stable housing, and/or locating educational and
employment opportunities. The vision of the Youth In Transition program is to facilitate youth
empowerment and develop permanent connections.
Adolescent Resource Team
Ensures that youth and families who are experiencing conflict in their relationships receive services
necessary to strengthen relationships and return youth home. The Adolescent Resource Team’s goals
include maintaining youth in their homes and communities, keeping youth in school and reducing
delinquent behaviors. The vision of the Adolescent Resource Team is family empowerment and
community engagement.
Client Services:
Program Goals:
Client Services provides an effective continuum of services and resources to achieve safety,
permanency, and well-being for the children of Adams County. The Client Services section also
supports the work of the Division through identification, design, implementation, and evaluation of
services needed and provided for children and families involved in Child Protection Services.
Services Provided:
The client services program was formed in March 2005. Services delivered support the work of the
Intake, Ongoing and Permanency sections of the division.

Identify & meet division placement needs & resources.

Develop working partnerships with the community to meet Division needs.

Ensure high quality foster care and adoptive resources. Foster support provides a safe and
stable temporary home for children who cannot return to their biological home due to
safety and protection issues. Adams County is in need of quality, committed foster
parents. Please contact us at 303.412.KIDS (5437) or 303.412.5030 if you are interested in
becoming an Adams County foster home.

Ensure that every contract for out-of-home services is thoroughly and accurately completed
and evaluated.

Provide treatment services to families within our community to expedite permanency and
achieve successful independence.
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
Family Engagement Services
Quality Assurance:
Program Goals & Services:
The Quality Assurance Program is primarily responsible for helping improve the Children and Family
Services Division's performance through the use of program evaluation and continuous quality
improvement to achieve the goals of efficiency, effectiveness and equity in service provision. The Quality
Assurance Program's contributions to these goals will be:

A system of continuous quality improvement

Coordination of the Children and Family Services Strategic Plan

Development and maintenance of a comprehensive data reporting system

Promotion and utilization of available data to track process and outcome measures and
best practices

Utilization of program review to assess and improve program outcomes.
Strengthening Families
Protective Factors
Framework
Prevention / Diversion
Intake/Investigation
Ongoing/Case Planning
In home care
Out of home care
Permanency/Exit/After Care
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People Who May Be Involved in the Case
Intake Caseworker: The Caseworker that completes the initial child abuse/neglect investigation and
manages the case for up to thirty (30) days. This Caseworker must visit the child/youth in the kinship
family foster care home or the kinship home at least twice in the first month of out-of-home care.
Ongoing Caseworker: The case is transferred to this Caseworker within the first thirty (30) days of the
case opening. Generally, the Ongoing Caseworker manages the case until the case is closed. The
Caseworker must visit with the child/youth at least monthly to assure safety and well-being. The
child/youth must be visited in the kinship family foster care or kinship home at least every other month.
Case Service Aide (CSA) or Parenting Time Coordinator: Staff who observes your parenting time
visitation sessions
Domestic Violence Reduction (DVR) Advocate: Provides in-home case management services to
children and families who have been involved in domestic violence relationships in their homes.
KEEP Removal Prevention and Reunification Services: Provides home-based removal
prevention and immediate reunification services for up to 2 weeks or 25 hours or more
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intensive reunification services for 30-60 days or up to 50 hours of direct services.
Guardian ad Litem (GAL): A court appointed attorney to represent the best interest of the child or
youth while the dependency and neglect case is active with the court.
Court Appointed Special Advocate (CASA): A volunteer that is appointed by the court to gather
information in child abuse and neglect cases and advocates to the court on behalf of the needs of the
child or youth. Not all counties have CASA programs.
Special Respondent: Also known as “a party to the case”. A special respondent is appointed by the
court to enter the dependency and neglect action. Special respondents must demonstrate their
knowledge about the circumstances and relationship with the child/youth in the case. The court may
order a treatment plan for the special respondent, including providing care for the child or youth,
visitation, and other responsibilities. Special respondents receive a copy of the court report. Kinship
caregivers are frequently included as special respondents and must follow court orders.
Respondent Parent(s): All parents or legal guardians who are alleged to be responsible for child abuse
or neglect, and/or who failed to protect the child/youth.
Respondent Parent’s Attorney: An attorney that represents the parent(s)/guardian. The court may
appoint the attorney free of charge based on the income of the parent(s)/guardian. If an attorney is not
appointed, the parent(s)/guardian is responsible to hire an attorney for legal representation or to
represent themselves at each court hearing.
Magistrate or Judge: Presides over the dependency and neglect case. The Magistrate or Judge
presides over the case, hears the facts, and makes rulings/orders based on the law and what is in the best
interest of the child or youth. Judges preside over all Jury Trials.
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Ongoing and Emergency Communication
If you have a problem or concern related to the care of a child, call the child’s assigned caseworker.
The caseworker is responsible for assessing the care of the child and for keeping the agency informed
about the child’s situation. If you need help with handling a problem, or you are concerned about the
child’s behavior, or you need information about services, call the caseworker.
You are encouraged to tell the caseworker when something positive happens. For example, let the
caseworker know when a problem from the previous week has been resolved positively or the child is
doing better in school. The following are examples of situations when it is appropriate for you to call
the caseworker:
 To ask for advice on how to handle a problem or a crisis situation.

To express concern about a change in the child’s behavior, development, or social functioning
(such as family, school, peer relationships, attitudes, habits, conduct, symptoms)

To discuss plans affecting the child

To make the agency aware of sudden changes in your family’s’ circumstances that may affect
the child’s placement or planning

To obtain information about community services or resources that might be useful to the child

To keep the agency informed about parenting time/visitation that was not observed by an
agency representative.

When you need to be away from your home overnight and there will be a substitute caretaker.
If you question an agency decision or do not agree with the caseworker’s actions, try to have an open
discussion and express your concerns with the caseworker.
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ACHSD – Division of Children and Family Services
Basic Chain of Command
Contact
Children and Family Services Center
7401 N. Broadway
Denver, CO 80221
Ph: 303.412.8121
Hours
Monday - Friday
8 a.m. - 4:30 p.m.
ACHSD Director
Children & Family Services
Division Director
Program Manager
Supervisor
Caseworker
Case Aide
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
Parenting Time
Coordinator
Page 36
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Section 3
CERTIFIED AND NON CERTIFIED
KINSHIP CARE …
Describes kinship care, the types of kinship care and permanency options and requirements
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Definition of Kin in the State of Colorado
Kin is defined as relatives by blood as well as non-blood kin. Non-blood kin are defined as people who
have close relationships with and know the children or families but are not related by blood.
What is Kinship Care?
Children are in kinship care when they cannot live with their parents, but live full-time with a relative
or any non-relative who has a longstanding relationship with the child or family. Kinship care is the
most desirable living arrangement for children who cannot live with their parents. It helps children
preserve a sense of family and belonging. It can help children identify with their family’s culture and
traditions. When a child cannot live with his or her parents, relatives often take over the full time
responsibility of caring for that child. This is called kinship care, also known as “relative care”.
Relative care can be temporary, meaning the child eventually goes home or to another home. Relative
care can also be permanent, meaning the relatives care for the child until he or she becomes an adult.
Types of Kinship care:

An informal agreement between family members or with a non-relative. This arrangement can
occur when ACHSD does not have legal custody of the child/youth and is temporarily involved
with a family.

Non- certified Kinship Caregiver- The caregiver can be granted temporary, legal, and physical
custody of a child by the court.

Certified Kinship Foster Care- The caregiver is a licensed foster parent and is caring for the
child/youth. ACHSD has legal and physical custody.
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
Kinship Adoption- The biological parents rights are terminated and the relative caregiver
becomes the child’s/youth’s legal parent.
There are two types of custody:

Physical Custody – The child/youth lives with you but you have no legal authority to make
decisions for the child/youth. You may have input into decisions made but ACHSD is the legal
guardian and makes all decisions affecting the child/youth. Children and Family Services will be
actively involved with your family and the child/youth.

Legal Custody or Guardianship- You must go to court, and the court grants legal custody or
guardianship. As the legal guardian you have the authority to make most major decisions
regarding the child/youth. The ACHSD Children and Family Services case will usually be closed
and you and the child/youth will no longer be involved Children and Family Services.
Permanency Options
It is important that a kinship caregiver establishes a legal relationship with the child/youth in their care.
Having a legal basis for authority to care for the child/youth can provide many benefits. Without it the
county department division of child welfare, district of juvenile courts, and even your own family do
not recognize legal authority for decision-making. For kinship caregivers, knowing the legal options
and choosing the best one for your situation can be stressful, time consuming, and sometimes
expensive. Legal arrangements discussed below include legal custody (also known as Allocation of
Parental Responsibilities or APR), informal arrangements, Non-Certified Kinship care, Kinship Family
Foster Care, Adoption, and a Relative Guardianship Assistance Program.
What is the legal term of custody? In 1999, Colorado changed the legal term “custody” to “parental
responsibilities.” Both terms mean the physical care and supervision of the child/youth; including
major decisions concerning the child/youth (less than 18 years of age.) The legal custodian has the
right to care, custody, and control of a child/youth; the duty to provide food, clothing, shelter, ordinary
medical care, education, and discipline for a child/youth; and in an emergency, to authorize surgery or
other extraordinary care. Legal custody may be removed from a parent only by court action in district
court. Physical custody refers to an informal situation where a caregiver is raising child/youth without
the legal authority by the court.
Do I need the consent of the child’s youths’ parents to get legal custody also known as Allocation of
Parental Responsibilities (APR?) Not necessarily. Before a relationship can be legally established, the
child/youth’s parents must be given a reasonable opportunity to respond to or oppose the new legal
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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relationship that the kinship caregiver is proposing to the court. Below is a list of different situations
where custody can be ordered through APR:

A contested custody case results when a parent challenges a caregiver’s request for legal
custody.

Consent custody takes place when a parent agrees to give the kinship caregiver legal custody.
APR may be initiated during a Dependency and Neglect (D&N) case filed by the county department, in
order for a child/youth to achieve permanency. If a parent does not follow through with their
treatment plan and the child/youth cannot be safely returned to the parental home, the county
department may recommend, with the agreement of the caregiver, that the court award APR to a
kinship caregiver. In these situations, APR documents will be filed in district court.
What are the advantages and disadvantages of APR? APR provides the legal authority to obtain
certain benefits and services for the child/youth in care. It allows custodians to make basic decisions
about how the child/youth will be raised, and enables them to protect the child/youth from potentially
abusive parents or dangerous situations. Parental rights are not terminated, allowing contact, if
appropriate.
Are there different options if the child/youth is removed from the home by the county department?
Yes. It is generally believed that placement with relative’s helps the child/youth feel more secure and
less separated from their family and community. A new law was enacted in June 2009 that requires
county department child welfare Caseworker to contact and notify all adult grandparents and other
adult relatives within 30 days of the child/youth’s removal from the parental home of the following:
The child/youth was removed from the home.

Options available to the relative to participate in the plan of care for the child/youth.

Consequences of the choice to not be involved.

Requirements to become a certified kinship foster parent.
Prospective caregivers have the option to apply to be the kinship family foster care home for the child
and must meet all the requirements to be a foster parent. Another option is to apply to be a noncertified kinship caregiver. This does not require families to meet the requirements of becoming a
foster parent. A background check is required in all situations if all relative options have been explored
and there is no relative who can care for the child/youth, they will be placed in a non-relative family
foster home.
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What is non-certified kinship care? Non certified kinship care refers to the process where the county
department places the child/youth with the caregiver. A non-certified kinship caregiver can apply for
child only TANF/Medicaid in the county they live in. If a child is placed in your home, the county
department will need to make sure you can take care of and keep the child/youth safe. The county
department Caseworker may ask the caregiver to complete:

A Structured Analysis Family Evaluation (SAFE) home study, the modified SAFE kinship home
study, or county specific assessment of the family.

A fingerprint based CBI and FBI background check for all adults over 18 in the home

A check for confirmation of child abuse/neglect in Colorado and all states any adults in the
home have resided for the past five years.

Colorado Court Access Database
What is kinship family foster care? Kinship family foster care providers are certified foster parents.
(The county department of human/social services retains legal custody of the child(ren)/youth and the
kinship caregiver meets all requirements for a family foster care home) Relative caregivers must
comply with the same requirements as any certified foster parent. Once certified, caregivers are then
eligible to receive foster care reimbursement.
If I am certified as a foster parent, do I have to provide care to children/youth that are not related to
me? No. As a kinship family foster care provider, you may be certified as “child specific,” meaning you
are certified to care specifically for that child/youth. However, if you choose to continue as a foster
parent for non-related children/youth, you may do so.
What is foster care recertification? Each year, foster homes are required to be recertified on their
anniversary date. This is the date one calendar year from the date of previous certification. That date
is listed on our foster care facility agreement and your certificate.
Foster care recertification requirements are regulated by the state. The purpose is to insure quality
and safety of our foster homes. About 60 to 90 days prior to your recertification date, your
certification worker will send you a letter letting you know what needs to be completed for your home
to be recertified along with the forms that need to be completed. Prior to your anniversary
(recertification) date, your certification worker will schedule a home visit to complete your
recertification.
How do children and youth enter foster care? The purpose of the Child Welfare System is to help
preserve the family, assure the safety of children/youth, and facilitate permanency for children/youth.
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Foster care is a service when a child/youth cannot be safely maintained in the family home. Certified
Foster parents receive monthly reimbursement for the care of a child/youth in out of home care. The
child/youth is generally insured by Medicaid for medical services. Usually, involvement in the foster
care system begins with a call of referral to Child Protective Services, within the county department to
report that the child has been abused, neglected, or abandoned by the parents or the guardian. There
is an investigation by the county department to assess and evaluate whether the allegations of
abuse/neglect are substantiated, and whether the child/youth should be removed from the home.
Removal occurs when the child/youth cannot be safely maintained in the home with a safety plan and
services. Only a court can declare that a child/youth should be placed out of home and this decision is
made after a judge has had the opportunity to evaluate all the relevant evidence of the investigation.
If the judge finds that the child/youth cannot remain safely at home, legal custody of the child/youth is
awarded to the county department or other family member. When the county department has legal
custody of the child/youth, the preference for the placement is with relatives first, others with a
significant relationship to the child/youth and finally other forms of out of home care.
What are my rights as a kinship family foster care parent? Once a child is court ordered into foster
care placement at the temporary custody hearing, the county department maintains legal custody.
Colorado law requires the court to advise birth parents that relatives may be considered as placement
resources and requires the parents to identify suitable relatives. The county department has an
obligation to conduct a diligent search for all grandparents and other adult relatives as possible
placement or permanency resources. Colorado law also requires counties to consider the least
restrictive settings, in the following order: grandparents, other relatives, certified non-relative foster
families, and residential childcare facilities.
The county department Caseworker and the guardian ad litem (GAL) will have regular involvement
with the child/youth. The court will order a treatment plan that may include visitation/parenting time,
which the relative caregiver must comply with. The court must also approve allowing the child/youth
on trips out of state, as well as major medical treatment procedures. Kinship foster parents are
intended to be a part of a treatment team. Other parties involved on the treatment team include the
county department Caseworker, the therapist, teacher, and other professionals. Kinship foster parents
may advocate for a child/youth with the treatment team and the court.
As a certified foster parent, the relative caregiver will receive a monthly reimbursement to support the
care of the child/youth. There is a base rate, but if the child/youth has special needs or special
considerations, the rate may be negotiated. The rate is intended to reflect the specific needs of the
child/youth, including the level of supervision.
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The child/youth in foster care is usually provided with Medicaid to cover medical, dental, and mental
health needs. Recreation activities and mentoring programs may also be available for the child
through the county department. If these services are needed, the caregiver may make a request to the
Caseworker. Foster parents have the right to receive notice of all court hearings and to be heard in
courts. Foster parents also have the right to be invited to periodic six-month reviews conducted by the
Administrative Review Division, regarding the progress of the case for the child/youth.
Are youth in my care eligible for any assistance? Youth 15 years and older and are currently in kinship
foster care are eligible for Independent Living Services. To be eligible for Chafee Foster Care
Independence Program (CFCIP) services (if available in that county), youth must meet of on the
following criteria (Colorado Department of Human Services Staff Manual Section 7.305.4):
Effective April 1, 2012 7.305.42 B.
1. Currently in out-of-home care, fifteen (15) up to eighteen (18) years of age, and in out-of-home
placement for a minimum of six (6) months. Consecutive months are not required;
2. Age sixteen (16) to twenty-one (21), who meet requirements for Relative Guardianship Assistance
and entered Relative Guardianship on or after age sixteen (16);
3. Age sixteen (16) to twenty-one (21), who meet requirements for Adoption Assistance and entered
Adoption Assistance on or after age sixteen (16);
4. Emancipated young adults age eighteen (18) to twenty-one (21), who were in out-of-home care
on their eighteenth (18th) birthday.
Adams County Chafee currently opens cases at age 16, however, youth under age 16 may be offered
Youth Connections groups when offered as an introduction to Chafee.
Chafee Program goals include:






assessing and improving Life Skills
supporting youth in attaining educational goals including exploring post-secondary educational
programs and financial aid/scholarship resources
obtaining and maintaining employment
assistance with transition from foster care
helping youth obtain self-sufficiency and providing After Care services
identifying and promoting permanent connections
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Chafee services provided to eligible youth may include: assessment, IL planning, life skills groups,
employment/educational support, experiential/socialization activities and aftercare services.
What is adoption? Adoption is a legal process in the court where all parental rights are permanently
transferred to the adoptive parents. In order for kinship caregivers to adopt a child/youth in their care,
the parents must either have relinquished their parental rights or consented to the adoption, or the
parent-child legal relationship must have been terminated by the court. A youth who is twelve years of
age or older must consent to an adoption before a judge can approve it.

When a caregiver has been given legal custody of the relative child/youth by a judge
following a Dependency & Neglect proceeding and the parent-child legal relationship was
terminated, the court has granted permission to the county department to consent to an
adoption for that child/youth. The county department is the guardian. Caregivers must
apply with the county department for consent to adopt, and the agency will guide the
procedure. Caregivers may negotiate with the county department for adoption assistance.
The county department may also determine if the caregiver or the child/youth is eligible for
any other forms of financial assistance.
Does ACHSD provide for any special needs of the children? Adams County provides adoption
assistance to support families in meeting the special needs of children adopted in Adams County who
meet the established state and federal eligibility guidelines.
The adoption assistance program is not an entitlement program but rather provided to assist in
reducing the barriers to adoption. Each adoption assistance agreement is developed for a specific child
with that child’s special needs in mind. Adoption assistance is provided if a child(ren) meets the State
and Federal eligibility criteria. The act of adoption shifts responsibility of the care of the child from the
Department to the adopting parent(s). The county is no longer the custodian with sole responsibility of
the child contracting with an agent for service. Instead, the adopting parent(s) willingly accepts
custody of the child and all the responsibilities inherent in that role.
Guidelines of the Subsidy Program:
1. All families will be notified of the existence of the adoption assistance program at information
meetings and in subsequent training. All families will sign the guidelines, acknowledging receipt
and understanding.
2. Adoption assistance is determined based upon the special needs of the child identified at the
time of initial assessment for assistance. These needs should include documentation by
independent service providers, such as medical doctors, mental health professionals, physical or
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occupational therapists. Future needs identified must directly relate to the original needs
identified for the child.
3. To receive any type of adoption assistance, it must be determined that the child has a
special need that acts as a barrier to the child’s adoption. A special need must include at
least one of the following:








Physical disability (such as hearing, vision, or physical impairment; neurological
conditions; disfiguring defects; or heart defects), or
Mental disability (such as developmental delay or mental retardation, perceptual or
speech/language disability, or a metabolic disorder), or
An educational disability which qualifies for Section 504 of the Rehabilitation Act of
1973, or special education services, or
Emotional disturbance (such as Post Traumatic Stress Disorder, Bipolar Disorder or
other diagnoses), or
High risk children (such as HIV positive, drug exposure or alcohol exposure in utero),
or
Hereditary factors that have been documented by a physician or psychologist
Ethnic background or membership in a minority group which may be difficult to
place,
Other conditions that act as a serious barrier to the child’s adoption (such as a child
over the age of seven, sibling group being adopted together, medical conditions
requiring further treatment, etc.)
4. Families are to request the minimum amount necessary that enables them to meet the
special needs of the child(ren).
5. Adoption assistance can be provided in one of the following:
a. “Medicaid only” adoption assistance or “dormant” adoption assistance, which
means no payment will be provided but allows for a payment to be made in the
future if the child’s originally identified needs change,
b. “Time-limited” adoption assistance which allows for assisting the special needs of a
child for a specified time period,
c. “Long-term” adoption assistance provides financial assistance to support the family
in meeting the needs of the child indefinitely. The assistance provided cannot
exceed the amount that the child was receiving in foster care prior to adoption
placement.
d. A medically fragile amount may be applied if the child meets the criteria of medically
fragile.
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6. Adoption Case Services may be available on a case by case basis when the needs of the
child warrant such services. These services can only be requested when documentation
has been submitted that Medicaid and other community resources have been exhausted.
These expenses can only be reimbursed with the submission of appropriate receipts.
7. It is the expectation that the adopting family pay the filing fees for their Petition to Adopt
and the cost of the child’s new birth certificate. If there are extenuating circumstances
creating a hardship for the adopting parent(s), a request may be made to the
Department for assistance with these expenses. Non-recurring adoption expenses may
be available and $800.00 is the maximum allowable limit for these expenses, per child.
Only those fees pertinent to the preparation and filing of the adoption petition, when
necessary, are reimbursable. Attorney’s fees are reimbursed only when ACHSD or
another county department cannot complete the adoption.
8. It is expected that all medical and psychiatric services for the child will be provided by an
approved Medicaid provider. The services of a private provider who is not Medicaid
approved will not be reimbursed by Adams County Human Services Department.
9. All adoption assistance agreements (contracts) are a three-year agreement and are
reviewed every three years. Medicaid eligibility continues for the period of the three
year agreement and is renewed upon execution of the three year adoption assistance
contract. Adoptive parents can request a review in the adoption assistance at any time if
the special needs of a child cannot be met by the family and the family can provide
documentation of the special needs.
10. At the time of the adoption assistance review, adoptive parents are required to include
current documentation by appropriate professionals documenting the special needs of
the child(ren). Documentation of a child’s continuing eligibility for adoption assistance
must be supported through current independent professional evaluations that may
include an Individualized Education Plan, signed and dated doctor’s report as to
continuing medical and therapeutic needs, current dated progress reports of therapists
to include frequency of treatment, medications and prognosis for treatment. Without
this documentation, requests for continuing monthly assistance may not be considered.
11. The Adams County Human Services Department will notify the adoptive parents of the
need to review the adoption assistance agreement. Notification will be provided to the
adoptive parents 60 days prior to the due date.
12. The necessary documentation must be returned to the Adams County Human Services
Department no later than 30 days upon receipt.
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13. Educational documentation is a federal requirement for all children adopted and
receiving any assistance. This documentation must be submitted each year. When the
child reaches age 18 families are required to provide educational documentation or the
adoption assistance will be terminated. If the child is a student in high school, adoption
assistance will continue through high school graduation. Adoption assistance may
continue to the age of 21 if ACHSD determined in the initial agreement that the child has
a developmental or physical disability which warrants continuation of assistance.
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REQUIREMENTS AND BENEFITS OF KINSHIP FAMILY FOSTER CARE
AND NON-CERTIFIED KINSHIP CARE
KINSHIP FAMILY FOSTER CARE
Requirements:
 Fingerprint-based background checks with the
Colorado Bureau of Investigation and the
Federal Bureau of Investigation for all adults
age 18 and older living in the home.

A background check for confirmed child
abuse/neglect in Colorado and all states any
adults in the home have resided for the past
five (5) years.

An application to provide foster care.

SAFE home study. Structured Analysis Family
Evaluation (SAFE) home study

Financial assets/liabilities

Monthly visits with the child/youth generally
provided by the Caseworker to assure the
safety and well-being of the child/youth

Affidavit of citizenship or legal ability to be in
country

Current health evaluations for everyone in the
home.

Copies of driver license and auto insurance for
anyone transporting the child/youth (with the
county department’s approval)

Copies of pet vaccinations.

27 hours of pre-certification training, CPR/First
Aid.


20 hours of annual training for recertification.
Home inspection to meet certification
requirements.
NON CERTIFIED KINSHIP CARE
Requirements:
 Fingerprint-based background checks with
the Colorado Bureau of Investigation and
the Federal Bureau of Investigation for all
adults age 18 and older living in the home.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK

A background check for confirmed child
abuse/neglect in Colorado and all states
any adults in the home have resided for
the past five (5) years.

An application to provide kinship care.

A Relative assessment- written county
assessment.

Financial assets/liabilities

Monthly visits with the child/youth
generally provided by the Caseworker to
assure the safety and well-being of the
child/youth.

Training hours may be required,
depending on the county department’s
policy (0-27 hours)
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REQUIREMENTS AND BENEFITS OF KINSHIP FAMILY FOSTER CARE
AND NON-CERTIFIED KINSHIP CARE (continued):
KINSHIP FAMILY FOSTER CARE
NON CERTIFIED KINSHIP CARE
Possible Benefits:
Possible Benefits:


Reimbursement for child/youth
maintenance from the county department
with custody (based on the child’s/youth’s
needs and county policy).

Child-only financial assistance from TANF
(Temporary Assistance for Needy Families)

Kin make application for Medicaid
assistance through TANF in the county of
the kin provider’s residence or enroll the
child/youth on private insurance.

Effective January 1, 2011, non-relative
child specific caregivers may apply for
Child-Only TANF benefits with verification
of the caregiver’s custody of the
child/youth.
Medicaid for the child for the child/youth
through the county department with
custody.
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ACHSD Provisional Certificate for Emergency Child Specific Placements:
A.) These are defined in Section 7.500.311, C and D as placements where the child has a prior
relationship to the applicant. In the event of an emergency child specific placement, in a
previously uncertified home-prior to or at the time of the placement, the county shall:

Receive a Completed Original Application to care for Children

Review and sign the CWS-7A Form and Facility Agreement

Review and sign the Kinship Care Agreement

Provide the applicant’s and any other individuals over the age of 18 who reside in the home
with blank fingerprint cards to be taken to the Adams County Sheriff’s Department for
fingerprinting within 72 hours of placement (CCIC Interstate Identification Index Regulations 2.1
(III) to 3.2.
Provisional certificates are only issued for “child specific” placements for kinship providers when
determined to be necessary and appropriate by ACHSD. Kinship providers must be certified within 60
days of application for reimbursement purposes and to ensure the safety of children.
During the initial 60 days of provisional kinship foster care certification, the applicants are required to
complete all requirements listed for Foster Care Applicants.
B.) Transfer of Foster Parent Certification(7.500.316): Applicants seeking to transfer to the Adams
County Human Services Foster Care Program as providers must:

Not have a child in placement with them or submit a resignation letter to the current
certifying agency or county

Attend an ACHSD Orientation or meet with the Foster Care Trainer/ Recruiter

Submit a state Original Application to Care for Children in Adams County and an
Authorization to Release Information form, which authorizes the release of their family
foster home records to ACHSD
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EXAMPLE OF THE KINSHIP CARE AGREEMENT FORM
Name(s) of Child(ren)/Youth:_____________________________________________________________
Name(s) of Kinship Caregiver(s):__________________________________________________________
Relationship of Kinship Caregiver(s) to Child(ren)/Youth:______________________________________
Address of Kinship Caregiver(s):__________________________________________________________
_____________________________________________________________________________________
Date of Placement: _______________________________________________________
Placing worker: _________________________________________________________
Please complete one of the following:
Date 60-day Emergency Visitation expires: ________________________________________
Date 60-day Provisional Certification expires: ______________________________________
THIS AGREEMENT PROVIDES GENERAL REQUIREMENTS AND INFORMATION. COUNTY
DEPARTMENTS OF HUMAN/SOCIAL SERVICES MAY HAVE ADDITIONAL COUNTY SPECIFIC
REQUIREMENTS.
This agreement is for emergency visitation up to 60 days and for emergency placements until a provisional
certificate is issued for child specific or kinship placements.
Purposes:
 To address the needs of the child(ren)/youth, family and kinship caregiver(s) and to achieve the goals of safety,
permanency, and well-being for the child(ren)/youth.
 To provide kinship caregivers with information about their options, possible services, and the expectations of
the county department of human/social services.
When a child(ren)/youth cannot safely remain at home, the first preference is to consider relatives and adults with
a significant relationship for placement. The county departments of human/social services conduct a search for
relatives or others with a significant relationship to the child(ren)/youth as possible placement options.
Part A: Kinship Caregiver Options
1. Children/youth may be placed with a kinship caregiver for a 60-day emergency visitation while short-term
and long-term plans are developed. There is no guarantee the child(ren)/youth will remain with the
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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kinship caregiver for a longer period of time. The county department of human/social services will make
recommendations regarding placement for the child(ren)/youth beyond 60 days.
Kinship Caregiver Options (cont.)
2. If out-of-home placement is required beyond 60 days and the kinship caregiver wants to continue as a
placement option, during the 60-day emergency visitation period kinship caregivers must decide whether to
apply to be a certified kinship family foster home or remain a non-certified kinship caregiver, with the goal of
assuming custody of the child(ren)/youth through the court with jurisdiction of the case.
The requirements and possible benefits for certified kinship foster care and non-certified kinship care are as
follows:
Kinship Family Foster Care Home (the county department of human/social services retains legal custody of the
child(ren)/youth and the kinship caregiver meets all requirements for a family foster care home):
The county department of human/social services will assist kinship providers in the certification process. Below
are some of the requirements:
 An application to provide family foster care
 Background checks for all adults age 18 or older living in the home:
o Fingerprint-based criminal history with the Colorado Bureau of Investigation (CBI) and the Federal
Bureau of Investigation (FBI)
o Child abuse/neglect records in every state where the adult has resided in the five (5) years preceding
the date of application
o Colorado Court Access database
 Structured Analysis Family Evaluation (SAFE) home study
 Home inspection
 27 hours of pre-certification training
 CPR/First Aid
 Health evaluations for all residents in the home
 Ongoing compliance with certification requirements
 20 hours of training annually
Possible Benefits (subject to eligibility):
 Foster care reimbursement when the kinship family foster care home is provisionally or fully certified
 Medicaid for the child(ren)/youth
 TRICARE Standard military benefits for the child(ren)/youth
 Core services (including but not limited to home-based services, intensive family therapy, life skills,
special economic assistance and county designed services)
 IV-E or state adoption assistance if there is termination of parental rights and the kinship caregiver adopts
the child(ren)/youth
 Relative Guardianship Assistance Program (as a permanency option)
Non-Certified Kinship Home (the kinship caregiver obtains temporary legal custody of the child(ren)/youth
through the court of jurisdiction):
Requirements:
 An application to provide kinship care
 Background checks for all adults age 18 or older living in the home:
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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o
o
o
Fingerprint-based criminal history check with Colorado Bureau of Investigation and the Federal
Bureau of Investigation
Child abuse/neglect records in every state where the adult has resided in the five (5) years preceding
the date of application
Colorado Court Access database
Kinship Caregiver Options (cont.)


SAFE home study, modified SAFE home study, or written county assessment (dependent upon the policy
of the county department of human/social services)
A walk through/inspection of the home to assess safety
Possible Benefits (subject to eligibility):
 Child support from the absent parent(s)
 Social Security and/or death benefits
o Supplemental Security income (SSI)
o Supplemental Security for Disability Income (SSDI)
 Temporary Assistance for Needy Families (TANF)
 Medicaid (for the child(ren)/youth)
 TRICARE Standard military benefits (for the child(ren)/youth)
 Core services (including but not limited to home-based services, intensive family therapy, life skills,
special economic assistance and county designed services)
 Child Welfare Child Care (dependent upon county department policy and funding)
 Colorado Child Care Assistance Program (CCCAP-based on kinship caregiver’s income)
Part B: Expectations of Kinship Caregivers
The kinship caregiver is expected to work with and under the supervision of the county department of human
services. This includes participation in case planning and activities that promote reunification for the
child(ren)/youth, and other responsibilities including but not limited to:
1. Transporting the child(ren)/youth to therapy; visitation with parents; school/daycare; medical appointments; or
other transportation requests that may be necessary, depending on the specific needs of the child(ren)/youth.
2. Scheduling a medical examination within 14 calendar days of placement of the child(ren)/youth and a dental
examination within 8 weeks of placement for the child(ren)/youth.
3. Participating (if requested) in therapy for the child(ren)/youth and/or follow through with therapeutic
recommendations for the child(ren)/youth in the home.
4. Keeping the Caseworker informed about the progress and needs of the child(ren)/youth, needs or challenges
of the kinship caregiver, and any other information that may impact the safety, permanency, or well-being of
the child(ren)/youth.
5. Allowing telephone calls and visits to the home by the Caseworker and the Guardian ad Litem.
6. Allowing parent access to the child(ren)/youth as directed by the Caseworker or court
order.
7. Documenting significant information for the Caseworker regarding the visitation (when applicable), including
the reaction or behavior of the parent(s) and/or the child(ren)/youth related to the visits. This responsibility
occurs on a case-by-case basis.
8. Permission must be obtained from the county department or the court with jurisdiction in advance in order for
a child(ren)/youth to travel outside of Colorado.
9. Complying with any and all court orders pertaining to the child(ren)/youth’s needs.
10. Completing any other requirements specific to the county department of human/social services.
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Part C: Discipline Policy
Discipline must be constructive or educational in nature and may include talking with the child(ren)/youth about
the situation, praise for appropriate behavior, diversion, separation from the problem situation, and withholding
privileges.
Discipline:
1. Children/youth have the right to basic necessities including, but not limited to food, clothing, adequate rest,
and shelter.
2. Spanking and cruel/unusual punishment are not permitted. This includes but is not limited to:
 Any punishment that is intended to cause physical pain or is inflicted upon the body of a child/youth,
and/or
 Any humiliating or frightening discipline intended to control the actions of a child/youth.
3. Punishment for toileting accidents is not permitted.
4. Verbal abuse or derogatory remarks about the child(ren)/youth, their family, race, religion or cultural
background is not permitted.
5. Children/youth are allowed communication (including visitation or telephone) privileges with their family,
clergy, attorney or Caseworker.
6. If the discipline is to separate a child/youth from others or an activity, it must be brief and appropriate for age
and circumstances.
Disregard of the discipline rules outlined in Section 7.708 of Staff Manual Volume VII is grounds for denial of
the kinship application and/or may result in the removal of the child(ren)/youth from the home. Discipline or lack
of supervision that results in physical injury or abuse to a child/youth may result in criminal charges and/or
removal of the child(ren)/youth from the home.
Acknowledgement:
I/We have been informed of our options and their requirements, services that we may be eligible for, and
expectations of the county department of human/social services including the discipline policy. I/We agree to
comply with any policies that the county department of human/social services requires and all laws of the State of
Colorado.
Additional Agreement(s) or Requirements from the County Department of Human/Social Services Requirements
may be outlined below or entered on an addendum and attached to this agreement.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Provider________________________________________ Date __________________________
Provider________________________________________ Date __________________________
Witnessed by Caseworker (or other placing party named above):
_______________________________________________ Date _________________________
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What is a Kinship Safety Assessment?
The Kinship Safety Assessment is an evaluation of your home and family situations to document
whether or not it is appropriate for placement of the children and whether you can meet the children’s
needs. A preliminary home study may be completed prior to the children coming to live with you. For
certified foster homes all home studies will be updated on an annual basis or following any change in
household status, including a move or another person joining the household.
The full Kinship Safety Assessment includes:
References
You will be asked to provide the names of individuals who are able to attest to the kind of person you
are and your ability to parent additional children. Only one of these references can be from a person
related to you. The references must be received before the Kinship Safety Assessment can be
considered complete.
Home Visit -Sites and Safety
The Caseworker will need to observe the home environment to ensure the home is safe for children to
reside there. This includes having smoke alarms, fire extinguishers, a fire evacuation plan, as well as
emergency telephone numbers being posted within the family home. The Caseworker may be able to
assist you with some of these items. The home must pass a site and safety review, a fire inspection
and furnace inspection. Foster homes must have smoke detectors in each bedroom and on each floor.
Windows must open. No foster child can sleep in a basement or in the attic.
Financial Information
Caregivers must be able to provide documentation of a source of income adequate to meet the needs
of the household. You may also be asked to provide documentation of your monthly household
expenses.
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Interviews
The Caseworker will need to interview all household members, including any children. Anyone living in
the home over the age of 18 will be part of the discussion of the abuse or neglect concerns that the
children have faced, as well as each member’s ability to protect the children and support them through
their emotional changes. Long term commitment may be addressed.
Police Checks
The Caseworker will initiate a criminal background check on the prospective relative or non-relative
caregiver and anyone over the age of 18 residing in within the home. These fingerprint-based
background checks will be conducted by the Colorado Bureau of Investigation and the Federal Bureau
of Investigation.
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Questions for New Kin Caregivers to Ask the Caseworker in Regards
to Taking Responsibility for the Children:
 Who has legal custody of the children?
 May I receive a copy of the signed voluntary placement agreement? (when applicable)
 May I be involved in developing the service plan/ treatment plan and receive a copy of the
plan?
 Will I or the children have to go to court?
 Who is responsible for enrolling the children in school, obtaining health insurance, obtaining
and/or granting permission for medical care, signing school permission forms, etc.?
 Will someone from child welfare services visit my home on a regular basis?
 What are the requirements for me and my home if I want the children to live with me?
 Are the requirements different if the children are only living with me temporarily?
 What services are available for me and for the children, and how do I apply?
 Are there restrictions on the types of discipline I can use (such as spanking) with the children?
 Are there subsidies or financial assistance available? What do I need to do to apply?
 Am I eligible to become a licensed foster parent and receive a foster care subsidy?
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A Kinship Caregiver May Consent to:

Public school registration

Making/changing class schedule

Absence from school

Enrolling and consenting to participation in extracurricular
activities

School insurance

Apply for school meal programs

Routine medical/dental care

Short-term inter-county travel

Applications for workers’ permits and jobs

School pictures

Initiate screening tests for developmental disabilities (If you are the
educational surrogate parent you may approve additional assessments.)

Mental health assessment

Emergency care
The court, Child Welfare Agency, birth parents, and kinship providers share the responsibilities of
protecting, nurturing and caring for the child(ren) in out of home placement. Cooperation as
group, through communication, is critical. Include the birth parents whenever possible in order to
keep the connection to their child strong (ex. haircuts, birthday parties, doctor appointments,
etc.). Make sure the Child Welfare Agency has given consent, especially for potentially dangerous
activities such as horseback riding, football, or river rafting. If, as the kinship caregiver, you are
unsure of what you who can consent to, then ask your Caseworker.
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Travel Authorization for Kin Families
Kin families are allowed to travel for vacation or other purposes. If you are traveling within the state of
Colorado you do not need to have a signed Travel Authorization to travel with your kin/foster
child(ren). You do need the consent of the birth parent(s) and to make sure that any court ordered
visits of the children and their birth families are made up, if needed.
If you are traveling outside of Colorado you need a signed Travel Authorization, which you can obtain
from the assigned Caseworker. The Travel Authorization needs to be signed by the Caseworker and
his/her supervisor. A copy will then be given to the Caseworker and the original kept with you on your
trip. Again, you need the consent of the birth parents, if parental rights are intact, in order to travel out
of state with a child in kin care. If you encounter an emergency situation during a trip, you must call the
ACHSD Crisis Line at 303-412-5212 to let us know the nature of the emergency and to obtain prior if
needed for medical services. Also, a message needs to be left for the Caseworker as well as their
supervisor regarding the type of emergency encountered.
If you are traveling away from home and cannot take the child(ren) with you, it is your responsibility to
find respite care during your absence. Your certification worker and the ACHSD placement desk can
assist you in this if your designated respite provider is not available to provide respite during this time.
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Section 4
Dependency and Neglect Court
and Legal Processes…
Describes the Dependency and Neglect Court Process
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DEPENDENCY AND NEGLECT PROCEEDINGS:
When is a Child Considered DEPENDENT OR NEGLECTED?
 A parent of guardian abandons, mistreats, or abuses the child.
 A parent allows another person to mistreat or abuse the child or does not take steps
 To stop the abuse or prevent it from happening again
 The child lacks proper care through the actions or inactions of the parent or guardian.
 The child’s environment is unsafe.
 The parent or guardian does not provide the child with necessary education or medical care.
 The children is homeless or without care through no fault of the parent or guardian.
 The child has run away from home or is beyond the control of the parent or guardian.
How to Navigate the Dependency and Neglect Court Process
If the child/youth was placed by the county department of human/social services (due to
abuse/neglect, abandonment or imminent danger), the court process will be handled through a
Dependency and Neglect (D&N) proceeding in District Court. This is a civil and not a criminal
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proceeding, however depending on the severity of the allegations, the perpetrator may also be
charged criminally. Children under the age of six and any siblings are provided expedited procedures
through the court process to assure their developmental needs for permanency are met. This
process is called Expedited Permanency Planning (EPP).
The following is a time line of Court Process after the child/youth is removed from home and put
into placement:
 Shelter Hearing must be held within 48-72 hours of the date of placement.
A shelter hearing (sometimes known as a temporary custody hearing) must be held within 48 hours
of obtaining a police hold and within 72 hours of obtaining judges hold. (excludes Saturday, Sunday
and legal Holidays) C.R.S 19-3-403(2) and (3.5) (2011.) The investigating Caseworker presents the
allegations in the case and the basis for placement of the child/youth. The judge determines whether
or not the child/youth should remain in out-of-home care and whether the county department
provided “reasonable efforts” to maintain the child/youth in the parental home. If the judge decides
that placement is unnecessary, the child/youth is returned to the parents’ home the same day. If the
child/youth remains in placement, the judge will advise the birth parents that they may retain an
attorney, or if they cannot afford one, the court can appoint an attorney (based on parental income).
The court will also order the parent to identify relatives who are suitable to care for the child/youth.
The child/youth is appointed a Guardian-ad-Litem (GAL), who is an attorney representing the best
interests of the child/youth. It is part of the GAL’s job to meet with the child/youth. Caregivers have
a right to know who the GAL is and to communicate with him/her. The attorney representing the
county department is ordered to file a Dependency and Neglect (D&N) petition on behalf of the
child/youth. This is the legal action that will initiate Adams County Human Services Department filing
a Dependency and Neglect petition (Usually filed at the Shelter Hearing).
 Adjudication Hearing must be held within 60-90 days of the date of placement
depending on the child/youth’s age.
At the adjudication, parents do an admission and the court makes a determination whether or not
the child/youth is “dependent and neglected.” The adjudicatory hearing must be held within 60 days
from filing of the D&N petition, if the child is under 6 years of age (and any siblings). If the child/youth
is 6 years and older, the court has up to 90 days to adjudicate. If the court finds the child/youth to be
“dependent and neglected,” the child/youth remains in the legal custody of the county department
and remains in placement. If adjudication takes place at the shelter the dispositional hearing is
scheduled within 30 days (C.R.S.19-3-505 (7) (b) (2011) and C.R.S. 19-3-508 (1) (2011)

Dispositional Hearing must be held within 30 days of Adjudication (May be
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held at the same time as Adjudication).
At the dispositional hearing a Family Services Plan (FSP-treatment plan) is submitted to the court by
the county department Caseworker. The dispositional hearing must be held within 45 days of
adjudication. If a child is under age 6, the hearing must be held within 30 days of adjudication. If it is
possible, the adjudication and dispositional hearings are held at the same time. The caregiver, as a
part of the treatment team, must have some involvement and knowledge regarding the treatment
plan, particularly the logistics of visitation between the parent and child/youth and the requirements
for any special needs the child/youth may have. An example would be transportation to and from
medical or mental health appointments. Any protective orders, such as restraining orders, which
were filed earlier, may be changed at this time if appropriate. The treatment plans for the family
must be reasonable and developed so the parent can learn to provide adequate parenting to the
child/youth within a reasonable time, and it must relate to the needs of the child/youth. If the
child/youth has been in care for more than three months, caregivers may intervene (which means
they can be heard by the court) as a matter of right at this time with or without an attorney.
Caregivers may write a letter to the judge, but it may be useful to hire an attorney who can advise
and intervene on their behalf. Caregivers would intervene if they believe they have pertinent
information to share that is not being reported to the court regarding the best interest of the
child/youth. If the court finds that no appropriate treatment plan can be devised for a particular
parent based on abandonment of the child/youth, significant abuse, or long-term, severe neglect,
immediate permanency (including termination of parental rights) can take place.
The court may also decide that it is appropriate for the county department to place a child/youth
with a kinship foster family, kinship family, a non-related foster family or a legal custodian who could
care for the child/youth on a permanent basis, if needed. At the same time, the county must
continue to make reasonable efforts to preserve and reunify the family through a treatment plan.
This process is called concurrent case planning. Such procedures generally happen if the child is
under 6 years of age, but it also occurs for older children if the prognosis for successful reunification
with birth parents is poor. Concurrent planning means that the department is working towards two
goals.
 Review Hearing must be held within 90 days of Disposition and as needed
thereafter.
At the court review hearing, the judge determines if the parents are in compliance with the
treatment plan, if “reasonable efforts” are being made by the county department to reunite the
family, and whether there are any other matters that relate to the best interest of the child/youth. A
court review hearing must be held within 90 days of the dispositional hearing for any children/youth
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who are placed out of the home, and as needed thereafter.
 Permanency Hearing must be held every 12 months from the initial permanency
planning.
At the permanency hearing, the court must determine whether the original placement goal
(reunification) for the child/youth continues to be appropriate and determine whether “reasonable
efforts” to find a safe and permanent home for the child/youth have been made. The first
permanency hearing is held 60 days after the dispositional hearing. If the child/youth remains in
out-of-home placement, the court must hold a permanency hearing no later than 12 months after
entering out of home care. If the child/youth is under the age of 6 years (and the siblings), the
permanency hearing must be held no later than 3 months after the disposition, which should be 6
months or less from the date the child/youth was placed in foster care.
If the court has previously made a determination that no appropriate treatment plan should be
developed, the permanency hearing must take place within 30 days of disposition. If, based on
the parents’ noncompliance with the treatment plan, the court decides that the child/youth
cannot be returned to the parents within 6 months, the court must enter an order determining
the future status of the child/youth. This order must include information regarding the
permanency goal for the child/youth:



Returned to the parents
Referred for legal custody or guardianship proceedings with relative, kin, or other person,
Placed for adoption with relative, kin, or other person, or

Other planned permanent living arrangement (OOPLA.)

When the child/youth cannot be returned home, the court may order the county department
to show cause why it should not file a motion to terminate the parent-child legal relationship.
Possible causes are called compelling reasons and include:

The parents have maintained regular consistent contact with the child/youth, and it is
not in the best interest of the child/youth to discontinue the relationship.

The youth is 12 years of age or older, objects to termination, and will not consent to
adoption.

The foster parents of the child/youth are unable to adopt due to exceptional
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circumstances but are willing to provide a permanent home for the child/youth, and
removal from that home would be detrimental to the child/youth.

The criteria of the termination statute have not yet been met.

A compelling reason is identified to document why it is not in the best interest of the
child/youth to terminate the parent-child legal relationship.
If the county department has none of these reasons for not filing a motion to terminate the
parent-child legal relationship, they will file such a motion, and the judge will set the date for a
trial to hear the case.
Once the court terminates the parent-child legal relationship and the final order is signed, the birth
parents have 21 days to appeal. If the parents’ attorney files an appeal, the adoptive parents must
wait until the appeal process is concluded before they can file a motion to adopt. More
information on adoption and termination of parental rights can be found in Article 5 of the
Colorado Children’s Code, which is Title 19 in the Colorado Revised Statutes.
If the child/youth was placed into your care by the biological parents, you as the caregiver will
need to petition the district court for Allocation of Parental Responsibilities (Colorado’s term for
permanent custody), however it is recommended that an attorney is consulted and/or retained to
assist because the legal process is quite complicated. The forms and instructions for filing a petition
for Allocation of Parental Responsibilities can be found under the Domestic/Family category at
http://www.courts.state.co.us/Forms/Index.cfm
The following link is for the “Answers to Your Questions About Dependency and Neglect”
brochure and provides additional information regarding dependency and neglect cases.
www.courts.state.co.us/userfiles/File/Media/Brochures/d&nweb.pdf
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FLOW CHART OF THE
DEPENDENCY AND NEGLECT COURT PROCESS
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THE LEGAL PROCESS
Is it possible to have an open case with the county department that is not court involved? Yes. The
county departments have the authority to decide whether or not to file a Dependency and Neglect
(D&N) petition. They may decide to work with a family in a voluntary/non court involved case. If the
family chooses to terminate voluntary/non-court involved services of if the family situation that caused
county intervention gets worse, the county department has the authority to file a D&N petition at any
time during the life of the case.
What is a Guardian ad Litem (GAL)? A GAL is a court appointed attorney assigned to represent the
best interest of the child or youth while the dependency and neglect case is active with the court.
What is a CASA? A Court Appointed Special Advocate or CASA is a trained volunteer who is appointed
to gather information in child abuse and neglect cases and speak to the court on behalf of the needs of
the children/youth. The CASA volunteer explores the background of the child/youth, assesses the
situation and makes recommendations to the court.
What is the Indian Child Welfare Act (ICWA)? This Act was created by Congress to enable the
sovereign Indian nations of the United States to have jurisdiction over Native American children/youth
who have membership or eligibility for membership in their Tribe. Tribes with jurisdiction or potential
jurisdiction must be contact to determine whether or not the tribal court wishes to take jurisdiction
over the life of the Native American child/youth who is the subject of a D&N action in Colorado. There
are different rules of evidence in D&N proceedings. Colorado Caseworkers, county attorneys,
guardian- ad- litems (GALs) , and district courts have a legal obligation to follow the Indian Child
Welfare Act procedures. No one, including parents and kin, has the authority to ignore the Indian Child
Welfare (ICWA) requirements.
What are the confidentiality requirements? Kinship caregivers are subject to the same laws of
confidentiality that govern Caseworkers, attorneys, and non-relative foster parents. Caregivers are
limited in the information they can share, even with other family members, neighbors, and friends,
about the child/youth or their family unless they receive permission from the county department who
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has custody. Caregivers may share information about the needs and/or behaviors of the child/youth
with the shoal if the county agrees. The Caseworkers should provide this permission in writing.
What if there are barriers in working with the county departments? Difficulties such as working with
the sharing of information, understanding, and coordinating with Caseworkers for the treatment plan,
and receiving support under stressful circumstances may arise. Generally, it is recommended that
kinship caregivers work with Caseworkers to resolve those difficulties. If caregivers have barriers in
working with the Caseworker they have a right to talk with the Caseworker’s Supervisor, moving to the
Administrator, and if need be, asking to speak with the Director. Sometimes kinship caregivers may
receive assistance by talking with the guardian –ad litem or GAL. The GAL may have other avenues a
caregiver can pursue in obtaining needed services for the child/youth.
What happens if a child needs to be placed in another state? The Interstate Compact for the
Placement of Children (ICPC) is a process for out of state placement. The purpose is to assure that the
placement is made in a timely and safe manner. The sending and receiving state must have enough
background information to make a decision about the appropriateness of the proposed placement, to
arrange needed services for the child/youth, and to designate where planning, financial and
jurisdictional responsibilities lie. The Interstate Compact must be followed when:

A child/youth is in the custody of a county department or under the jurisdiction of a court in
one state and is under consideration for placement with a parent, relatives, non-relatives,
foster parents, adoptive parents, or into residential or group care in another state,

An adjudicated delinquent is ordered by court into a non-public institution out of state, or

A child is being considered for placement out of state by parents or legal guardians into
facilities that are not designated as medical or education organizations.
Do the children/youth in my custody have to visit their parents? Yes, if the court has ordered a
regular visitation schedule. If there is conflict over visitation, the court may require that the caregiver
and parents go through a mediation process to worker out a visitation scheduled. If the court orders a
regular visitation schedule, and caregivers do not comply, then being held in violation of court orders
may jeopardize the caregiver’s authority. If the caregiver who is the legal custodian suspects the
parents are mistreating the child/youth during visits, they call the county department child abuse and
neglect hotline. This agency needs to be involved because it can investigate the situation and, if
necessary, protect the child/youth with a modified court order. The judge decides where visitation is
in the best interest of a child/youth.
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What is my responsibility regarding visitation when the child or youth is in my care? The kinship
caregivers must comply with the visitation agreement in the court ordered family treatment plan.
Kinship caregivers need to understand the effects of visitation on the child/youth’s emotions and
behaviors. It is considered normal for grief and loss issues to occur before and /or after each visit, and
child/youth may be angry or sad. Caregivers may want help from Caseworkers or therapists if a parent
misses an anticipated visit, because loss and abandonment issues will increase. When a family’s plan
moves toward reunification, the frequency and duration of visits will increase to facilitate a
child/youth’s move back home.
Are kinship caregivers able to receive child support? Child support is available through a separate
proceeding to any relative or non-relative who has physical custody and is caring full-time for a
child/youth. The amount of child support, which the parents will be ordered to pay to the caregiver,
depends on both the parent’s ability to pay and the needs of the child/youth. Caregivers may apply for
child support with the Child Support Enforcement Unit at their county department. An attorney for the
agency will file a petition on their behalf to establish child support obligations. If the caregiver is
already receiving public assistance for the child/youth such as TANF or foster care reimbursement,
child support will be paid directly to the state of Colorado.
What happens if the parents do not pay the ordered amount? A proceeding called a contempt
hearing may be held where the parents must explain why they have not paid the required amount of
child support.
If the parent of the child/youth I am raising has threatened to harm me, what can I do? When a
caregiver believes they or the child/youth are in immediate danger, call the police. If the child/youth is
in the custody of the county department, call the Caseworker immediately. If the county department
is not involved, caregivers may and should apply for legal protections, such as a restraining order, as
soon as possible.
ADDITIONAL RESOURCES ABOUT THE LEGAL PROCESS:
Dependency and Neglect Handbook for Families- This handbook contains important information about
the courts, the court process, and the people involved in dependency and neglect cases.
www.courts.tsate.co.us/userfiles/File/Self_Help/D_N_Handbook_-_English.pdf
Handbook for Children in Out of Home Care- A handbook written for three age groups for Colorado
Children who are not living at home.
Ages 3-6
www.courts.state.co.us/userfiles/Files/Self_Help/dnchildrens3-6_-_English.pdf;
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Ages 7-12 www.courts.state.co.us/userfiles/Files/Self_Help/dnchildrens7-12_-_English.pdf;
Ages 13-18 www.courts.state.co.us/userfiles/Files/Self_Help/dnchildrens13-18_-_English.pdf;
These are also available in Spanish.
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Section 5
AVAILABLE CHILD WELFARE
SERVICES…
Describes Child Welfare Services used by ACHSD Child Protection Services for Children and Families.
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The Child Welfare Agency is often involved in providing services to children and families or making
referrals to other groups that provide services. Services and referrals are available to children living
with kin. Early on in their involvement with the Child Welfare System, kin caregivers should ask about
available services. Some of the different types of services are discussed below.
Financial Support
Many grandparents and other relative caregivers struggle to provide for the children under their care.
Depending on a number of factors, including the caregiver’s age, caregiver’s income, child’s income,
child’s disability status, number of siblings, and the legal status of the care giving arrangement (ie.
voluntary or foster care), there may be financial support available. Some of the programs include:
 Temporary Assistance to Needy Families (TANF) is a program through Colorado Works that
replaced Aid to Families with Dependent Children and provides monthly cash benefits to
eligible low income families with children. In order to be eligible for TANF, kinship caregivers
must be related by blood, marriage, or adoption within the 5th degree of relationship to the
child/youth in their “care and control.” Caregivers may be asked to prove their relationship by
providing birth certificates and if necessary, marriage certificates. Sometimes, additional legal
documentation may be needed to establish a relationship to the children. Caregivers are not
eligible to apply for TANF if the county department has custody of the child and is providing
foster care reimbursement.
There are two ways that kinship caregivers can receive TANF:

Child Only Benefits: Caregivers receive cash benefits for the child/youth in their care,
but not for themselves. The county department eligibility worker does not consider the
household income or assets and the worker requirements or time limits do not apply.
The child remains eligible until age 18 or leaves the home. If the child receives income
(like Social Security benefits from a deceased parent) it affects eligibility or the amount
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of a child only TANF grant. If the Social Security benefit is higher than the TANF benefit,
then the child/youth is not eligible to receive TANF. Currently the TANF grant is a
minimum of $128 per child. Some counties increase the amount in their TANF plan.
Child only benefits are not time limited.

Caregiver and child benefits: The second way to receive TANF is when the caregiver
applies to become a part of the grant. The county department eligibility worker will
consider the household income and assets to determine if the caregiver and the
child/youth are eligible for TANF. The grant amount will be higher because the grant
will cover both the caregiver and the child/youth. The work requirements and time
limits will apply, and training opportunities may be available. Caregivers receiving this
type of grant will be required to work or look for work, and the time period to receive
benefits is limited to 60 months (5 years.) There may be exceptions to these rules, so it
may be helpful to discuss the circumstances with the eligibility worker. Under certain
circumstances, families may also be eligible for supportive services and diversion grants.
Each of the 64 counties in Colorado develops their own TANF plan and caregivers will
need to talk with a county eligibility worker to determine what is available. If a child
receives SSI (Supplemental Security Income) because of a mental or physical disability,
the child is not included in the family’s TANF grant.
If applying for a child only benefits (grant) , you may need the following information:
 A photo I.D., such as a driver’s license;
 A rent receipt, house payment book, or lease with the landlord’s name and phone number in
order to verify your current address as a resident in the county;
 A birth certificate for each child/youth showing parent’s name and the date and place of birth,
which helps verify your relationship to the child/youth;
 Marriage certificates if applicable;
 Social Security cards for the child/youth if you have them. If you have the Social Security
numbers and not the cards, bring those with you; and
 A statement from the childcare provider showing his/her name and address, the amount paid,
and how often it is paid. This may be helpful in obtaining childcare benefits.
If you want to be included in the assistance grant, you must also bring the following information
to verify your income and resources:
 Recent bank statement;
 Pay stubs covering a period of one month, if you have a job;
 Information about stocks and bonds , if applicable; and,
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
A birth certificate to show citizenship or legal presence.
What happens after I apply? Your county department must determine eligibility for TANF within 45
days of the application date. A letter will be sent stating whether you are eligible or not for benefits,
the amount of the benefit, and when you may expect to receive it. If the county department has not
reached a decision within 45 days, you have a right to request a fair hearing before a hearing examiner.
Request this in writing to the eligibility worker of his/her supervisor and keep a copy. The hearing
process is also available if you disagree with the eligibility decision made by the county department.
An applicant or recipient who disagrees with a proposed action such as a denial of benefits has the
right to:
1st step: File an appeal
2nd step (if applicable): Options if
dissatisfied with decision of appeal
A county level using the local level
Request state level fair hearing before
dispute resolution conference.
an Administrative Law Judge.
OR
OR
A state level fair hearing before an
Administrative Law Judge (ALJ).
There may be a judicial review of the
final agency decision in the appropriate
state district court.
 Foster Care Payments or Certified Kinship Care Payments may be available to relative
caregivers. The requirements for receiving these payments vary from State to State. Relative
caregivers who are licensed foster parents, taking care of children placed with them through
their local Child Welfare Agency or court, may be eligible for such payments. Foster care
payments are generally higher than other forms of reimbursement, such as TANF.
Child Care Services
 Colorado Child Care Assistance Program (CCCAP) is a state program that partially covers the
cost of child care for eligible low and moderate income families. Kinship caregivers may apply
for subsidized child care but the entire family’s incomes and assets are considered for eligibility.
Food Assistance
 Supplemental Nutrition Assistance Program (SNAP) formerly known as Food Stamps is
available to families with incomes below a certain level to help them buy food. Kinship
caregivers may apply but the entire household’s income and assets are considered, and relative
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children can be included in family size for determining benefit amount. A caregiver cannot
apply for SNAP/food stamps for the children only. An application for SNAP/food stamps is
generally made at the same office where TANF applications are made. Recipients access their
benefits through a card called an EBT (Electronic Benefits Transfer) card, which works like a
bank card.
Effective November 1, 2012 the office of Self-Sufficiency implemented
changes to the food assistance rules that impact kinship families

The rule change clarifies information for any case in which 2 separate households are
applying for food assistance for the same child or youth. With the rule change, a
child/youth can be removed from one food assistance household and added to another
food assistance household based on verification of who provides the majority of the
meals for the child/youth. This will impact kinship caregivers that in the past have been
denied food assistance for children/youth in their care because the parents were still
receiving benefits and under the simplified reporting system, were not required to
report that the children/youth had been removed from the home.
Sources of verification/documentation of meals provided can include:
o Verification from a child welfare worker that a child/youth has been placed
with a kinship caregiver
o A copy of legal custody arrangements
o School enrollment forms
o Dependent care forms
o A written or verbal statement from both households
o Calendar showing the number of meals each household provides
o Any other documentation that can reasonable be used to determine meals
 Women’s, Infants and Children Program (WIC) provides assistance to:
 Low to moderate income pregnant women,
 Breastfeeding women up to one year after the birth of the child,
 Non breastfeeding women up to six months after the birth of the child,
 Low income women with infants and children under the age 5 who are nutritionally at
risk
 Children in out of home care whose birth family is eligible, and
 Fathers can also bring their children to apply for WIC. You may apply for WIC if you are
working or unemployed.
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Utility Assistance
 LEAP (Low Income Energy Assistance Program) is a federally funded program, which provides
case assistance to help needy individuals meet the costs of winter home heating. The Crisis
Intervention Program, a part of LEAP, provides assistance for furnace repair/replacement or the
replacement of broken windows. Applications are taken at the county department each year
between November 1st and April 30th. A summer Crisis Intervention Program (May-October) for
furnace repair/replacement is also available for households who were approved for LEAP
benefits in the prior LEAP heating season. Contact the county department for this information
regarding applications and eligibly, or for additional information contact the state LEAP office.
Therapy and Counseling
 Children who have experienced abuse or neglect should be assessed to see what services they
may need. Such services may include therapy or counseling. If children are assessed and it is
determined that they require other special services, these may be available through Child
Welfare Agency referrals or through their schools. When the children are in legal custody of the
State, as in kinship foster care, it is the responsibility of the Child Welfare Agency to have the
children assessed and to arrange for needed services, although kin caregivers may have to take
the leads in arranging for these services. Kin caregivers should also make an effort to follow the
progress of the children’s therapy or counseling.
Medical Assistance Health Insurance
 Many children being raised by relatives are eligible for medical insurance through either
Medicaid or the Children’s Health Insurance Program (CHIP). Medicaid provides coverage for
many health care expenses for low-income children and adults, including visits to the doctor,
checkups, screenings, prescriptions, and hospitalization. State CHIPs cover many of these costs
for children who are not eligible for Medicaid, although each State has different rules for
eligibility and coverage. In most cases, only the child’s income is used to determine eligibility for
Medicaid or CHIP, not the income of the kin caregiver. The child welfare worker should be able
to point the caregiver to the appropriate agency to apply for health insurance coverage through
these programs.

Medicaid is state and federally funded health care coverage. Kinship caregivers, both
relative and non-relative, may apply for a Medicaid card for the child or sibling group in
their care. Your income and assets will not be considered when determining eligibility
unless you choose to apply for yourself as well. If you have qualified for cash assistance
you will automatically qualify for a Medicaid card.
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 Early Periodic Screening, Diagnosis, and Treatment (EPSDT) is the children’s benefit package
through Medicaid that provide special comprehensive services for children including medical
exams, vision, services, and hearing tests, dental care, immunizations, lead poisoning
screening, mental health services, and transportation to and from medical appointments.
For an EPSDT outreach coordinator, call the local Public health Department or Nursing
Service (see Additional Resources at the end of this section.) If something you child/youth
needs is denied, it is often because a strong enough case for its medical necessity was not
made. If this happens, contact the Managed Care Ombudsperson for EPSDT in the Metro
Denver Area at (303) 839-2120 or Statewide at (888) 367-6557 or (877)435-7123.
 Colorado Child Health Plan (CHP+) is affordable, quality health insurance for Colorado
children and pregnant women. CHP+ benefits cover well-child checkups and doctor visits,
immunizations, dental care (for children only,) hospital services, prescriptions,
mental/behavioral health care, and prenatal care. With CHP+, families may have to pay
annual enrollment fees and co-payments for doctor and dental visits, but these fees are
affordable and are based on family size and income. To receive CHP+, families must meet
the following eligibility requirements:
Children ages 18 and under or pregnant women 19 and over who:

Are not eligible for Medicaid

Do not have any other health insurance or have access to State employee health
insurance (for example, a parent is a Colorado State employee, )

Resident of Colorado and has been a U.S. citizen or legal permanent resident for at least
five years, refugees, or asylees. Parental Citizenship/residency is not considered when
determining CHP+ eligibility for children or youth , and

Meet income guidelines.
Applications can be downloaded from http://chpplus.org/ or you may call 1-800-359-1991 between
the hours of 8:00 a.m. and 6:00 p.m. to have one mailed to you.
 Supplemental Security Income (SSI) is a program that provides monthly case assistance to
children and adults who have mental and/or physical disabilities and meet income eligibility.
In rare instances, a child/youth is eligible for SSI due to a disability or for social security
benefits due to the death or disability of a parent. This is also available to anyone over age
65. As a kinship caregiver, you may be eligible to become payee for the child’s benefits. The
assigned worker can tell you if the child receives or is eligible to receive either of these
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benefits. More information about SSI benefits is available from the local Social Security
office or online at http://www.ssa.gov/notices/supplemental-security-income/
Caregiver Assistance:
 The National Family Caregiver Support Program (NFCSP) is a federally funded program
under Title III-E of the Older American Act through state and local Area Agencies on Aging
(AAA) and serves two populations of caregivers:

Those who are caring for persons 60 years and older; and

Relative caregivers who are 55 and older and the primary caregiver for grandchildren or
other related children/youth 18 and under who are living in their home.
The goal of this program is to relive the emotional, physical, and financial hardships of proving
continual care. These programs typically provide support groups and respite services for relative
caregivers. The National Family Caregiver Support Program attempts to provide outreach for families
who are economically or socially disadvantaged, but low income is not an eligibility requirement for
service. There is no charge for services to caregivers of older persons or grandchildren. Services vary
by locations and some locations do not fund grandparent caregiver programs. Contact the local Area
Agency on Aging .
 Respite Care

Grandparents and other relative caregivers seeking a break from full-time childcare may
find some relief in respite care. Respite care refers to programs that give caregivers a
break by taking over care of the children for short periods of time – either on a regular
schedule or when the caregiver needs to travel, go into the hospital, or otherwise be
away for a few days. In some respite programs, a respite caregiver comes into the home
to care for the children; in other cases, the children may attend a camp or other
program away from home.
Availability of respite care may be limited, and such availability may depend on the needs of the
caregiver and/or the child. The Child Welfare Agency should have more information about the
availability of such programs, and caregivers should ask about these programs.
*Before using respite care make sure you obtain permission for the child’s social worker. If you are
using another relative or friend to provide respite the social worker will have to run a background
check. At all times, it is your responsibility to arrange for safe and responsible child care.
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Dealing with the Child Welfare Agency can be confusing and, sometimes, even frustrating for
grandparents and other relatives who are trying to provide the best care they can for children whose
parents cannot care for them. It may be helpful to keep in mind that child welfare Caseworkers are
following Federal and State guidelines to ensure the safety and well-being of all children. Using the
information in the following fact sheet may help kin caregivers work with the Child Welfare System to
provide the best outcome and permanent living arrangements for their relative children.
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Activities for RESPITE CARE





INFORMAL
COMMUNITY-BASED
FORMAL
Family-based activities
Activities found in the community
Highly structured activities
provided through trained
professionals or an agency
Spending time with
extended family of the
caregiver
Visitation with birth
parents
Visitation with birth
family members such as
grandparents,
aunts/uncles, cousins
Having a babysitter come
to the home or take the
child on an activity
Using approved adoptive
applicants to provide
short term respite care
(babysitting during a
training, for a few hours
or up to 3 days)

Sporting programs (Little
League, soccer, etc.)

Camps (YMCA, church,
sports, band, etc.)

Faith based programs
(vacation bible school,
youth groups, etc.)

Volunteer opportunities
at hospitals, libraries,
humane society, etc.

Employment for teens

Programs such as
YMCA/YWCA or Girls &
Boys Club

Dance, art, or music
programs

4-H, Boy/Girl Scouts, etc.

Big Brothers/ Big Sisters,
youth mentors

School sponsored
activities (cheerleading,
sports, band, clubs, etc.)

Ethnic/Cultural activities

Tutoring programs

Community center
programs
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK

Scheduled respite care
with specialized foster
family

Swapping respite time
with another foster
family (“You watch mine,
I’ll watch yours!”)

Contracted respite with a
nursing professional

Contracted respite with a
trained person for
children with mental
health issues

Specialized camps
(juvenile diabetes, Camp
To Belong for siblings,
MR/DD, etc.)

Therapeutic programs
(such as horseback
riding, ADHD, Autism,
etc.)
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Public Education
A good education is critical to every child’s success. Kinship placement providers are expected to
actively participate in the child(ren)’s education. Helping the child with homework and school
projects, and attending teacher’s conferences
If possible it is preferable for a child to stay in the same school after entering care. However, if it is
necessary to change schools, it is best for you to physically take the child to the new school. This will
help them to adjust more quickly to unfamiliar surroundings.
 How do I enroll the child/youth I am raising in school if I don’t have legal custody?
 A kinship caregiver with custody can enroll the child/youth in school. When the county
department has custody, ask the Caseworker for assistance in contacting the school to
arrange for enrollment. If the parent maintains custody, caregivers need the parent to
assist in enrolling the child/youth in school. This might be necessary when a voluntary
placement (non-court involved) agreement is used.
 What is IDEA? The Individuals with Disabilities Education Act (IDEA) is a federal special
education law that requires school districts to provide a free appropriate public education to
eligible children with disabilities.
 What is an IEP? The IEP or Individualized Education Plan is a written plan that will outline the
child’s needs and it will demonstrate how the school plans to address those needs (as
mandated by IDEA.) The plan must be detailed and specific to the child in question. The IEP
needs to be implemented in such a manner that will result in the child making meaningful
educational progress.
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
The IEP should include:
 The child’s present level of educational performance;
 Measurable annual goals, including benchmarks or short term objectives;
 Special education and related services, aids, and modifications;
 Statement of transition services;
 Whether or not the child qualifies for extended school year services; and
 The recommended grade placement of the child
 Is the child/youth eligible for free or reduced price lunches at school? Any child/youth at a
participating school may purchase a meal through the National School Lunch Program.

Children in the custody of the county department are eligible for free meals.

Children/youth from families with incomes at or below 130 percent of the poverty level
are eligible for free meals.

Those families with incomes between 130 percent and 185 percent of the poverty level
are eligible for reduced-price meals.

Families with incomes over the 185 percent of poverty level pay full price.
Schools participating in the National School Lunch Program may also offer free breakfast and lunch
during the summer.
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Section 6
PARENTING TIME…
Describes supervised parenting contact and what to expect before, during, or after the parenting time
visitation between the child(ren) and their parent
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UNDERSTANDING PARENTING TIME
If there are Safety Concerns there will be a Parenting Time Assessment completed: The worker will
assess the need for supervision and make a recommendation based on identified needs. One of the
following will be recommended:

Parenting time is not recommended: There is clear and convincing evidence that the parenting
time is not in the best interests of the child.

No supervision of parenting time is needed: There are no presenting safety concerns.

Monitored: Periodic check in- There are some concerns about the parent’s ability to limit risk
for the child in an unsupervised setting, but overall the family has demonstrated the ability to
provide for the child’s physical and emotional needs.

Supervised Parenting Time: There are clear child protection concerns and parent and child
are in the visit supervisors line of sight and sound at all times. If the parenting time occurs at
the department a Parenting Time Worker will be in the room to give suggestions about
parenting skills or provide guidance. If the parenting time occurs in the community a
designated person needs to be present at all time when the child visits the parents.

Therapeutic Visits—Concerns with Bonding and Attachment between parent and child under
the age of 5. A therapist will develop an individual program for your family's needs, teach you
new techniques and allow you time to practice the new skill.

Home /Community based: As a child transitions back to the parents’ home, a Life Skills worker,
or a Home Based Counselor, or therapist will come to the family home and teach positive
parenting styles and nurturing techniques.
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Parenting time is an opportunity to allow children to maintain, strengthen, or develop relationships
with their parents, siblings and others who cared for them prior to placement, in a safe environment,
while the family strives for reunification. Reunification and returning the children to their bio homes is
always the permanency plan for families.
ACHSD Children and Family Services is required by law to provide reasonable parenting time/visitation
between the child and his parents and family members, and actively promotes parenting time between
the birth parents and their children.
“Reasonable” parenting time/visitation is determined by quality of the relationship between a child
and the family member. ACHSD may deny parenting time/ visitation to parents or family

Reunification and returning the children to their bio homes is always the permanency plan for
families.

Parenting time/visitation will be determined by the safety concerns, a worker’s assessment, the
case plan, and the Court’s approval.

Ask your case worker about the parenting time/visitation plan and contact schedule.

Getting children to parenting time/ visitation and supporting a child after those visits are
important roles of a caregiver.
As a kinship caregiver/guardian, you would work with the Caseworker and do what you can to help
make productive and effective visits occur. Kinship caregivers/guardians can be critical partners in
successful visits. Caregivers should understand the importance of the child’s relationship with his/her
parents and the role they can play to help strengthen that relationship especially for the infants and
toddlers.
 Support Parenting Time/Visitations
Parenting time/visitation will be determined by a workers assessment, the case plan, and the Court’s
approval. Be sure to ask your case worker about the parenting time/visitation plan and contact
schedule. Getting children to parenting time/ visitation and supporting a child after those visits are
important roles of a caregiver.
There are guidelines that promote contact but also provide limits for the safety of the child. The safety
concerns, the worker’s assessment, and the case plan clarify what kind of contact is going to be
allowed. Parenting time is important because it helps keep children and parents connected and keep
the parents motivated to follow through on making the necessary changes.
The case worker should discuss the Visitation Plan (3B) with you once it is determined. It is best to get
it in writing and get any changes to the Visitation Plan confirmed in writing by the case worker.
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Parenting time and contact will fluctuate throughout the placement, usually increasing as reunification
gets closer.

Worker will not tell providers “how” to do their parenting time, but rather offer suggestions

Examples of what you need to be mindful of :
o Bathroom policy
o Visitor policy
o Alcohol or drug use policy
o Talking about adult issues such as court
 The Visitation Plan (3B) Clearly Defines Who Has Contact with a Child
The Visitation Plan defines who has contact with a child. If a relative or friend contacts you directly
about parenting time/visitation with the child, refer the person to the case worker. Do not permit the
child to visit with the parent or other parties without ACHSD approval.
If a child has brothers or sisters in other placement homes, talk to the worker about the possibility of
the siblings being allowed to visit one another. Often times, with the permission of the case worker,
sibling visits can be arranged through the placement families arranging the visits. Children are often
are very close to their siblings and may miss or worry about brothers and sisters. Even if children are
not able to reunify with their parents, sibling ties should be maintained.
The Visitation Plan should be developed by the Caseworker with the involvement of the parents, other
family members, the child(ren) (if appropriate), foster parents, and relevant others, such as a child’s
therapist. Best practice suggests that the Visitation Plan cover the following content areas:
♦Dates, times and location of visits
♦How arrangements will be made
♦Who will be present
♦Arrangements for monitoring, visit coaching, or supervision, if any
♦Plan for handling of emergency situations
♦Procedures for handling problems with visitation
♦Case goals
♦Identifying information regarding the family members and others relevant to the visiting plan
♦Visit frequency
♦Visit length
♦Visit activities
♦Transportation arrangements
♦Visit conditions (e.g. specific behaviors that must or must not occur)
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 Who Covers the Parenting Time/Visitation and Where do they Occur?
Parenting Time may take place at ACHSD, the parent’s home, a public place, or the
caregiver/guardian’s home as allowed in the case plan. Some visits or phone contact may require
supervision, meaning that a designated person needs to be present when the child visits the parents.
This person may be a third party or the kinship care provider if the provider agrees. You may or may
not feel comfortable doing this. Discuss this thoroughly with your worker and make sure that you
understand what the expectations are. Supervising parenting time may put you in a difficult position
so make sure you and your case worker talk about what it means to supervise a visit and that you
are comfortable accepting that responsibility.

ACHSD has several Case Service Aides and a contract with a community agency to monitor and
supervise parenting time visits. The Caseworker themselves may actually be responsible to
cover the visit.
Another: Keeping Children Connected to
 Preparing a child for visits:
To prepare a child for a visit, first prepare yourself. Watch your words and your body language. When
supervised parenting time/visitation is explained to a child, the child's cognitive and emotional
developmental level should be taken into account. The explanation should be factual, concrete, simple,
age appropriate, and connected to the child's particular experience. It should consist of a statement
about what will happen and how supervised parenting time/visitation will help, and a statement that
supervised parenting time/visitation is not the result of the child's actions.
Children will have many different emotions about parenting time visits, from anxious excitement, to
nervous anxiety, to not wanting to go at all. Very young children cannot understand the separation,
and they often respond with bewilderment, sadness and grief.



During parenting time, they may cling or cry, act out, or withdraw from their parent.
At the end of parenting time visits, when another separation is imminent, they may become
confused, sad or angry.
Following parenting time visits, infants and toddlers may show regressive behaviors, depression,
physical symptoms or behavioral problems.
 If you are supervising the parenting time here are some sample questions to
ask your caseworker:

What if the bio-parent shows up at your house unannounced and states that he/she is taking
the child?

What if he/she is under the influence?

What if there is a no contact order in place?
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
Attending special events – who approves it and what happens if he/she shows up
unannounced?

Child calling you mom/dad in addition to the bio-parent. Bio-parent becomes upset and
accuses you of “taking over.”
Bio parents also find parenting time visits to be a time of emotional upheaval. They often experience
pain and sadness resulting from the separation and may feel shame, guilt, depression, denial of a
problem, anger and/or worry about the child. Your reaction will be important. Adults need to help
children have the best visit they can. Your support of the visit and of the child's relationship to his
parent or relative is critical. If a problem arises after Parenting Time, notify the Caseworker as soon as
possible.
Here are some suggestions for helping parenting time visits be more successful and go more smoothly.
 Support ongoing efforts to help a child stay connected to his parents
An important part of the post parenting time process is to interpret and understand the child’s/youth’s
reaction after the visit. Children’s reactions are often misunderstood. When children exhibit
regressive behavior, “act out” or demonstrate other negative behaviors the birth parent is often
blamed. Adults often respond to children’s reactions by moving to limit, suspend, or even terminate
the parenting time. This can be harmful to children whose seemingly negative reactions to parenting
time may be cause by their attachment to the parents and may be the child’s/youth’s way of
expressing the desire to spend more time, not less, with the parent. Caseworkers and kinship
providers should carefully explore the nature of the child’s/youth’s reaction to parenting time and
explore increasing contact through phones calls, letters, having a photo of the parent, or gathering
more information from the birth parents about what the child likes, eats, wears, etc. before limiting
the child’s time with the parent.
Support the efforts of the parent to stay involved with a child's life. When parents aren't physically
with their children, there is a tendency to disengage or not be involved in the important day to day
activities of being a parent. You can do many things to keep a child connected to his birth parent, and
encourage a parent to stay involved in a child's life.
Know that sometimes parenting time doesn't go well. Birth parents may be distant, using
substances, or say things that hurt a child. Birth parents may come across as critical of the care the
child is receiving. The role of the caregiver/guardian is not to make things worse, to try not to take
things personally, and to attend to the needs and the feelings of the child. Document and talk to the
Caseworker about both the positive and negative interactions you observe between the parent and
yourself and the child.
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 Why would the parenting time be supervised by staff?
Research has shown birth parents can demonstrate improvements during frequent parenting time with
their children when guided by Caseworkers or trained staff, and are motivated by a clear
understanding of consequences. As a result, children can be returned sooner to safer, healthier
families. Young children in placement that have frequent contact with their biological parents and
have fewer placements are more likely to have secure attachments, according to a study published in
the April 2004 issue of Family Relations. In addition, those with secure attachments have fewer
behavioral and emotional problems than children with less secure attachments. Parenting time is a
critical part of child welfare, a part clearly related to our goals or stable placements and timely,
permanent outcomes for children.
The Caseworker or Parenting Time Supervisor must arrange all parenting time/visitations between the
children or youth and his/her birth family. Unless otherwise indicated, parenting time with biological
family will take place at least once a week as part of the treatment plan. All participants (parents,
foster parents, relatives, Caseworkers, the court, lawyers, and service providers) must work together to
ensure that the parenting time meets the attachment and connectedness needs of children and their
families and support parenting and case decision-making.
 What can I expect if parenting time contact is supervised by
staff or contract providers?

Caregiver/guardians are usually asked to transport a child to the parenting time/visitation.
Know when the visits are and where they will be. Be on time so parents get the full opportunity
to be with their children.

Please bring a diaper bag if child requires formula or diaper changes. We ask that you bring one
just in case the bio parent has not brought one, insuring the child is not impacted and does not
suffer.

Give your input to the Caseworker about what works best for your family and what works best
for the child. Children might be cranky before a nap or mealtime, or you may have other
appointments for the child. Communicate and work with the Caseworker to find out what
works best for everyone and try to be flexible.

Younger children may need more parenting time/visitation because of their age, especially
babies, so be prepared if you are taking younger children with a reunification plan, visits may be
on a frequent occurrence.

When you drop off the child there may be the potential you meet the birth parent. Greet the
parent kindly and try not to ignore him or her. Remember the child is watching how you treat
his parent. Try to stay nonjudgmental.
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EXAMPLE OF THE FOSTER PARENT/GUARDIAN PARENTING TIME AGREEMENT FORM
Case Name:________________H.H. #_______________ Name of child(ren):____________________________________
Foster Parent/guardian:________________________________________ Contact #______________________________
Visitation between child(ren) in your care and their parent(s) for court ordered Parenting Time has been set up with
Parenting Time Coordinator:__________________________________________________ Ext: ___________________
For the following date and time_________________________________________________________________________
The purpose of these visits is to provide positive parenting time. The undersigned foster parent(s) or legal guardian(s)
agree(s) to adhere to the following policies and guidelines to ensure a positive Parenting Time experience at ACHSD. Please
review these requirements, designed to help visits run smoothly:
 Parenting Time may occur at ACHSD Children and Family Services Center 7401 N. Broadway, Denver, CO 80021,
the community, or another mutually agreed upon and identified location.

ACHSD will make every attempt to arrange suitable and agreeable visit and exchange times.

Any court-ordered Parenting Time scheduled will be accommodated quickly and as closely as possible.

Foster Parents/guardians are to transport the child(ren) for visits unless other arrangements have been previously
made. All transporting parties are responsible for meeting the child safety restraint laws as mandated by the State of
Colorado regarding the use of car seats and safety belts. Pursuant to Colorado law, all drivers must have a valid
driver’s license and vehicle insurance.

Please be on time. Parties shall arrive punctually at the arranged times for the start and end of the visits or
exchanges.

In the event of an emergency and whereby a caretaker is unable to be present or is going to be late for a
visit/exchange, the assigned Parenting Time Coordinator or their assigned coverage person will be contacted as soon
as possible. Except in an unavoidable emergency such as sudden illness, it is necessary to inform the assigned
Parenting Time coordinator or coverage person as soon as possible and at least 24 hours in advance. The Parenting
Time Coordinator or their coverage person will make every attempt to notify all parties of the cancellation.

In the event of illness of a parent or child, there will be no visit/exchange. This includes but is not limited to:
communicable viral or bacterial infections, over a 100 degree temperature, diarrhea, or vomiting within the past 24
hours. This is to safeguard that no other families or staff is exposed to the illness. Repeated incidents of sudden
illness may have to be verified by a licensed health provider (Doctors’ note).

ACHSD will make a reasonable attempt to reschedule Parenting Time if possible. In the event a Parenting Time
coordinator is unexpectedly out of the office, ACHSD will make every attempt to find coverage. However, the
Parenting Time may require rescheduling.
The goal of ACHSD is for parenting time to be constructive and enjoyable. Thank you for your cooperation with these guidelines. I have read, understand,
and have been provided a copy of the Foster parent/Guardian Parenting Time Agreement.
Dated:______________
Dated:______________
_______________________________________________
Foster Parent/Guardian
____________________________________________
ACHSD Caseworker/ Parenting Time Coordinator
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Diaper Bag Checklist Suggestions
By Jessica Hartshorn (2001)
Putting together a diaper bag for a baby may feel like packing for a weeklong vacation!
Use the checklist below to make sure that you are fully stocked for your outing with
baby.
Diapers: Take more than you think you’ll need, as many as one for every hour of
your outing. Better safe than sorry!
Small box or travel pack of wipes: These aren’t just for baby, but for your hands
too.
A tube of barrier cream or diaper rash cream
Several cloth diapers or older cloths for burping, spit-up, and other messes
An extra shirt, pants, and pair of socks for baby
An extra shirt for you
Baby sunblock
Baby’s bottle, if one is still used. To keep things sanitary, you might put the nipple
in a plastic bag.
At least one toy
A favorite comfort object such as, a blanket, stuffed animal, etc.
If baby is on solids, a container of baby food and a baby spoon, or else a container
of snacks, such as cereal or crackers.
A bib
Two extra pacifiers (if baby uses them) stored in a clean plastic bag.
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Section 7
Caring for Children who were
Abused, Neglected, or
Abandoned
Describes the emotional impact on children and various suggestions on how
to provide care to children who were abused or neglected
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How Placement Affects Children
Children can feel severe personal loss when separated from their
families. They have lost the most important people in their livestheir parents, brother, and sisters. They have lost their familiar
pattern of living. They have lost their homes and the places that
make up their own worlds. Children’s reactions to separation vary.
Their emotional development is interrupted. They often feel
abandoned and helpless, worthless, and even responsible for the
family’s breakup. They may try to punish themselves.
Welcoming a child into your home…
When the child comes into your home they will need to adjust to many things. Everything is new...
there are new caretakers, perhaps unfamiliar children, a new house, new foods, new rules and
expectations, a new neighborhood and possibly a new school.
It is hard for children to leave their homes and find themselves in new surroundings. To deal with this,
children may fantasize about the positive qualities of their own parents, their own home, and their
neighborhood. They may not want to get involved in your family’s routine and activities out of a sense
of loyalty to their own parents. The child needs your understanding, patience, and support while
settling into your home.
Helping the child understand your family routine…
The everyday routine of your family may take place without much thought or discussion. All families
have a pattern of behaving and living together that works for them. Your home may have a schedule
that you regularly follow, or it may vary and be quite flexible.
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The kind of routine a child brings to your family will depend on where and with whom the child has
been living. Some children may come to your family and they are unfamiliar with rules and had no set
schedule or they may come to your home from shelter care, foster care placement, or a group home
setting where there may have been many rules and a planned schedule.
Most children will need some time alone to become comfortable with their space. They will need time
to watch the family’s routine before they become active participants. Think about some of your
family’s routines that might take a child some time to learn. For example, who usually gets up first,
and who usually goes to bed late. Do children get a snack after school? Do they get a snack before
going to bed? Can people help themselves to things in the refrigerator or cupboard? Going to sleep or
waking up can be very scary times for children placed out of their own family home. It is helpful to
develop routines to help children go to sleep and wake up.
To bring a child into the routine of your family’s home it is helpful if you can spend some fun time with
the child….baking cookies, going for walks, go roller skating, play games such as Monopoly, checkers,
or computer games, or go swimming. Doing things together helps the child settle into the family’s
routine.
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Emotional Impacts on Kinship Caregivers and the Children and
Youth in their Home
Even if the children in your care are happy to be with you, they have been through a lot. Losing a
parent is hard on a child, as are many changes that might occur in the children’s lives. One or both
parents may abuse drugs or alcohol, be violent, or have mental health concerns. Because of these
problems, the children in your care may have been hurt physically and/or emotionally. They may have
been underfed, or without the care they needed to stay safe and to grow. All of these problems may
have affected the children in your care, who may need special help to grow and thrive.
In addition to signs of physical abuse or neglect, children who have suffered a loss seem to share
several emotions and behaviors. Each child will react or respond to the loss dependent upon:

The nature of the loss

Degree of attachment to the persons from who the child is being separated

Ability to understand why the separation took place; circumstances causing the loss

Emotional strength or resilience

Cultural influences

Help given before, during and after the separation
The child’s emotional development is interrupted and will show signs of grief. Consequently, while
some children may react in very extreme ways, others may respond mildly or not at all. In addition,
one child may be affected in one are while another child may be affected in another area. Below is a
list of common emotions and behaviors that may affect the child/youth in your care:
Grief
 When children/youth have been separated from people who are important to them their
emotional response is one of grief and mourning. There are five identifiable stages of grief:
shock, denial, or protest, bargaining, anger (acting out), depression, and regression of
behaviors.
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Control
 Many children who have experienced loss feel that they have no control or decision making
power over their own lives. Consequently, they may try to regain control of their lives by
being orderly or compulsive, or by planning ahead. Others youths may demonstrate their
need for control through constant power struggles with authority figures, truancy, defiance,
substance abuse, or tantrums.
Loyalty
 Having at least two sets of parents creates a conflict for the child. The child may feel that
closeness and love for one set of parents may be an act of disloyalty toward the other set of
parents.
Rejection/Fear
 Regardless of the actual circumstances surrounding the child’s loss, the child’s perception is
one that they were rejected and then abandoned by the birth parents. To avoid rejection,
some children may not allow themselves to get close to others, or they may react by
continually seeking acceptance and approval from those around them.
Children can feel severe personal loss when separated from their families. They have lost the most
important people in their lives- their parents, sisters and brothers. They have lost their familiar pattern
of living, their homes, and the places that make up their own world. They lose self-esteem and a sense
of identity in their inability to control the events around them.
Physical reactions to placement may also occur such as upper respiratory infection, stomachaches or
headaches. Children often feel abandoned, helpless, worthless, and often responsible for the family’s
breakup.
Tips for Dealing with Separation of Child from their Parents
 Let the child grieve or mourn for his or her parents. At the time of being placed in out of home
places, a child may feel a great sense of loss regardless of the parent’s past behavior or the
circumstances that led to placement. Help the child move through the grieving process.
 Recognize that it is common for children to view placement as a punishment for some real or
imagined bad deed such as the breakup of their families. Listen to children when they express
such thoughts and feelings.
 Allow children to share memories about their family. Let them openly express their feelings.
 Help the child/youth feel safe and cared for.
 Understand your own gloss and grief issues.
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Feelings Children of Violence May Experience
All children are affected in some way by family violence. Even if they have not seen the violence or
they have not been physically hurt themselves, they FEEL what is going on.
Scared
I lie in bed feeling scared. I can hear them fighting in the next room and it gets louder and louder.
I’m just waiting until I hear the smack of his hand, and my Mom’s cries. I hear it again and
again. I put the pillow over my head. I want to run away.
Guilty
If my sister and I didn’t fight so much, then Dad wouldn’t fight with Mom. Mom tells us to be
quiet so it must be us who set him off. It’s our fault.
Protective
I tried to stop Dad from kicking Mom by kicking him. I didn’t really want to hurt him. I love my
Dad; I just want him to stop hurting Mom.
Ambivalent
I love Dad; he’s fun to be with. He calls me his “special girl/boy,” but he scares me when he hits
and yells at Mom. I sometimes hate him for hurting her so much and making her cry.
Taking Care of Everyone
Mom and Dad had a terrible fight last night. I know what I can do. I will make breakfast for my little
brother and straighten up the house before I go to school, so at least Mom won’t have to worry about
that.
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Ashamed
I don’t want anybody to know what is going on in my house, so I don’t bring my friends here. I go to
their houses where people don’t yell and scream all the time.
Unable to Concentrate
I’m failing in school. I keep wondering what’s going on at home and what will happen when Dad gets
back. I can’t keep my mind on much anymore, and I don’t care.
Wanting to Escape
Right now a joint or a beer would be really good. When I get high, I feel okay.
Anger ( Modeling the Abuser)
No wonder he beats her up. She is so stupid, she can’t even cook dinner without messing it up! What the
hell does she do all day?!
Unprotected
Mom knows Dad is being a jerk. Why doesn’t she stand up to him? Is she waiting for him to come after
me before she does anything?
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Child Witness/Victim of Violence (Domestic Violence)
Denver Safe House Information
It is important to know that children who witness domestic violence also suffer. Children from violent
homes may show some of the following:
Before Birth
 Miscarriage (some violent men become more physically abusive when their partner is pregnant
and hit her in the abdomen)
 Some researcher shows that babies in the womb can be affected by the fear and anxiety
experienced by their mothers.
Infants


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
Tend to irritable
Inconsolable crying
Can be frequently ill and/or have diarrhea
Have difficulty sleeping and/or eating
Frequent injuries
Developmental delays
Toddlers and Pre-school Age




Physical complaints such as stomach aches and headaches
Fearful of being alone/abandonment
Extreme separation anxiety
Irritable, tantrums, anxiety
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



Regress to earlier childhood behaviors such as bedwetting and/or thumb sucking
Difficulty sleeping/eating
Frequent injuries
Developmental delays
School Age













Eager to please adults and make new friends
Problems in school, fears or drops in performance
Wants to be home to protect mother
Physical complaints, frequent injuries
Tantrums and anxiety
Eating and sleeping difficulties
Feels responsible for mother’s pain and for making the violence stop
Poor social skills
Behavioral problems
Developmental delays
Poor gender role modeling creates conflict and/or confusion
Depression, withdrawn, isolated
Suicidal Ideation
Adolescents and Teenagers
 Can be very protective of mother or can become aggressive and violent with mother, siblings,
and other children
 Secretive, often deny the violence at home
 School problems such as absenteeism, failing, or hostile behavior
 Suicidal/Homicidal Ideation
 Physical complaints
 Eating disorders, alcohol or drug abuse
 Can accept the blame for the family violence (“it’s all my fault”)
 Dating relationships may mirror the violence experienced or witnessed at home
 High risk for substance abuse, sexual acting out, running away, suicide attempts, pregnancy,
committing crimes in the community, involvement in gangs, etc.
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Feelings and Thoughts from Children Growing
Up in Violent Homes
 “I felt really sad when my parents were always fighting.”
 “I feel like no cares. They are always fighting and forget about me.”
 “Why does this have to happen to me and my family?”
 “Maybe if I wouldn’t act this way, they wouldn’t fight.”
 “Is this what’s being married is like?”
 “I don’t think I can ever trust a man again.”
 “I felt so helpless and confused. I couldn’t help.”
 “I feel wary of guys my age and little older than me.”
 “I feel apprehensive about telling others how I feel.”
 “I was so angry ay everyone for everything.”
 “I’ll get even. I’ll run away, and then maybe they’ll pay attention to me.”
 “I don’t ever want Mom to get remarried; he’d be a jerk just like Dad.”
 “Maybe if I make threats Mom will listen to me; it worked for Dad.”
 “I hate him. I have thought about killing him, and then it would be okay.”
 “Now everything is ruined, and I don’t know how we are going to make it.”
 “I can get my own way and what I want by being violent; it worked for Dad.”
 “I feel ashamed of my life; no one else lives this way, do they?”
 “Sometimes I get so angry, I can’t control myself.”
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How Can I Help the Children?
 Understand that in most families violence is never spoken of openly. Yet, the children are aware
of the violence, no matter how well the parents think it is “hidden”. Children usually do not think
it is okay to talk about it.
 Let children know if they need help, or are scared, they can come to you. Help them to identify
people they can trust and talk to about the violence and their feelings. Let them know it is okay
to talk about what happened at home.
 Set and keep appropriate boundaries with the children.
 Understand that the children may be angry with the mother as well as the father. They may see
her as weak and unable to protect them, or as the person who “took them away” from their Dad.
Most children don’t want to hear that their father is “bad”.
 Be a good role model. Teach the children how to talk about problems and conflicts. Don’t allow
physical aggression (hitting, kicking, biting, throwing things) between the children or towards
you. Re-direct or use time out to control this.
 Build self-esteem. Encourage them and give them compliments when they deserve them. If you
give false praise they will learn they can’t trust you.
 Teach the children that feelings are okay – sadness, anger, disappointment, as well as joy. Help
them learn to express their feelings. Also teach them how feelings can be appropriately
expressed – talking about how they feel instead of hitting or isolating.
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Talking With Children
 Begin by building a relationship with the child. If they are not comfortable talking right away,
ask them questions, such as “Why are you feeling sad/mad/happy today?” “Can you tell me
what’s going on with you?” “What would you like to talk about?”
 Listen to the child. Children rarely lie about abuse because the fear the consequences of
divulging their “secret”. It is important for the child to know that he or she is believed.
 Control your emotions. Try not to frighten the child by expressing fear, anger, or shock.
 Support the child. Reassure the child that it is okay to talk about what may be happening at
home.
 Tell them about confidentiality policies. Children need to know about your obligation to report
abuse for their protection. For many children, the worst part of abuse is the feeling of isolation
and helplessness, not the injury itself.
 Talk to the child about power and control. Give them information about violence and why it
happens in some families.
 Avoid blaming anyone; remain calm and sensitive to the child’s apprehension about discussing
abuse and home life.
 Reassure the child that he or she is NOT responsible for the way adults act. Remind them that
adults are supposed to take good care of the children and that adults are able to learn how to
treat each other better.
 Don’t suggest answers to the child or continue probing for answers the child is unwilling to give.
Help the child identify key people in their life they trust, as well as key people in the community
that want to help families and keep them safe.
 Be aware of your own biases and limitations, be non-judgmental with children.
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Ideas in Helping Children Explain Placement
When a child must live apart from his/her family of origin, he/she needs to understand and be able to
communicate why this has occurred. Before the dust has barely settled, the child will be called upon to
explain who he/she is, his/her presence, and his/her history to a long list of inquirers. New neighbors,
teachers, playmates, and acquaintances will all ask questions.
The child, left to fend for themselves in these circumstances, often ends up saying too much or too
little. Sometimes he/she “embellishes” the truth and gains a reputation as a liar. Or he/she may
volunteer lurid details and becomes an instant, exotic attraction.
By helping children understand why they are in care, you can help them develop a response. (Please
note: a cover story, not a cover-up story. Remember, a cover letter is a generally phrased, all-purpose
letter used to summarize more detailed information). The child can easily learn an appropriate
response when people ask him/ her leading questions like: “Just where did you come from? Why don’t
live with your folks? Who are you?” Without help, children are put in an uncomfortable position. With
planning, they can respond confidently, truthfully, and without trapping themselves into betraying
private matters.
The easiest way to prepare a response with children is to first provide them with age appropriate
information. Don’t sugarcoat the circumstances, but provide only the amount of information that is
appropriate for each child. Next, imagine the potential questions, review what information is
appropriate to share, and role-play the questions and answers. This technique works well with children
of all ages, as long as they have basic language skills and can learn appropriate social responses.
With the following three-step process, you can anticipate the difficult questions and help the child
become more prepared.
1. Imagine the Potential Questions or Situations
Make a list of various possibilities and people who may ask the questions.

The first day in the new neighborhood and introducing the children to neighbors
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
The first day of school, the curiosity of other children and their questions

Questions from teachers and adults

Assignments from the teacher asking the child to draw a picture of their family or tell a story
about their life

The first family gathering, remarks from grandparents, questions from cousins, etc.
2. Review the Appropriate Information to be Shared
Children need help from adults to distinguish between what is known and what is shared. This is a
good opportunity to help them learn how to be truthful but appropriate in giving answers to personal
questions. Simple declaratory sentences are best: “…my name is Tony Johnson…I used to live in
Cleveland…I’m going to live here because my parents are having problems…I will live here until things
get better at home…(or) I’m being adopted…(or) I was adopted because I couldn’t live with my other
family anymore…”
The three basic responses that are most often needed:

The child’s name, making sure to be consistent and use his/her legal name. This allows the child
to be able to give the same response at all times. Using one name at school and another at
home can be very confusing and difficult for the child.

The child’s origins, offering only the basics. Most people who ask where a child comes from are
satisfied with the name of the town or state. Additional information is not necessary. Children
can be taught to deflect more probing questions by responding with a question of their own:
“…and where are you from?”

The whereabouts and general circumstances of the child’s biological family. A child can answer
briefly and truthfully without providing details. If the questioner is persistent, the child should
feel comfortable with ending the conversation: “…that is family business. I have to go now…my
family would have to answer that…”
3. Role-play the Questions and Answers
Be sure children know the three most common concerns (above) and can comfortably respond to
questions about them. By acting out the possible questions with answers, they come to grips with a
current problem. They may even see this as one good way to solve their problems.
All children entering a new living situation need this preparation. When it is a simple matter of a family
moving to a new home, the answers to direct questions come more easily. When children move
because of family distress, the answers become more troublesome. Most children are not prepared to
deal with the natural curiosity of the children and adults they will meet. With guidance from you as
their caregiver, children will be able to respond to the situation and learn how to resolve their
problems with confidence.
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Typical Crisis Periods
Early Adjustment Phases:
 Pre-Placement – Just before placement occurs, many children display a series of particularly
difficult behaviors, often related to the impending change that may include typical “testing,”
anxiety, or anger over anticipated loss.
 Post-Placement – At any time after actual placement, but especially during the initial
adjustment period, many children develop moderate behavioral problems. These are often
linked to the major changes occurring in their life. The child and the new parent are learning
about one another, discovering what will or will not be changed, and beginning to form
attachments despite having missed years of important development together. It is the end of
the “honeymoon” period.
 Pre-Finalization – For children being legally adopted, there is a common reappearance of old
behaviors, and even more alarming, to the caregiver, new ones are often reported. The
appearance of such behaviors may be an ultimate test of new commitment, but it may also
result from unresolved past relationships, guilt about abandoning others, or panic at not being
able to fulfill the expectations of the new parent. This behavior is often called “pre-finalization
jitters”.
Transitional Phase:
 School Entry – Whether the placed child is entering school for the first time or transferring to a
new school, this is often a difficult time. The youngest is surrounded by adults and peers asking
“Who are you? Where did you come from? Why are you here?” and will need help in
developing a brief and true version of the story, appropriate for both school and neighborhood.
 Significant Change – Any shift in persons, locations, or circumstances will have an impact that is
unique to each child placed. In part, changes tend to resurrect early childhood experiences of
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loss. Changes undermine familiar patterns and often set off explosive reactions from children
who have been seemingly well adjusted.
 Early Teens – This period is especially difficult for youngsters who must deal not only with the
usual physical and emotional turmoil but also with the fact of early separation and loss. It is
normal for a child and parent to need and seek out support in sorting out the difference
between the usual problems of adolescence and those produced by the trauma of separation.
Area Where Problems Are Most Likely to Occur:
Shifting Family System – When a new member enters a family, there is a shift in the family system and
a new balance is sought. Often the adjustment is difficult and affects each family member in different
ways.
 Unmatched Expectations – The expectations of the family may not match the child who comes
to live in their family. The expectations of the child may not match the family to family
dynamics she/he must live with.
 Separation/Loss – One of the most under-recognized problem areas is grief and loss related to
separation from the birth family. Children report feeling “crazy” as they deal with their grief and
placement providers may not understand that much of the acting-out behaviors are related to
this grief.
 Entitlement and Claiming – Placement providers must feel the RIGHT to parent the child and
must emotionally want to do so. When a child is not free for adoption at the time of placement,
ambivalence is created by agency expectations and the unpredictable nature of a dependency
and neglect case. The child does not automatically claim the new adults in his/her life as
parents because he/she already has biological parents or does not feel entitled to live in the
new family.
 Bonding and Attachment – The attachment between the child and family is not progressing
because the child comes into placement with attachment difficulties or is so overwhelmed that
he/she cannot or does not know how to reciprocate love to the placement providers.
 Identity Formation – Since the psychosocial task of teenagers is identity (which includes issues
of independence), incorporation into a new family is often more difficult for them. At the same
time they are trying to emancipate or let go, the placement provider is trying to get the child to
attach and form a relationship with them. A teen’s reluctance to do this can make them difficult
family members.
Adapted from Watson, Ken, and Bourguignon, Jean Pierre
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CHILDREN’S BILL OF RIGHTS
Every child is endowed with inherent rights. Because of the separation from their parents or other
family members, whether temporary or long term, children in placement require special safeguards
and care. Every child in kinship/foster care has the right:

To have the freedom to express his/her individual thoughts, cultural, and religious practices.

To have his/her opinions heard and considered in major decisions affecting his/her life.

To have a reasonable degree of privacy as long as it does not jeopardize their safety.

To be nurtured by kinship/foster parents who have been selected to meet his/her individual
needs, and to receive appropriate adult guidance, support, and supervision.

To be free from physical abuse, sexual abuse, and neglect.

To have medical care, adequate food, clothing, clean and safe housing surroundings.

To receive help in overcoming difficulties in his/her emotional, physical, intellectual, social, and
spiritual growth that may have resulted from earlier experiences.

To participate in an educational or training program to prepare him/her for a useful and
productive life.

To communicate with significant others (parents, guardians, case managers, attorneys,
therapists, doctors, religious advisors, and probation officers) with prior approval of the child’s
case manager.

To call law enforcement (911) if the child feels threatened or intimidated.
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Safety Plan
A safety plan is an organized system of results and guidelines used to supervise and structure time and
space, due to the behavior of one or more members of the family. A safety plan is developed to ensure
the safety and well-being of the members who are acting out as well as the other members of the
family, including pets and property.
The safety plan is something that the family can create alone or with a professional such as a social
worker or therapist.
The Caseworker may develop a safety plan with you if the child has the following behaviors.
Sexual Acting Out Behavior
*The child is openly masturbating in the family home.
*The child is acting out with the family pets.
*The child is acting out with dolls, stuffed animals, or other toys.
*The child is acting out with siblings or other children in the family or neighborhood,
such as sexualized talk and/or inappropriate touch.
Anger Problems
*The child is verbally abusive to family members.
*The child is physically abusive to family members.
*The child destroys property when angry, which may result in harming them self or others.
Escape Artist
*A young child leaves the house whenever the adult’s back is turned.
*The child gets up in the middle of the night due to various reasons such as sleep
walking, to get something to eat, or just to explore.
Fire Starter
*The child has a known fascination with fire.
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How Will I Know When to Ask for Help?
Call for help when the behavior of the child is:
 Dangerous to himself and others
 Bizarre, exaggerated, or inappropriate for his/her age
 Getting him/ her into trouble at school and in the neighborhood
 Causing a great deal of extra expense or work for the family
 Does not make sense to you, and is difficult for you to understand
Call for help when:
 Your own children are upset or developing problems as a result of conflict.
 It is becoming more difficult for members of the family to see the children in a positive light.
 You and your spouse, or you and your children are experiencing increasing anxiety or conflict.
 You are so busy taking care of the child or problems that you don’t have time for recreation,
privacy, or enjoyment of each other.
 You find yourself pre-occupied with problems of the foster child; you or someone else in the
family is having trouble eating, sleeping, or being able to get away from the child for a few
hours.
 Your discipline, rules, and routines are being violated by the child, and you are concerned it will
undermine the structure you have for your own children.
 The family cannot afford to maintain the usual lifestyle because of financial expense for the
child.
 You are aware that things that go wrong in the family are being blamed on the child.
 The child does not respond to normal discipline.
 If the child does not respond to normal discipline, you find yourself needing to escalate the
level of discipline. For example, you have tried talking to the child, taking away privileges, and
nothing seems to work.
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 The child appears to be attempting to provoke you into more serious physical discipline. For
example, the child taunts “go ahead and hit me” or the child who physically lashes out at you.
 You are aware that you are starting to want to use discipline techniques which are not allowed
because the child doesn’t respond to your best efforts.
 You are feeling frustrated or are losing hope that you will be able to manage the child’s
behavior in a productive way.
 You need assistance in locating community resources to help the child.
 You have asked for help at community resource but were denied access or put on a long
waiting list.
 You are feeling isolated or unsupported by the agency or staff.
 You know that you need training or reading materials about a certain problem the child is
having.
 You have relevant information about the child’s family.
 You are concerned that the child is being hurt in some way by the relationship with the natural
family or the agency plan.
 You need the social worker’s support or advocacy to deal with the child’s school.
Remember it is your right to contact the social worker for assistance.
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House Rules
Rules help define structure and limits for the household. House rules are generally established to keep
everyone safe. Rules should be simple with fair consequences when disobeyed. Your house rules should
be written and posted in a visible place. Rules reflecting value and respect should be the foundation of
most rules. House rules help in defining the roles of caregivers and children which also helps set limits
for the home. However, when establishing rules, consider that a child placed in your care most likely has
been operating under a set of rules very different from your own. Rules should help teach children. Also,
consider the age of the child when setting rules.
Issues to Consider When Developing House Rules

Privacy in bedrooms, bathrooms, and clothing areas for dressing and undressing.

Secrets and how they differ from privacy.

Touching, hugging, wrestling, tickling, teasing, joking and how some actions or suggestive
words may be threatening and/or trigger sexualized feelings and behaviors.

Communication should be respectful such as no whining or threatening language. Speak
respectfully of sexuality, using correct terms.

Feelings are different from behavior. Feelings don’t have to be acted upon. Help the child learn
self-discipline and how to avoid triggers. This can help reduce stress as well as develop
communication and problem solving skills.

Misbehavior should have clear consequences. SPANKING IS NOT ALLOWED.
Consequences should teach a child positive ways to deal with conflict.

The roles or “jobs” of the caregiver and children should be clear and appropriate. For example,
the caregiver keeps the child safe, provides for their basic needs and treats the child with respect
and in return the child contributes to the family by doing chores and cleaning up after
himself/herself.

Appropriate use of computers and/or the internet, if applicable. Software filters are available, and
some providers can block access to inappropriate material.
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Suggestions for Sample House Rules/Routines for Children
Keep Your Room Clean
 Bed is to be made neatly.
 Things are to be picked up off the floor.
 Dirty laundry is to be put in the laundry basket.
 The dresser and desktop are to kept neat.
 Sheets on the bed are to be changed regularly.
 You are responsible for taking care of your personal belongings.
Keep Yourself Clean
 Take a bath/shower every day.
 Wear clean clothes every day.
 Brush your teeth in the morning and at bedtime.
 The bathroom is to be left neat; towels picked/hung up, toothbrushes put away, etc.
Daily Chores – To be determined, taking into account the child’s abilities, age, and development.
Bedtime
 Standard bedtime is 8:30.
 A later bedtime may be earned if behavior has been appropriate and previous bedtime has not been a problem.
Telephone – The telephone may be used only with permission.
School
 Attendance at school is mandatory.
 It is your responsibility to complete your homework and ask for help when needed.
Be Respectful of Others
 No physical or verbal aggression is allowed (hitting, swearing, threatening language, etc.).
 Knock before entering a room with a closed door.
 Ask and have permission before touching or using others belongings.
Meals and Snacks
 Eat at the kitchen table.
 The television is to be turned off during meals.
Computer – The computer is to be used only with adult permission and/or supervision.
Leaving the Yard/House
 You must ask and receive permission before leaving the yard/house.
 You must let the kin/foster parent know where you are going and when you will be back.
 You must go where you say you are and get permission if you want to go somewhere else.
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SUGGESTED Online Safety Tips
Keep these rules posted by your computer….
Children should promise to honor these rules to help stay safe while using online services:

I will not give out personal information such as my address, telephone number, caregiver’s
work address or telephone number, or the name and location of my school without my parent’s
permission.

I will tell my caregiver right away if I come across any information that makes me feel
uncomfortable

I will never agree to get together with someone I “meet” online without first checking first with
my caregiver. If my caregivers agree to the meeting, I will be sure that it is in a public place and
bring a caregiver along.

I will never send a person my picture or anything else without first checking with my caregiver.

I will not respond to any messages that are mean or in any way make me feel uncomfortable. It
is not my fault if I get a message like that. If I do I will tell my caregiver right away so that they
contact the online service.

I will talk with my caregiver so that we can set up rules for going online. We will decide on the
time of day I can be online, the length of time I can be online and appropriate areas for me to
visit. I will not access other areas or break these rules without their permission.
` The National Center for Missing and Exploited Children
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Taking Care of Your “Own” Family
The most enduring placement providers take care of themselves as well as others in their family. You
are the role models for children placed in your care and they need to learn to care for themselves too!
Important factors that contribute to a healthy marriage/partnership

Commitment, planning, communication, nurturing, prevention, and enjoyment!

Plan “date nights” and don’t let “family night” supersede “date night”.

Get respite care for the kids and stay home for some quiet time.
Comments and suggestions from foster families

Identify an experienced person you can call for advice and support.

Ask for help early. Don’t wait until issues escalate into crises. Often a staffing or Family Team
Meeting (FTM) can help identify supports to keep a placement and meet your family’s needs.

Having a consistent respite provider for the child is better for everyone.
Remember you “own” children’s needs

Invite other “family” kids to share their perspective on growing up with a foster child.

Balance family time with private and one-on-one time with your individual children.

Remember that your own children are still children. They will not always be perfect role models
and will not always be happy about sharing their family and things.

Be sure when a child leaves that everyone gets to say goodbye.
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Comments from adult biological children of kin/foster parents about their experience

“I felt displaced in my own home, as suddenly I had to share my room and had no privacy.”

“I learned to appreciate diversity…and expanded my experience and tolerance.”

“I really enjoyed having younger kids around.”

“It helped me to better appreciate my family.”

“I learned the importance of compassion when working with people.”

“It changed my goal of wanting to become a scientist to actually becoming a social worker.”
Shared, valuable suggestions for kin/foster parents

“You need to supervise kin/foster children, as they can hurt us – physically and emotionally.”

“Don’t take kin/foster kids if your own kids are 10-15 years old and in the throes of identity
issues.”

“Listen to us, too, and respect our feelings, even if you disagree.”

“Don’t do it unless you have a strong marriage.”
Comments from Dr. Rick Delaney, national expert, from working with foster children

“Physically exhausted and emotionally drained parents cannot provide the kind of parenting they
are truly capable of…”

“The message is clear: Kin/foster parents need to care for themselves and their birth children
first…”

“Successful helping kin/foster children demands healthy helpers and healthy families. Foster
parents, thus, must protect themselves, replenish their energies, and pay attention to the human
needs of themselves and their nuclear family. If they do not, ultimately they will be too taxed to
effectively rear challenging foster children.”
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Section 8
Ages and Stages
Growth and development…
The Ages & Stages are designed to provide you with age appropriate information to help
you take care of children placed in your home. Topics include nutrition, growth and
development, safety and injury prevention
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Ages and Stages/Growth and Development
***Note***
This chart is provided with the intent of giving general guidelines in the development of a young child.
Please remember that these are only general guidelines and not all children will develop at this rate.
Some may advance quicker, but slower development is not always a cause for concern. If you feel your
child is falling too far behind in any of these categories, it would be best to consult your child’s
pediatrician.
Infants 1 to 2 Months
Nutrition and Feeding






Feed breast milk or iron-fortified formula with early signs of hunger such as sucking on fist. May
need to wake to feed at night.
Hold baby while feeding. Do not prop bottle or put to bed with bottle.
Do not heat bottle in microwave. Instead, place bottle in bowl of warm water and test on wrist.
Expect 6-8 wet diapers per day and daily bowel movements.
Delay solid foods, including cereal, until baby is ready, around 6 months.
No honey until after first birthday.
Your Baby May...







Look at patterns and faces 8-12 inches away
Grasp
Listen to voices
Smile and coo
Lift head when on stomach
Have some head control in upright position
Look at hands
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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

Follow moving objects
Respond to familiar voices
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your infant.
Healthy Practices







A well-child exam, including immunizations, is due by 6-8 weeks of age.
Contact health care provider at signs of illness, including fever, vomiting and/or diarrhea, poor
feeding.
Learn how to take your baby’s temperature correctly ― rectally or under the arm. Temperature
should not be taken by mouth until 4 years of age.
Know CPR and first aid.
Respond consistently to baby’s cry. Remember you can’t spoil your baby.
Do not give any medications or herbal remedies without a health care provider’s advice.
Wash adult’s and baby’s hands after diapering and before feeding.
Safety and Injury Prevention











Properly secure car seat (rear facing) in back seat.
Put baby to sleep on back.
Check that crib slats are spaced no more than 2 3/8 inches apart. Hint: slats are too wide if a can
of soda can be passed between the slats.
Do not place soft pillows, comforters or stuffed animals in crib.
Never hold a hot drink while holding a baby.
Do not leave baby alone with young sibling or pet.
Never leave a child alone in a car ― not even for a minute.
Test water temperature with wrist to make sure it is not too hot before bathing baby. Water
heater temperature should not be higher than 120 degrees.
Do not leave baby unattended in bath.
Avoid direct sun exposure. Keep covered even on cloudy days.
Do not leave baby alone on high places such as a changing table or couch
Babies Enjoy...





Music ― listening to soft music and being sung to
Being held, cuddled and rocked
Voices ― being talked and read to
Mobiles
Bright patterns or black and white geometric patterns
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

Mirrors
Change of scenery both inside and outside
Family Issues



Set time aside for older siblings, to decrease any resentment toward baby. Include them in baby’s
care.
Take some time for yourself and spend some one-on-one time with your partner.
Start planning for high-quality childcare if needed (www.qualistar.org).
Always Remember





NEVER shake a baby or young child.
Asking for help when you are stressed is a sign of strength. Know when and where to call for
support.
All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car or allow anyone else to.
Test smoke and carbon monoxide detectors monthly; change batteries yearly.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Babies 3 to 4 Months
Nutrition and Feeding






Feed breast milk or iron-fortified formula with early signs of hunger such as sucking on fist. May
need to wake to feed at night.
Hold baby while feeding. Do not prop bottle or put to bed with bottle.
Do not heat bottle in microwave. Instead, place bottle in bowl of warm water and test on wrist.
Expect 6-8 wet diapers per day and daily bowel movements.
Delay solid foods, including cereal, until baby is ready, around 6 months.
No honey until after first birthday
Your Baby May...






Bring objects to mouth
Smile spontaneously
Kick feet while on back
Sit with support
Reach for and bat at objects
Raise self up by arms; roll from front to back
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your infant.




Open hands; bring hands together
Babble, coo
Splash in tub
Grasp rattle
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Healthy Practices











A well-child exam, including immunizations, is due at 4 months of age.
Contact health care provider at signs of illness, such as fever, vomiting and/or diarrhea, poor
feeding.
Learn how to take baby’s temperature correctly ― rectally or under the arm. Temperature should
not be taken by mouth until 4 years of age.
Know CPR and first aid.
Do not give any medications or herbal remedies without a health care provider’s advice.
Clean baby’s gums with a clean, wet washcloth.
Do not put bottle nipple or pacifier in sweetened liquid, such as honey, syrup or KoolAid.
Wash adult’s and baby’s hands after diapering and before feeding.
Begin to establish a regular sleep schedule that includes a bedtime routine.
Begin to teach comforting techniques by giving an object that soothes baby, such as a blanket or
special toy.
Clean baby’s toys with soap and water.
Safety and Injury Prevention














Properly secure car seat (rear facing) in back seat.
Put baby to sleep on back.
Check that crib slats are spaced no more than 2 3/8 inches apart. Hint: Slats are too wide if a can
of soda can be passed between them.
Do not place soft pillows, comforters or stuffed animals in crib.
Do not leave baby alone with young sibling or pet.
Never hold a hot drink while holding a baby.
Never leave a child alone in a car ― not even for a minute.
Test water temperature with wrist to make sure it is not too hot before bathing baby. Water
heater temperature should not be higher than 120 degrees.
Do not leave baby unattended in bath.
Avoid direct sun exposure. Use sunscreen sparingly.
Do not leave alone on high places such as a changing table or couch.
Do not use infant walker at any age.
Never leave small or sharp objects within baby’s reach.
Do not let baby play with or lay near plastic bags or balloons.
Babies Enjoy...




Music ― listening to soft music and being sung to
Being held, cuddled and rocked
Voices ― being talked and read to
Mobiles
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


Play: rotating toys for variety
Change of scenery both inside and outside
“Tummy time” — laying baby on tummy on a clean blanket or carpet to play 3-4 times a day
Family Issues




Set time aside for older siblings, to decrease any resentment toward baby. Include them in baby’s
care.
Take some time for yourself and spend some one-on-one time with your partner.
Know and watch for signs of postpartum depression (“baby blues”). Know when to ask for help.
If choosing child care, know and look for signs of high quality (www.qualistar.org).
Always Remember





NEVER shake a baby or young child.
Asking for help when you are stressed is a sign of strength. Know when and where to call for
support.
All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car or allow anyone else to.
Test smoke and carbon monoxide detectors monthly; change batteries yearly.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Babies 5 to 6 Months
Nutrition and Feeding












Continue breast milk or iron-fortified formula for first year.
Do not heat bottle in microwave. Instead, place bottle in bowl of warm water and test on wrist.
Begin cereal and solid foods when baby can sit with support and has good head and neck control,
usually around 6 months of age.
Begin with iron-fortified infant rice cereal. Gradually offer pureed or strained vegetables or
fruits. Wait at least 5 days before offering a new food.
Avoid “mixed” baby dinners.
If others feed baby, know what and how much baby is eating.
Do not prop bottle or put baby to bed with bottle.
Help baby learn to drink from a cup. Offer a small amount, 2-4 ounces.
No egg whites or honey during the first year.
Do not give nuts, peanut butter, popcorn, hot dogs, celery or carrot sticks, whole grapes or raisins
until age 3-4 years.
Do not add salt or sugar to baby’s food.
Watch children closely while they are eating.
Your Baby May...








Bang and shake things; rake in small objects
Roll over
Bite on objects
Turn to sound
Begin to feed self
Sit with good head control
Watch faces
Play with feet
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Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your baby.
Healthy Practices













A well-child exam, including immunizations, is due at 6 months of age.
Contact health care provider at signs of illness, including fever, vomiting and/or diarrhea or poor
feeding.
Learn how to take baby’s temperature correctly ― rectally or under the arm. Temperature should
not be taken by mouth until 4 years of age.
Clean baby’s gums with a clean, wet washcloth daily.
Teething: Expect discomfort, chewing on fingers/toys with increased drooling; thumb sucking is
common.
Do not give any medications or herbal remedies without health care provider’s advice.
Know CPR and first aid.
Wash adult’s and baby’s hands after diapering and before feeding.
Be consistent and predictable.
Provide safe opportunities for exploration.
Establish and maintain a regular sleep schedule that includes a bedtime routine.
Teach comforting techniques by giving an object that soothes baby, such as a blanket or special
toy.
Clean baby’s toys with soap and water.
Safety and Injury Prevention












Properly secure car seat (rear facing) in back seat.
Put baby to sleep on back.
Safety-proof home: Cover outlets; keep cords out of reach; and keep medicines, vitamins,
cleaning products, bleaches, detergents and gasoline out of reach.
Never leave a child alone in a car ― not even for a minute.
Do not leave baby alone with young sibling or pet.
Keep plastic bags, balloons, marbles and sharp objects away from baby.
Always use the safety straps on a high chair. Never leave baby alone while in high chair.
Never hold a hot drink while holding a baby.
Do not leave baby unattended in bath.
Do not use an infant walker at any age.
Limit direct sun exposure ― use sunscreen and a broad- brimmed hat.
Empty buckets, tubs and kiddie pools immediately after use.
Babies Enjoy...


Music ― listening to soft music and being sung to
Voices ― being read and talked to
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




Rattles, soft cuddly toys, squeaky toys
Teething toys
Large areas to move around (Get down on their level to see if area is safe.)
Games such as pat-a-cake and peek-a-boo
Doing things with family (zoo, park, walks, etc.)
Family Issues




Set time aside for older siblings, to decrease any resentment toward baby. Include them in baby’s
care and entertainment.
Take some time for yourself and spend some one-on-one time with your partner.
Learn ways to express anger appropriately. Know when and where to ask for help. Remember
that asking for help is a sign of strength.
If choosing child care, know and look for signs of high quality (www.qualistar.org).
Always Remember




NEVER shake a baby or young child.
All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car or allow anyone else to.
Test smoke and carbon monoxide detectors monthly; change batteries yearly.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Babies 7 to 9 Months
Nutrition and Feeding










Continue breast milk or iron-fortified formula for first year.
Serve finger foods and soft table foods, letting child feed self.
Begin to serve water or juice from a cup. Limit juice to 2-4 ounces per day.
Allow time for baby to touch and play with food.
Make mealtime happy and calm. Smile and talk to baby.
Do not put baby to bed with bottle.
No egg whites or honey during the first year.
Do not give nuts, peanut butter, popcorn, hot dogs, celery or carrot sticks, whole grapes or raisins
until age 3-4 years.
Do not add salt or sugar to baby’s foods and avoid “mixed” baby dinners.
Do not use a microwave to heat bottle or food as “hot spots” might develop.
Your Baby May...









Transfer objects from hand to hand
Have difficulty separating from mom/dad
Sit and crawl
Bang objects together
May show fear of strangers
Pull to stand
Feed self
Say syllables
Watch objects fall
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your baby.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Healthy Practices













A well-child exam is due at 9 months of age.
Learn how to take your baby’s temperature correctly ― rectally or under the arm. Temperature
should not be taken by mouth until 4 years of age.
Reinforce/reward good behavior. Praise more than criticize.
Establish simple rules and set limits by using distraction or separating baby from the object.
NEVER hit or spank.
Establish and maintain a regular sleep schedule that includes a bedtime routine.
Teach comforting techniques by giving an object that soothes baby, such as a blanket or special
toy.
Avoid circumstances in which baby has too many restrictions. Place breakable items out of
reach.
Teething: expect discomfort, chewing on fingers/toys with increased drooling; thumb sucking is
common.
Clean baby’s gums with a clean, wet washcloth.
Do not give any medications or herbal remedies without health care provider’s advice.
Know CPR and first aid.
Wash adult’s and baby’s hands after diapering.
Safety and Injury Prevention











Properly secure car seat (rear facing) in back seat.
Safety-proof home: Cover outlets; keep cords out of reach; and keep medicines, vitamins,
cleaning products, bleaches, detergents and gasoline out of reach.
Never leave a child alone in a car ― not even for a minute.
Do not leave baby alone with young sibling or pet.
Keep plastic bags, balloons, marbles and sharp objects away from baby.
Always use the safety straps on a high chair. Never leave baby alone while in high chair.
Use safety gates at top/bottom of stairs. Be sure screens are secure on windows.
Do not leave baby unattended in bath.
Do not use an infant walker at any age.
Avoid direct sun exposure. Use sunscreen and a broad-brimmed hat.
Empty buckets, tubs and kiddie pools immediately after use.
Babies Enjoy...






Eating with the family at least once a day
Doing things with family (zoo, park, walks, etc.)
Space to explore (Get down on their level to see if the area is safe.)
Pots and pans
Objects to drop
Playing peek-a-boo
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



Putting objects in containers
Water toys
Voices ― being read and talked to
Music ― listening to soft music and being sung to
Family Issues





Learn ways to express anger appropriately. Know when and where to ask for help. Remember
that asking for help is a sign of strength.
Set time aside for older siblings, to decrease any resentment toward baby. Include them in baby’s
care and entertainment.
Take some time for yourself and spend some one-on-one time with your partner.
Show baby, in a loving way, what is okay and what is not okay to do.
If choosing child care, know and look for signs of high quality (www.qualistar.org).
Always Remember




NEVER shake a baby or young child.
All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car or allow anyone else to.
Test smoke and carbon monoxide detectors monthly; change batteries yearly.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Babies 10 - 11 Months
Nutrition and Feeding










Allow baby to feed self with spoon, but also provide safe finger foods.
Offer a variety of foods, including fruits, vegetables, meats and meat alternatives.
As baby eats more solid foods, the number of feedings from breast or bottle will decrease.
Allow baby to decide how much of a certain food to eat.
Continue to wean from bottle or breast to a cup. Start with the feeding that the baby is least
interested in, such as afternoon snack, and replace bottle or breast with a cup.
Do not add salt or sugar to baby’s food.
No egg whites or honey during the first year.
Do not give nuts, peanut butter, popcorn, hot dogs, celery or carrot sticks, whole grapes or raisins
until age 3-4 years.
Do not use a microwave to heat bottle or food as “hot spots” might develop.
Include baby with the family at dinnertime.
Your Baby May...









Walk holding on to objects/may walk alone
Imitate sounds, say “mama” and “dada”
Show emotions, resistive behavior
Pull to a stand
Clap to sounds
Point to parts of body
Stand alone for short periods
Want parent approval/praise
Use thumb/forefinger together: “pincer grasp”
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your baby.
Healthy Practices











Reinforce/reward good behavior. Praise more than criticize.
Establish simple rules and set limits by using distraction or separating baby from the object.
Provide consistent discipline. NEVER hit or spank.
Establish and maintain a regular sleep schedule that includes a bedtime routine.
Teach comforting techniques by giving an object that soothes baby, such as a blanket or special
toy.
Avoid circumstances in which baby has too many restrictions―place breakable items out of
reach.
Teething: Expect discomfort, chewing on fingers/toys with increased drooling; thumb sucking is
common.
Clean baby’s gums with a clean, wet washcloth.
Do not give any medications or herbal remedies without health care provider’s advice.
Know CPR and first aid.
Wash adult’s and baby’s hands after diapering.
Safety and Injury Prevention











Properly secure car seat (rear facing) in back seat.
Safety-proof home: Cover outlets; keep cords out of reach; and keep medicines, vitamins,
cleaning products, bleaches, detergents and gasoline out of reach.
Never leave a child alone in a car ― not even for a minute.
Do not leave baby alone with young sibling or pet.
Keep plastic bags, balloons, marbles and sharp objects away from baby.
Always use the safety straps on a high chair. Never leave baby alone while in high chair.
Use safety gates at top/bottom of stairs. Be sure screens are secure on windows.
Do not leave baby unattended in bath.
Do not use an infant walker at any age.
Avoid direct sun exposure. Use sunscreen and a broad-brimmed hat.
Empty buckets, tubs and kiddie pools immediately after use.
Babies Enjoy...




Doing things with family (zoo, park, walks, etc.)
Pushing, pulling, dumping, riding toys
Rhymes, songs, picture books and being read to
Wooden blocks and nesting cups/blocks
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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

Large crayons
Stacking towers
Family Issues







Learn ways to express anger appropriately. Know when and where to ask for help. Remember
that asking for help is a sign of strength.
Show baby, in a loving way, what is okay and what is not okay to do.
Set time aside for older siblings, to decrease any resentment toward baby. Include them in baby’s
care and entertainment.
Take some time for yourself and spend some one-on-one time with your partner.
Parents who respond to their babies are not spoiling them. They are helping their babies develop
trust, security and confidence.
If choosing child care, know and look for signs of high quality (www.qualistar.org).
Visit baby’s child care often and at different times of the day.
Always Remember





NEVER shake a baby or young child.
Asking for help when you are stressed is a sign of strength. Know when and where to call for
support.
All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car or allow anyone else to.
Test smoke and carbon monoxide detectors monthly; change batteries yearly.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Toddlers 12 - 14 Months
Nutrition and Feeding







Complete weaning to cup.
Serve whole milk in a cup.
Allow toddler to feed self with spoon but also provide safe finger foods.
Offer a variety of foods including fruits, vegetables, meats and meat alternatives.
Allow toddler to decide how much of a certain food to eat.
Do not add salt or sugar to toddler’s food.
Include toddler with family dinnertime.
Your Toddler May...









Pull to a stand
Stand alone for short periods
Walk holding on to objects/may walk alone
Imitate sounds, says “mama’ and “dada”
Show emotions, resistive behavior
Clap to sounds
Want parent approval
Name objects/parts of body
Use thumb/forefinger together
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your toddler
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Healthy Practices













A well-child exam is due at 12 months of age. Schedule a dental exam.
Understand that temper tantrums and resistant behavior are normal and occur often at nap or
bedtime.
Provide consistent discipline. NEVER hit or spank.
Redirect attention when necessary or use time out (1 minute for each year of age).
Teach comforting techniques by giving an object that soothes toddler, such as a blanket or a
special toy.
Reinforce/reward good behavior. Praise more than criticize.
Encourage language development: Read and talk with child.
Teething: Expect discomfort, chewing on fingers/toys with increased drooling; thumb sucking is
common.
Allow toddler to brush teeth without toothpaste. Parents need to repeat brushing. A dentist or
other health care provider should be consulted before introducing fluoride toothpaste.
Anticipate that toddler may touch own genitals.
Do not give any medications or herbal remedies without health care provider’s advice.
Know CPR and first aid
Wash adult and toddler’s hands after diapering
Safety and Injury Prevention

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Properly secure car seat in back seat. Car seat can be installed facing front once toddler weighs at
least 20 pounds.
Safety-proof home: Cover outlets; keep cords out of reach; and keep medicines, vitamins,
cleaning products, bleaches, detergents and gasoline out of reach.
Never leave a child alone in a car ― not even for a minute.
Do not leave toddler alone with young sibling or pet.
Keep plastic bags, balloons, marbles, and sharp objects away from toddler.
Always use the safety straps on a high chair. Never leave toddler alone while in high chair.
Use safety gates at top/bottom of stairs; be sure screens are secure on windows.
Do not leave toddler unattended in bath.
Do not use an infant walker at any age.
Avoid direct sun exposure. Use sunscreen and a broad-brimmed hat.
Empty tubs, buckets and kiddie pools immediately after use.
Do not give nuts, peanut butter, popcorn, hot dogs, celery or carrot sticks, whole grapes or raisins
until age 3-4 years of age.
Toddlers Enjoy...

Doing things with family (zoo, park, walks, etc.)
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Rhymes and songs
Wooden blocks; stacking towers and nesting cups/blocks
Large crayons
Picture books and being read to
Pushing, pulling, dumping, riding toys
Family Issues
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
Learn ways to express anger appropriately. Know when and where to ask for help. Remember
that asking for help is a sign of strength.
Set time aside for older siblings, to decrease any resentment toward toddler. Include them in
toddler’s care and entertainment.
Take some time for yourself and spend some one-on-one time with your partner.
Show toddler, in a loving way, what is okay and what is not okay to do.
Limit television time.
Parents who respond to their children are not spoiling them. They are helping them develop trust,
security and confidence.
If choosing childcare, know and look for signs of high quality (www.qualistar.org).
Visit toddler’s childcare often and at different times of the day.
Always Remember
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
NEVER shake a baby or young child.
All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car.
Check smoke and carbon monoxide detectors monthly; change batteries yearly.
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Toddlers 15 - 18 Months
Nutrition and Feeding
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Feed toddler whole milk until 2 years old.
Let toddler feed self, using spoon and cup.
Continue to offer a variety of nutritious foods and snacks.
Toddlers are slow to try new foods and may need to touch, smell and taste new foods many times
before eating.
Parent/caregiver decides what, when and where toddler eats;
Toddler decides whether to eat and how much.
Limit fats, salt and sweets.
Include toddler with family at dinnertime.
Your Toddler May...
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Walk without holding on
Climb up stairs, jump in place; throw ball
Point to body parts
Imitate parents; love to set table and “help out”
Stack blocks
Use 6-20 words
Kneel without support
Understand simple instructions
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your toddler
Healthy Practices


A well-child exam should be scheduled at 15-18 months of age. Schedule a dental exam.
Encourage language development ― read and talk with toddler.
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Allow toddler to brush teeth without toothpaste. Parents need to repeat brushing. A dentist or
other health care provider should be consulted before introducing fluoride toothpaste.
Teething: Expect discomfort, chewing on fingers/toys with increased drooling; thumb sucking is
common.
Do not give any medications or herbal remedies without health care provider’s advice.
Reinforce/reward good behavior. Praise more than criticize.
Redirect attention when necessary or use time out (1 minute for each year of age). NEVER hit or
spank.
Continue to allow comforting objects such as a special toy, blanket, etc.
Sleep problems common and probably related to separation fears.
Continue bedtime routine. Develop bedtime rituals ― same time, quiet activity.
Toddlers will touch their own bodies ― parents’ attitudes will influence the child’s attitude and
should be accepting.
Know CPR and first aid.
Safety and Injury Prevention
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
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
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

Properly secure car seat (front facing) in back seat.
Never leave a child alone in a car ― not even for a minute.
Consider swimming or water safety classes for toddler.
Safety-proof home: Cover outlets; keep cords out of reach; and keep medicines, vitamins,
cleaning products, bleaches, detergents and gasoline out of reach.
Supervise all indoor and outdoor play.
Do not give nuts, peanut butter, popcorn, hot dogs, celery or carrot sticks, whole grapes or raisins
until age 3-4 years.
Limit sun exposure. Use sunscreen and a broad-brimmed hat.
Turn handles of pots and pans toward back of stove and remove front burner knobs.
Put crib mattress on lowest level so toddler cannot crawl out.
Use safety gates at top/bottom of stairs. Be sure screens are secure on windows.
Toddlers Enjoy...
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Building blocks, wooden blocks, nesting toys
Large crayons, water-based felt-tip pens, finger paints
Picture books, toy telephone
Push/pull toys such as toy vacuum and toy lawnmower
Kickball
Climbing
Doing things with family (zoo, park, walks, etc.)
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Family Issues
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
Learn ways to express anger appropriately. Know when and where to ask for help. Remember
that asking for help is a sign of strength.
Work together for consistency in discipline and setting limits on behavior.
Show toddler, in a loving way, what is okay and what is not okay to do.
Encourage family involvement in care of toddler.
Try to spend individual time with each family member but take time for yourself too.
Limit TV. Select programs carefully and watch with toddler.
Recognize the need for older children to have time/toys/space of their own.
If choosing child care, know and look for signs of high quality (www.qualistar.org).
Visit child’s child care often and at different times of the day
Always Remember




NEVER shake a baby or young child.
All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car.
Check smoke and carbon monoxide detectors monthly; change batteries yearly.
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Toddlers 2 Years
Nutrition and Feeding
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Offer 3 meals and 3 nutritious snacks every day to provide 5 servings of fruits/vegetables.
Offer nutritious snacks, such as plain yogurt, soft raw, peeled fruit; unsweetened cereals such as
Cheerios or Kix; crackers and cheese; hard cooked eggs.
Serving size is about 1 tablespoon of each food per each year of life.
Can serve low-fat or skim milk. Limit juice to ½ cup per day.
Limit fats and sweets.
Let toddler feed self, using spoon and cup.
Toddlers are slow to try new foods and may need to touch, smell and taste new foods many times
before eating.
Do not use food as a reward or punishment.
Enjoy family meals together. Turn off the TV.
Parent/caregiver decides what, when and where toddler eats; toddler decides whether to eat and
how much.
Your Toddler May...
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Stack 5-6 blocks
Go up/down stairs one at a time; run
Use two-word phrases
Show interest in using toilet
Like to say “no,” “mine” and “I do it”
Play alongside others more than playing with them
Act shy around strangers
Kick a ball
Imitate adults
Become easily frustrated
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your toddler.
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Healthy Practices
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A well-child exam is due at 2 years of age. Schedule a dental exam.
Know how to handle a temper tantrum: Do not yell at and NEVER hit or spank a child; remain
calm; talk in a soothing tone; put your hand gently on child’s arm if possible.
Redirect attention when necessary or use time out (1 minute for each year of age).
Sleep problems are common. Toddlers need quiet bedtime routines that include a favorite toy or
story. Keep a regular bedtime.
Supervise brushing teeth without toothpaste; parents need to repeat brushing using a small
amount of fluoridated toothpaste, following the directions on the label.
Use correct terminology for body parts.
Do not give any medications or herbal remedies without health care provider’s advice.
Know CPR and first aid.
Safety and Injury Prevention













Properly secure car seat (front facing) in back seat.
Never leave a child alone in a car ― not even for a minute.
Begin to teach water safety.
All bicycle riders and passengers should wear helmets.
Safety-proof home: Cover outlets; keep cords out of reach; and keep medicines, vitamins,
cleaning products, bleaches, detergents and gasoline out of reach.
Avoid guns in home. If guns are in the home, make sure they are unloaded and locked up and
that ammunition is locked up in a place separate from gun.
Supervise all indoor and outdoor play.
Do not give nuts, peanut butter, popcorn, hot dogs, celery or carrot sticks, whole grapes or raisins
until age 3-4 years.
Limit sun exposure. Use sunscreen and a broad-brimmed hat.
Turn handles of pots and pans toward back of stove and remove front burner knobs.
Put crib mattress on lowest level so toddler cannot crawl out.
Use safety gates at top/bottom of stairs; be sure screens are secure on windows.
Supervise toddler around moving machines, garage doors, and pets.
Toddlers Enjoy...
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


Books to identify people, things, and objects
Talking, naming objects, describing what you and others are doing
Puzzles, water-base felt-tip pens, crayons
Lots of exercise ― running, jumping, climbing
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
Playing with sand and water
Doing things with family (zoo, park, walks, etc.)
Family Issues
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

Consider preschool or childcare by age 3 to aid language stimulation, and physical and social
development.
If choosing preschool or childcare, know and look for signs of high quality (www.qualistar.org).
Visit toddler’s childcare often and at different times of the day.
Limit TV; select programs carefully and watch with child.
Work together for consistency in discipline and setting limits on behavior.
Spend individual time with each family member.
Prepare toddler for another baby if mother is pregnant.
Recognize that all family members need to have time and space of their own and remember to
take time for yourself
Learn ways to express anger appropriately. Know when and where to ask for help.
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Young Children 3 - 4 Years
Nutrition and Feeding
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
Offer 3 meals and 3 nutritious snacks each day to provide 5 servings of fruits/vegetables.
Limit fats, salt and sweets.
Offer nutritious snacks such as plain yogurt; soft raw, peeled fruit; unsweetened cereals such as
Cheerios or Kix; crackers and cheese; hard cooked eggs.
Serving size is about 1 tablespoon of each food per each year of life.
Do not use food as a punishment or reward.
Enjoy family meals together. Turn off the TV.
Parent/caregiver decides what, when and where child eats; child decides whether to eat and how
much.
Your Child May...
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
Like to draw, paint and tell stories and tell about events of the day
Imitate and model parents
Help to set table, pick up toys; show sense of order
Build tower of 10 blocks; like to hammer
Know fantasy from reality
Give first and last name
Hop, jump on one foot
Ride a tricycle or bicycle with training wheels
Do simple chores at home
Begin dressing self
Be toilet trained during the day
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your child.
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Healthy Practices
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
A well-child exam is done at 3 and 4 years of age.
A formal hearing and vision screening should be done before entering school.
Visit dentist every 6 months.
Supervise brushing teeth using a small amount of fluoridated toothpaste, following the directions
on the label.
Distract child if still sucking fingers/thumb.
Redirect attention when necessary or use time out (1 minute for each year of age).
Use correct terminology for body parts.
Discuss “good touch, bad touch, secret touching.”
Do not give any medications without health care provider’s advice.
Know CPR and first aid.
Safety and Injury Prevention









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
Use forward-facing toddler car seat in the back seat until about age 4 and 40 pounds.
Change to a child booster seat in the back seat when child is about 40 pounds and continue until
child reaches 4 feet 9 inches tall.
Avoid guns in the home. If guns are in the home, make sure they are unloaded and locked up and
that ammunition is locked up in a place separate from the gun.
Avoid toy guns and shooting aimed at people.
Do not give popcorn. Do not give whole nuts, hot dogs, celery or carrot sticks, grapes or raisins
without finely chopping and providing careful supervision until 6 years of age.
Teach animal safety regarding unknown animals: Do not run to or from animals or try to stop a
dog or cat fight.
Start teaching home phone number and address.
Teach child not to talk to strangers, not to get into a stranger’s car and not to let a stranger in the
house.
Continue to teach water safety. Never leave unsupervised around water.
Turn handles of pots and pans toward back of stove and remove front burner knobs.
Limit sun exposure. Use sun block and a broad-brimmed hat.
All bicycle riders and passengers should wear helmets.
Safety-proof home: Cover outlets; keep cords out of reach; and keep medicines, vitamins,
cleaning products, bleaches, detergents and gasoline out of reach.
Supervise all indoor and outdoor play.
Preschoolers Enjoy...
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


Lots of exercise ― running, jumping, climbing
Large crayons, finger paints, scissors, paste
Songs and rhymes; being read to
Picture books, puzzles, and sorting games
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Play “cooking” ― measuring and pouring
Trips to the zoo, park, etc.
Interacting with peers
Participating in health exam and history
Lots of praise
Family Issues
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





Consider preschool, Head Start or childcare by age 3 to aid language stimulation, and physical
and social development.
If choosing preschool or childcare, know and look for signs of high quality (www.qualistar.org).
Limit screen time (TV and computer). Watch selected programs or videos with child.
Work together for consistency in discipline and setting limits.
Try to spend individual time with each family member but take time for yourself too.
Learn ways to express anger appropriately. Know when to ask for help.
Help child understand and cope with strong feelings by providing words to use to express anger,
such as: “I can see you are sad about going home” and “angry at your friend…”
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Young Children 5 - 6 Years
Nutrition and Activity
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
Offer 3 meals and 3 nutritious snacks each day to provide at least 5 servings of fruits and
vegetables.
Avoid high-salt, high-sugar and high-fat foods, and sweetened drinks such as pop, juice, KoolAid and sports drinks.
Parent/caregiver decides what, when and where child eats; child decides whether to eat and how
much.
Let child help in planning meals.
Parents need to teach child to make good food choices away and at home.
Make physical activity a part of each day.
Enjoy family meals together. Turn off the TV.
If child is overweight, consult a health care provider before putting child on a weight loss diet
Your Child May...
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Use a vocabulary of over 2,000 words
Love going to school
Enjoy being part of a group
Like to please parents; do chores at home
Dress self without help
Know the home telephone number/address
Draw person with head, body, arms, and legs
Print some letters; recognize most of the alphabet
Skip
Please remember: All children grow and develop differently. Contact your health care provider if you
have concerns about your child.
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Healthy Practices
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







A well-child exam is due at 5 and 6 years of age.
Visit dentist every 6 months.
Supervise brushing teeth using a small amount of fluoridated toothpaste, following the directions
on the label.
If thumb/finger sucking continues, contact your dentist for help.
Begin to teach your child about sexuality. Use age-appropriate picture books.
Discuss “good touch, bad touch, secret touching.”
Teach phone number and address; emergency phone numbers; and parent/caregiver’s first and
last name.
Do not give any medications or herbal remedies without health care provider’s advice.
Know CPR and first aid.
Safety and Injury Prevention











Use a child booster seat in the back seat when child is about 40 pounds and continue until child
reaches 4 feet, 9 inches tall.
Avoid guns in the home. If there are guns in the home, make sure they are unloaded and locked
up and that ammunition is locked up in a place separate from the gun.
Avoid toy guns and shooting aimed at people.
Never let child cross the street alone.
Teach animal safety regarding unknown animals: Do not run to or from animals or try to stop a
dog or catfight.
Teach child not to talk to strangers, not to get into a stranger’s car and not to let a stranger in the
house.
Teach child how to swim. Know water safety.
Teach sports safety. Use helmets and safety equipment.
Teach bicycle safety rules, such as always wear helmet.
Safety-proof home: remove exposed cords and keep medicines, vitamins, cleaning products,
bleaches, detergents and gasoline out of reach.
Limit sun exposure. Use sun block
Young School-Age Children Enjoy...
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


Reading, music, singing, make-believe, telling jokes
Outdoor games and sports; games with peers
Trips to zoo, park, etc.
Lots of praise
Regular size crayons, colored pencils, writing paper
Counting, sorting, and matching objects
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Family Issues
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
Prepare child for going to school.
Increase self-confidence through praise and positive reinforcement.
Take fears seriously. Create an environment that makes child feel safe.
Limit screen time (including TV, video games and the computer) to 1 hour each day; free up
time to be with peers. Monitor the content for violence.
Help child learn to participate in and follow group rules.
Expect child to follow family rules, such as bedtime, chores.
Be a positive role model. Your child learns from your behaviors.
Help child understand and cope with strong feelings by providing words to use to express anger,
such as: “I can see you are sad about going home” and “angry at your friend…”
Spend individual time with each child.
Read and talk with child.
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Older Children 7 - 10 Years
Nutrition and Activity

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
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

Offer 3 meals and 3 nutritious snacks each day to provide at least 5 servings of fruits and
vegetables.
Avoid high-salt, high-sugar and high-fat foods and sweetened drinks such as pop, juice, KoolAid and sports drinks.
Parent/caregiver decides what, when and where child eats; child decides whether to eat and how
much.
Let child help in planning meals.
Parents need to teach child to make good food choices away or at home.
Make physical activity a part of each day.
Enjoy family meals together. Turn off the TV.
If child is overweight, consult a health care provider before putting child on a weight loss diet.
Your Child May...

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
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


Ask questions about body changes and sexuality
Begin to choose role models other than parents
Have a “best friend”
Experience strong peer influences; peers may become more important than family
A yearly well-child exam should be scheduled.
Schedule dental checkups every 6-8 months.
Encourage a regular bedtime, 8 p.m. to 9 p.m.
Healthy Practices

Discuss dangers of alcohol, tobacco (cigarettes and smoke-less), drugs, and inhalants. Parents
can be role models by not using these substances.
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
Teach daily hygiene habits, including bathing and brushing/flossing teeth.
Drink fluoridated water or take fluoride supplements until age 16.
Learn how to handle dental injuries/emergencies.
Safety and Injury Prevention













Use a booster seat in the back seat until the child is at least 4 feet, 9 inches tall. Then use safety
belts in the back seat.
Avoid guns in the home. If there are guns in the home, make sure they are unloaded and locked
up and that ammunition is locked up in a place separate from the gun.
Avoid toy guns and shooting aimed at people.
Teach child not to talk to strangers, not to get into a stranger’s car and not to let a stranger in the
house.
Teach traffic safety. Never allow a child under 10 to cross the street alone.
Do not allow child to operate power lawn mower or motorized farm equipment.
Teach sports safety and the need for protective equipment.
Teach child how to swim; know water safety.
Teach bicycle safety rules; always wear helmet.
Safety-proof home: Remove exposed cords and keep medicines, vitamins, cleaning products,
bleaches, detergents and gasoline out of reach.
Limit sun exposure. Use sun block.
Child should be supervised before and after school.
Seek help if child has thoughts of hurting self, others or animals.
Family Issues


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
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

Praise the child for successes.
Discuss family expectations; set limits on unacceptable behavior.
Assign age-appropriate chores and explain the importance of their contribution to the family.
Talk with child about school, teachers, friends and feelings.
Support child by communicating with teachers and becoming involved in the child’s school.
Know and meet child’s friends and their families.
Spend individual time with child.
TV, video and computer games have a big influence; limit the amount watched. Monitor for
violence and discuss programs.
Be a positive role model. Your child learns from your behaviors.
Have age-appropriate sexual education books.
Talk with child and listen as they read aloud
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Always Remember



All family members should use seatbelts.
Keep a smoke free environment; never smoke in the home or car.
Check smoke and carbon monoxide detectors monthly; change batteries yearly.
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Early Adolescence 11 - 14 Years
Nutrition and Activity








Offer 3 meals and 3 nutritious snacks each day to provide at least 5 servings of fruits and
vegetables.
Avoid high-salt, high-sugar and high-fat foods, and sweetened drinks such as pop, juice, KoolAid and sports drinks.
Parent/caregiver decides what, when and where teen eats; teen decides whether to eat and how
much.
Let teen help in planning and preparing meals.
Encourage teen to choose wisely in school cafeteria and when eating away from home.
Make physical activity a part of each day.
Enjoy family meals together. Turn off the TV.
If teen is overweight, consult a health care provider before putting your adolescent on a weight
loss diet
Your Early Adolescent Needs...


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



To develop a sense of self-esteem
To have more independence
A supportive person for accurate information on sex
Help in learning ways to say no to sexual pressure (www.saynoway.net ) and to other risky
behaviors
Information about how to prevent pregnancy, sexually transmitted disease and HIV
To know they are responsible for the consequences of their sexual activity
Information about healthy sexual behaviors – such as masturbation, sex dreams – and sexual
orientation
To understand that normal sexual development includes interest and curiosity about members of
the same sex
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Healthy Practices








A well-child exam should be scheduled yearly.
Schedule dental checkups every 6-8 months.
Learn how to handle dental injuries/emergencies.
Encourage a regular bedtime, 8 p.m.-9 p.m.
Drink fluoridated water or take fluoride supplements until age 16.
Discuss dangers of alcohol, tobacco (cigarettes and smoke-less), drugs and inhalants. Parents can
be role models by not using these substances.
Teach daily hygiene habits, including bathing and brushing/flossing teeth.
Help teen to learn how to manage stress
Safety and Injury Prevention








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Discuss the importance of:
Not using alcohol and not riding with drivers who have been drinking
Not using drugs, steroids, diet pills
Using sunscreen when outdoors
Having adult supervision when using a motorcycle or ATV ―never riding on public roadways
and always wearing a helmet
Wearing safety equipment such as mouth guards, face protectors, helmets, knee and elbow pads
when playing sports
Avoiding high noise levels, such as loud music, using head-phones and wearing earplugs at
concerts
Not carrying a weapon or remaining around others with weapons
Seeking help if they fear they are in danger, or if they are physically or sexually abused
Resolving conflict without violence
Family Issues
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Praise teen for successes.
Discuss family expectations; set limits on unacceptable behavior.
Be prepared for moody or erratic behavior.
Respect teen’s privacy.
Assign age-appropriate chores and explain the importance of their contribution to the family.
Talk with teen about sex, school, teachers, friends and their feelings.
Support teen by communicating with teachers and becoming involved in their school.
Talk with teen about dreams and future goals, including higher education and/or vocations.
Know and meet teen’s friends.
Spend individual time with teen.
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
TV, video and computer games have a big influence; limit amount watched. Monitor for violence
and discuss programs.
Be a positive role model. Your teen learns from your behaviors
Always Remember



All family members should use seatbelts.
Keep a smoke-free environment; never smoke in the home or car.
Check smoke and carbon monoxide detectors monthly; change batteries yearly.
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Adolescence 15 - 18 Years
Nutrition and Activity
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Offer 3 meals and 3 nutritious snacks each day to provide at least 5 servings of fruits and
vegetables.
Avoid high-salt, high-sugar and high-fat foods, and sweetened drinks such as pop, juice, KoolAid and sports drinks.
Parent/caregiver decides what, when and where teen eats; teen decides whether to eat and how
much.
Let teen help in planning and preparing meals.
Encourage teen to choose wisely in school cafeteria and when eating away from home.
Make physical activity a part of each day.
Enjoy family meals together. Turn off the TV.
If teen is overweight, consult a health care provider before putting teen on a weight loss diet.
Your Teen Needs...

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




To develop a sense of self-esteem
To have more independence
To learn to say no to peers with risky behaviors
To become responsible for school attendance, homework and extracurricular activities
To start planning for the future by discussing college options, vocational training, military and
future goals
A supportive person for accurate information about sexual behavior
Help in learning ways to say no to sexual pressure (www.saynoway.net ) and to other risky
behaviors
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



Information about how to prevent pregnancy, sexually transmitted disease and HIV
To know they are responsible for the consequences of their sexual activity
Information about healthy sexual behaviors – such as masturbation, sex dreams – and sexual
orientation
To understand that normal sexual development includes interest and curiosity about members of
the same sex
Healthy Practices


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

A well-child exam should be scheduled yearly.
Schedule dental checkups every 6-8 months.
Learn how to handle dental injuries/emergencies.
Drink fluoridated water or take fluoride supplements until age 16.
Encourage a regular bedtime.
Discuss dangers of alcohol, tobacco (cigarettes and smoke-less), drugs, and inhalants. Parents
can be role models by not using these substances.
Teach daily hygiene habits, including bathing and brushing/flossing teeth.
Help teen to learn how to manage stress.
Safety and Injury Prevention


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

Discuss the importance of:
Not using alcohol and not riding with drivers who have been drinking
Wearing seat belt while driving or riding
Not participating in drag racing, “chicken games” or “car surfing”
Limiting the number of teen passengers while driving
Not using drugs, steroids, diet pills
Using sunscreen when outdoors
Having adult supervision when using a motorcycle or ATV―never riding on public roadways
and always wearing a helmet.
Wearing safety equipment such as mouth guards, face protectors, helmets and knee and elbow
pads when playing sports
Avoiding high noise levels, such as loud music, using headphones and wearing ear plugs at
concerts
Not carrying a weapon or remaining around others with weapons
Seeking help if they fear they are in danger, or if they are physically or sexually abused
Resolving conflict without violence
Family Issues
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
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

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


Praise teen for successes.
Discuss family expectations. Set limits on unacceptable behavior.
Be prepared for moody or erratic behavior.
Respect teen’s privacy.
Assign age-appropriate chores and explain the importance of their contribution to the family.
Talk with teen about school, teachers, friends and their feelings.
Support teen by communicating with teachers and becoming involved in the teen’s school.
Talk with teen about dreams and future goals, including higher education and/or vocations.
Family needs to be supportive of teen’s job responsibilities.
Know and meet teen’s friends.
Spend individual time with teen.
TV, video and computer games have a big influence; limit the amount watched. Monitor for
violence and discuss programs.
Be a positive role model. Your teen learns from your behaviors.
Always Remember



All family members should use seatbelts.
Keep a smoke-free environment; never smoke in the home or car.
Check smoke and carbon monoxide detectors monthly; change batteries yearly.
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Section 9
List of Communicable Diseases…
Describes infectious or transmissible diseases that can be transmitted from one
individual to another either directly by contact or indirectly
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COMMUNICABLE DISEASE
Communicable diseases are those diseases which may be transmitted from person to person. (When
a communicable disease is suspected, please keep in mind that this is a confidential matter.)
Communicable disease can be transmitted via any of the following routes:
 Direct contact with infected individuals or body fluids.
 Contact with contaminated objects such as clothing, bed linen, equipment, or other belongings.
 Droplet spread by coughing, sneezing, or talking.
 Airborne dust/particles or moisture in the air.
 Contaminated food and water.
Any of the following signs and symptoms may indicate the beginning of a communicable disease:
Any person who is suspected of having a communicable disease should be excluded from the parenting
time/visitation rooms. The children/youth will need to remain in designated room, isolated, if possible,
until arrangements are made for him/her to be taken home. Incident will be documented and
referring party will be notified.
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CHICKENPOX
Signs and Symptoms

Young children - fever, headache, tiredness, loss of appetite, about the same time as rash
appears

Older children and adults - above signs and symptoms may appear one or two days before
onset of rash.
Rash
A rash may change in appearance rapidly. Sequence of rash:



flat red spot
elevated area containing clear fluid
crusted lesions.
All stages of the rash may appear on any area of the body at one time. Rash is most dense on trunk;
less dense on arms, legs and face, including scalp and inside of nose and mouth.
Cause
Varicella - zoster virus
Incubation Period
From contact to the development of signs and symptoms: usually 14-16 days. May be as short as 10
days or as long as 21 days.
Transmission
Person is infectious to others 1-2 days prior to eruption of rash and until ALL lesions are dry and
crusted (approximately 5-6 days). Transmission directly from lesions or droplet, coughing, etc. or
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indirectly from clothing freshly soiled by discharge from vesicles or mucous membranes of infected
person.
Treatment
Itching may be minimized by soaking in water with baking soda or oatmeal. Physicians will sometimes
prescribe antihistamines if a child is uncomfortable or irritable. Body temperature control may be
necessary with some children. Do not give aspirin or Pepto Bismol.
Complications
Uncommon. Reye's Syndrome has been associated with chickenpox. Immuno-compromised children
are at higher risk for complications. They may experience prolonged eruption of lesions and high fever,
and are contagious throughout this period.
Immunization
Varicella Zoster vaccine (Varivax) is available through private pediatricians and the Sarasota County
Health Department. Immunization after exposure can lessen the severity of the disease. Clinical
illness after re-exposure is rare, but may occur particularly in immuno-compromised persons.
Agency Action

The children/youth is excluded from visits until all lesions are dried to the crust stage.
FIFTH DISEASE (Erythema Infectiosum)
Signs and Symptoms
First signs and symptoms are low grade fever, malaise, and a rash on the cheeks that gives a flushed
appearance (sometimes referred to as a "slapped face" look). Within two or three days the “lacy look”,
a slightly raised rash, will spread to the arms, legs and trunk, usually not appearing on the palms or
soles. The duration of the illness is normally 5 to 10 days. The rash will sometimes recur for several
weeks, particularly when the individual is exposed to sunlight or heat, exercise, or stress.
Cause
Parvovirus B19
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Incubation Period
Time from contact to the development of signs and symptoms ranges from 4 to 20 days.
Transmission
Transmitted primarily through contact with infected respiratory secretions. May be transmitted from
mother to unborn child.
Treatment
Parent/guardian should be urged to take children with the above symptoms to a physician to be
diagnosed.
Complications
Exposed pregnant women should notify their obstetrician.
Agency Action



For re-entry to visit: If rash is present, a physician statement of diagnosis and "not contagious”
must accompany the student.
Children/youth should not be in visits if they have a fever.
References indicate the disease is most contagious before the onset of the rash.
INFECTIOUS HEPATITIS (Hepatitis A)
Signs and Symptoms
Fever, loss of appetite, vomiting, abdominal discomfort, indefinite feeling of being ill. Dark urine
(coffee color) with light stools may be noticed. Yellow (jaundice) color of the skin and the whites of the
eyes follow this in a few days. Severity increases with age. Children are more apt to have mild cases,
frequently without jaundice.
Cause
Hepatitis virus, Type A
Incubation Period
Time from contact until the development of signs and symptoms 15-50 days, average of 28-30 days.
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Transmission
The virus is present in intestinal contents of infected persons and is passed in bowel
movements. Where sanitation is poor, the virus can be transferred from sewage to drinking water,
milk, vegetables, and seafood. Close person-to-person contact, the use of contaminated articles, and
failing to wash hands thoroughly after handling contaminated objects can be sources of
transmission. Person becomes infectious to others approximately two weeks before jaundice appears
and remains infectious for about one week following evidence of jaundice.
Treatment
A physician should see all cases of suspected hepatitis. Severity of cases can vary from illness of 1 to 2
weeks to an occasionally disabling disease of several months. Bed rest and careful observation are
recommended until signs and symptoms have subsided.
Complications
Severity tends to increase with age, but complete recovery is the rule.
Immunization
There is a vaccine against Type A Hepatitis. Close contacts of confirmed hepatitis cases such as
household members, persons exposed in day care centers or other group living situations, or persons
known to be exposed to contaminated food or water should receive immune globulin as soon after
exposure as possible. Immune globulin provides protection for about two months.
Prevention
It is better to avoid this disease by good personal and household hygiene, sanitary disposal of body
wastes, training children in good toilet habits and HANDWASHING.
Agency Action
Emphasize good personal hygiene, particularly hand washing to children/youths and staff members.
HEPATITIS B
Signs and Symptoms
Gradually developing loss of appetite, abdominal discomfort, nausea, and vomiting. Sometimes joint
pain and rash. Often jaundice (yellowish tint of eyes and skin) appears later. Fever may or may not be
present. Seriousness of illness varies.
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Cause
Hepatitis B virus (HBV)
Incubation Period
Usually 45-180 days, average 60-90 days.
Transmission
The virus is passed either directly from those who are already infected or indirectly from their body
fluids. The virus can live on a surface for up to 30 days.

The most common ways of getting the disease are:
 Through needle stick or needle sharing.
 Through breaks in the skin by way of cuts or scrapes and exposure to blood or other body
fluids.
 Through exposure to blood or other body fluids via the eyes or mouth.
 Through sexual contact.
 Through body piercing or tattooing.
Treatment
Studies with antiviral drugs are in progress.
Complications
Acute hepatic necrosis (liver tissue death), cirrhosis of the liver, liver cancer, chronic hepatitis, with or
without symptoms, or death.
Immunization
Hepatitis B vaccine is routine for infants and adolescents and is also indicated for persons with high risk
of exposure to hepatitis. Immunoglobulin (IG or HBIG) is used to immunize known contacts of persons
with hepatitis.
Agency Action


Utilize standard precautions in handling body fluids and items contaminated with body fluids.
Emphasize good personal hygiene, particularly hand washing, to all children/youth and staff
members.
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IMPETIGO
Signs and Symptoms
Lesions, yellow to red, weeping and crusted or pustular, especially around the nose, mouth and cheeks,
or on the extremities. Early lesions are raised and contain fluid, later they contain pus, and finally
become crusted.
Cause
Staphylococcal and streptococcal organisms (bacteria)
Incubation Period
Variable and indefinite. Commonly 4-10 days.
Transmission
Impetigo is extremely contagious and is usually transmitted by contaminated hands, particularly where
there are open draining areas. Easily transmitted by direct contact with infected persons. The hands
are the most important instrument for transmitting infection. Good hand washing is vital.
Treatment
Application of an antibiotic ointment, after soaking crusts in mild, soapy water. If infection is
widespread, physicians will sometimes prescribe oral antibiotics.
Possible Complication
Seldom scarring. Occasionally enlarged lymph nodes, which may indicate extensive infection or
accompanying infection.
Agency Action

Emphasize good hygiene, particularly hand washing.

Children/youth with suspected impetigo should be excluded from parenting time sessions until
(a) a diagnosis in writing by a physician indicates a non-contagious skin ailment; or (b)
children/youth is being treated and lesions are satisfactorily covered; or (c) lesions are dry.
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MEASLES
RUBELLA, RED MEASLES, 10-DAY MEASLES
Signs and Symptoms
Fever, general malaise, conjunctivitis, runny nose, and a cough start three to four days before rash
appears and continue for approximately 10 days.
Rash
Rash appears first on face and neck and progresses down to involve trunk, arms and legs. On the fifth
day after the rash appears, it begins to fade. Some scaling of skin on trunk may occur.
Cause
Measles Rubella virus
Incubation Period
Time from contact to development of disease is 7-18 days.
Transmission
Airborne droplet or direct contact with nasal or throat secretions of infected persons. Child/youth is
infectious from first signs of illness until 5 or 6 days after rash appears.
Treatment
Physician or health department should be contacted so diagnosis can be confirmed. Parent/guardian
should seek assistance from physician in dealing with child's signs and symptoms.
Complications - Most serious: encephalitis. Others: deafness, otitis media, croup, pneumonia,
diarrhea.
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Immunization
Available. Should be administered after 12 months of age and again between 4-6 years of age. Usually
given with rubella and mump vaccines as MMR.
Agency Action
Emphasize good personal hygiene, particularly hand washing, to all children/youth and staff members.
INFECTIOUS MONONUCLEOSIS (MONO)
Signs and Symptoms
Sore throat, malaise, swollen lymph nodes, and fever. In young children the disease is generally mild
and more difficult to recognize. Most commonly recognized in high school and college children/youth.
Cause
Epstein-Barr virus
Incubation Period
Time from contact to the development of signs and symptoms - 4 to 6 weeks.
Transmission
Virus is transmitted from person to person through saliva either directly or
indirectly from contact with eating utensils, drinking glasses or beverage containers.
Treatment
In the early stages of mononucleosis, the primary management strategy is rest. Many physicians feel
that physical exertion and stress may prolong the course of symptoms or precipitate relapse. This
appears to be more of a problem in adolescents or young adults, many of whom complain of fatigue,
with or without exertion, weeks or months after the onset of symptoms.
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Complications
Uncommon
Immunization
None available
Agency Action

Children/youth with infectious mononucleosis can re-enter parenting time sessions as soon as
symptoms subside and they are feeling well.

They should present a note from a physician stating limitations of physical activity when
returning to parenting time sessions.

Most young children do not require restriction of activities.
MUMPS
Signs and Symptoms
Fever, swelling and tenderness of one or more of the salivary glands.
Cause
Virus Paramyxovirus
Incubation Period
Time from contact until the development of signs and symptoms - 14-21 days.
Transmission
By droplet (coughing, sneezing, etc.) and by direct contact with saliva of infected person. Most
infectious 24-48 hours before illness begins and can continue as long as 9 days after swelling is first
observed.
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Treatment
Parent/guardian should seek assistance from physicians in dealing with signs and symptoms. Bed rest
with observation of signs and symptoms is recommended.
Complications
Hearing impairment (rare)
Immunization
Available. Should be administered after 12 months of age. Usually given with measles and rubella
vaccines as MMR.
Agency Action
Emphasize good personal hygiene, particularly hand washing, to all children/youth and staff members.
PINK EYE (Acute Contagious Conjunctivitis)
Signs and Symptoms
Tearing, irritation, inflammation (redness) of the conjunctiva (lining of eyelids and covering of eye),
swollen eyelids, crusting or discharge in one or both eyes.
Causes
Acute bacterial, viral, or allergic
Incubation Period
Bacterial is usually 24 to 72 hours.
Transmission
Contact with discharges from eyes and upper respiratory tract of infected persons and from
contaminated fingers, clothing, or other articles. Presumed contagious until symptoms have
resolved.
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Treatment
If bacterial, antibiotic ointments or drops prescribed by a physician. If viral, will clear up with no
specific antiviral treatment.
Complications
Unusual, if treated. Eye pain, impaired vision, photophobia
Agency Action

Children/youth with suspected pink eye should be excluded from parenting time sessions until
(a) a diagnosis in writing made by a physician indicates a non-contagious eye ailment; or (b)
signs and symptoms have disappeared (usually within 48 hours after treatment begins).

Spread of infection is minimized by careful hand washing.
PINWORMS
Signs and Symptom
Perianal itching disturbed sleep, irritability and local irritation with secondary infection as a result of
scratching the skin. Worms usually come out of rectum at night and are most likely to be seen in anal
region immediately after waking in the morning.
Cause
Intestinal parasite (nematode)
Incubation Period
Life cycle of parasite is 2 to 6 weeks. Signs and symptoms may not be evident for months.
Transmission
Direct transfer of infective eggs by hands from anus to mouth of the same or another person and
indirectly through clothing, bedding, food, or other articles contaminated with eggs of the parasite.
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Treatment
Suspected cases should be seen by a physician for confirmation and treatment. One dosage treatment
is now available. Bed linens and underwear should be changed daily.
Complications
Uncommon
Prevention
Good hygiene, particularly hand-washing
Agency Action

Suspected cases should be referred to parent/guardian. If signs and symptoms persist or if the
parent/guardian is unresponsive, refer to the referring party.

Unless symptoms are severe, exclusion is not necessary.

Stress good hygiene, particularly hand-washing and change of underwear daily.
RINGWORM
Signs and Symptoms

Ringworm of the Scalp - Small raised area spreads leaving scaly patches of temporary
baldness. Infected hairs become brittle and break off easily. Occasionally, raised and draining
areas develop.

Ringworm of the Body - Flat, spreading, ring-shaped lesions. Outer edge is usually reddish and
may contain clear fluid or pus. In later stages, outer edges will become scaly or crusted and
central area will appear like normal skin.

Ringworm of the Foot - (Athlete's Foot) - Scaling or cracking of skin, especially between toes,
and blisters containing watery fluid.
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Cause
Fungi
Incubation Period



Scalp - 10 to 14 days
Body - 4 to 10 days
Foot – unknown
Transmission
Direct or indirect contact with skin lesions of infected persons, contaminated articles and areas used by
infected persons or with hair from infected persons and animals.
Treatment
Usually topical antifungal to be applied as directed by label. For more serious cases, an oral antifungal
medication may be prescribed.
Agency Action
A child/youth with suspected ringworm of scalp or body should be excluded until (a) a diagnosis in
writing made by a physician indicates a non-contagious skin ailment; or (b) the child/youth is being
treated and lesions are satisfactorily covered.

All equipment and articles which an infected child/youth comes in contact with should be
disinfected when ringworm infestation has been identified.

Personal hygiene should be stressed.
RUBELLA (German measles or Three Day Measles)
Signs and Symptoms
A young child may have no signs and symptoms until rash appears; then low grade fever and
tiredness. Older children and adults usually have symptoms one to five days before rash, along with
joint pain and swollen lymph nodes. Swollen lymph glands behind the ears and at top of the back of
head appear 5-10 days before the rash.
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Rash
Rash is pink in color and begins on face and neck and progresses downward to trunk, arms and
legs. Lesions are usually discrete and begin to fade within 48 hours.
Cause
Rubella virus
Incubation Period
Time from contact to development of signs and symptoms 14 - 21 days.
Transmission

Transmission is by droplet spread (sneezing, coughing, etc.) or contact with infected
persons. Period of infectiousness is from about one week prior to appearance of rash to about
five days after it appears.

Highly communicable.
Treatment
Physician or public health department should be contacted so diagnosis can be confirmed. Possible
contacts with pregnant women should be identified and their immunity status determined. Children
with rubella should be treated according to symptoms.
Complications
There are seldom complications in young children. Rubella can cause birth defects in the offspring of
women who acquire the disease during pregnancy (especially if acquired during the first trimester).
Immunization
Available. Should be administered after 12 months of age. (Usually given with measles and mumps
vaccines as MMR.)
Agency Action
All known or suspected cases should be reported immediately to the referring party
Emphasize good personal hygiene, particularly hand washing, to all staff members.
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SCABIES
Signs and Symptoms
Small raised areas or tiny raised burrows containing mites and eggs. Lesions are most around finger
webs, inside surface of wrists, elbows and folds under arms, and around waist. The rash may appear
generalized and secondary infection may occur due to scratching. Itching is intense, particularly at
night.
Cause
Mite (Sarcoptes scabiei)
Incubation Period
Two to six weeks after exposure until itching begins in persons with previous exposure. Persons
previously infected may develop symptoms 1-4 days after re-exposure.
Transmission
Transfer of mite by direct skin-to-skin contact and to a limited extent by contaminated garments and
bed linens. Communicable until mites and eggs has been destroyed, ordinarily after one or two
treatments a week apart.
Treatment
Parents/guardian should contact their licensed health care provider regarding diagnosis and treatment.
Treatment requires a prescription specifically for scabies.
Agency Action
A child/youth with suspected scabies should be excluded from parenting time sessions until a diagnosis
in writing by a physician indicates a non-contagious skin ailment; or upon completion of
treatment. The child/youth should be watched for re-infestation (appearance of new lesions or
continued itching) for 7-10 days after initial treatment.

Persons with skin to skin contact with infested persons may need to be treated.

Launder or disinfect any articles used by infested persons.
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SCARLET FEVER (Streptococcal Diseases)
Signs and Symptoms
Fever, headache, chills, general malaise, rash; sore throat and vomiting within 12 hours of onset of
rash.
Rash
Small, flat red dots. Red areas become white when pressure is applied. Rash develops most often on
the neck, chest, axial, elbow, inner thighs, and groin. Scaling of skin on the feet and hands may occur.
Cause
Group A beta hemolytic streptococci (Streptococci can be cultured from the throat).
Incubation Period
Time from contact to the development of signs and symptoms: 1 - 3 days after close contact with an
infected person. Incidence is highest among small children and during cold weather.
Transmission
Usually by direct contact. By indirect contact through objects or hands (rare). Occasionally by food
contaminated through coughing and sneezing. Treated cases usually do not transmit infection after 48
hours. Untreated cases can transmit infection as long as 21 days.
Treatment
A physician should see all suspected cases. Administration of an antibiotic is the usual treatment of
choice.
Possible Complications
Otitis media (ear infection), abscesses extending around the tonsils, sinusitis; in extreme cases, heart
and kidney problems.
Immunization
None
Agency Action
A child/youth with Scarlet Fever may be readmitted to parenting time sessions 1-2 days after
treatment begins, with a note from the doctor.
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Section 10
List of Acronyms…
Words or abbreviations commonly used by Child Protection Workers and Staff
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Adams County Human Services Department
Frequently Used Acronyms
ACHSD
ACOA
ADAD
ADC
ADD
ADHD
ADT
AECC
A/N
AP
APR
ARC
ART
ARTS
ARU
ASAP
ASFA
ASI
ASUS
AUI
BAC
BAL
BCOP
BOCC
BSW
BHI
CAC I, II III
CASA
CBI
Adams County Human Services Department
Adult Child of Alcoholic
Alcohol and Drug Abuse Division
Alternative Defense Counsel
Attention Deficit Disorder
Attention Deficit with Hyperactivity Disorder
Adolescent Day Treatment
Adams Early Childhood Connections
Abuse and Neglect
Adoptive Parent
Allocation of Parental Rights
Advocacy Resource Center
Adolescent Resource Team
Addiction Research and Treatment Services
Administrative Review Unit
Adolescent Self-Assessment Profile
Adoption and Safe Families Act
Addiction Severity Index
Adult Substance Use Survey
Alcohol Use Inventory
Blood Alcohol Content
Blood Alcohol Level
Beyond Control of Parent
Board of County Commissioners
Bachelors of Social Work
Behavioral Health Institute
Certified Addictions Counselor
Court Appointed Special Advocate
Colorado Bureau of Investigations
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CCAP
CCAR
CDHS
CFC
CFCIP
CFL
CHRP
CIS
COV
CPA
CRB
CRS
CSA
CSE
CW
CWSA
DA
DC
DD
DHS
DID
D&N
DOC
DOI
DSM-IV
DSS
DT
DUSR
DMV
DUI
DWAI
DV
DVR
DVOMB
DYC
DYS
ECFC
ECI
EIP
Child Care Assistance Program
Colorado Client Assessment Record
Colorado Department of Human Services
Children and Family Center
Chafee Foster Care Independence Program
College for Life
Children's Health and Rehabilitation Program
Communities in Schools
Change of Venue
Child Placement Agency
Community Review Board
Colorado Revised Statues
Case Service Aid
Child Support Enforcement
Child Welfare or Caseworker
Child Welfare Settlement Agreement
District Attorney
Daycare
Developmental Disability
Department of Human Services
Dissociative Identity Disorder
Dependency and Neglect
Department of Corrections
Department of Institutions
Diagnostic and Statistical Manual of Mental Disorders-4th edition
Department of Social Services
Day Treatment
Drug Use Self Report
Department of Motor Vehicles
Driving Under the Influence
Driving While Ability Impaired
Domestic Violence
Domestic Violence Reduction
Domestic Violence Offender Management Board
Division of Youth Corrections
Division of Youth Services
Early Childhood & Family Center
Early Crisis Intervention
Early Identification Project
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EHM
EHP
EPP
ETOH
FAE
FAS
FASD
FC
FCR
FGC
FGDM
FICF
FOC
FP
FPC
FPP
FSP
FTA
FTC
FTM
FTT
GAL
GFOC
GH
GMOC
HBS
HRM
HV
Hx
IAP
ICPC
ICWA
IEP
IFT
I/L
ILA
IP
ISAAC
ITP
Electronic Home Monitoring
Employees Helping People
Expedited Permanency Planning
Alcohol
Fetal Alcohol Effect
Fetal Alcohol Syndrome
Fetal Alcohol Spectrum Disorder
Foster Care
Foster Care Review
Family Group Conference
Family Group Decision Making
Family Issues Cash Fund
Father of Child
Foster Parent
Family Preservation Commission
Family Preservation Program
Family Services Plan
Failure to Appear
Failure to Comply
Family Team Meeting
Failure to Thrive
Guardian ad Litem
Grandfather of Child
Group Home
Grandmother of Child
Home Base Services
Human Resource Management
Home Visit
History
Initial Assessment Plan
Interstate Compact on the Placement of Children
Indian Child Welfare Act
Individualized Education Plan
Intensive Family Treatment
Independent Living
Independent Living Arrangement
Identified Patient
Interventions for Sexually Aggressive Adults and Children
Initial Treatment Plan
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ITT
JD
JDC
JSPC
KEEP
LCSW
LEAP
LMFT
LPC
LS
MAC
MCE
MH
MHS
MHASA
MIS
MOC
MOE
MPD
MRT
MSW
MUNI
MX
NACAC
NAT
NBC
NCAC
OCP
OPPLA
OV
OYS
P/C Conflict
PAC
PD
PRTF
PO
PPO
PR
PRAN
Internal Treatment Team
Juvenile Delinquent
Juvenile Detention Center
Juvenile Services Planning Commission
Short Term Home Based Prevention and Reunification Program
Licensed Clinical Social Worker
Low Income Energy Assistance Program
Licensed Marriage and Family Therapist
Licensed Professional Counselor
Life Skills
Master Addictions Counselor
Managed Care Entity
Mental Health
Mental Health Services
Mental Health Service and Assessment Agency
Management Information Systems
Mother of Child
Maintenance of Effort
Multiple Personality Disorder
Multi-Disciplinary Review Team
Masters of Social Work
Municipal Charge
Medical
North American Council of Adoptable Children
Non-Accidental Trauma
Needs Based Care
National Certified Addictions Counselor
Ongoing Child Protection
Other Planned Permanent Living Arrangement
Office visit
Office of Youth Services
Parent Child Conflict
Placement Alternatives Commission
Police Department
Psychiatric Residential Treatment Facility
Probation Officer
Personal Protection Order
Personal Recognizance Bond
Personal Responsible for Abuse/Neglect
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PRT
PSI
PSSF
RCCF
RFRT
RF
RM
RO
ROC
RP
RSA
RTC
Rx
SAFTE
SAI
SARA
SB 26
SCCC
SEAP
SIDS
SNAP
SOMB
SSI
SSI
TANF
TC
T&C
TCO
TFC
TFC/MC
TLP
TPR
TRO
Tx
UA
VNOT
YAP
YIC
YIT
Parental Rights Terminated
Pre-Sentence Investigation
Promoting Safe and Stable Families
Residential Child Care Facility
Resource Family Review Team
Respondent Father
Respondent Mother
Restraining Order
Report of Contact Form
Reporting Party
Redirecting Sexual Aggression
Residential Treatment Center
Prescription
Sexual Abuse Family Treatment and Education
Sexual Abuse Intake
Substance Abuse Risk Assessment
Senate Bill 26
Special Circumstance Child Care
Special Economic Assistance Program
Sudden Infant Death Syndrome
Supplemental Nutrition Assistance Program
Sexual Offenders Management Board
Social Security
Supplemental Security Income
Temporary Assistance to Needy Families
Telephone contact
Terms and Conditions of Probation
Temporary Custody Order
Therapeutic Foster Care
Therapeutic Foster Care/Mutual Care
Transitional Living Program
Termination of Parental Rights
Temporary Restraining Order
Treatment
Urinalysis
Victim Notification
Youth Advocate Program
Youth in Conflict
Youth in Transition
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Acknowledgements and References used:
Our gratitude goes to Grandparents Raising Grandchildren Support Group (Thornton Location,) Adams
County Attorney, Deb Kershner, Client Services Community Services Supervisor, Carol A. Johnson, LPC,
CAC III, Chafee Program Coordinator/Counselor, Susan Adams, Client Services Certification Team
Supervisor, Barb McClelland, Client Services Resource Family Services Supervisor, Sue Van, Resource
Family Liaison, Dawn Klaus, Foster and Kinship Care Treatment Coordinator for Community Reach
Center, Steve Ochoa, and Family Tree’s Domestic Violence Supervisor, Jody Bittrich for their
professional advice and assistance in polishing this manuscript.
References used:
Colorado Volume VII Children’s Code: http://www.colorado.gov/apps/cdhs/rral/rulesRegs.jsf
Colorado Kinship. (2012) A Resource Guide for Kinship Families in Colorado. Navigating Kinship Care.
Navigation Guide. General Resources. County Resources. Retrieved from : Http://cokinship.org/
Navigating Kinship Care: A Resource Guide for Kinship Families in Colorado was written with public
funds from the Colorado Department of Human Services. The guide is adapted from the Colorado
Kinship Care Resource Guide written in 2000 by Margaret “Bunny” Nicholson, M.S.W., Cassie Spencer,
M.S.W., and Charlotte Lillliedahl, M.A., of Nicholson Spencer and Associates in 2000.
Colorado Department of Human Services Division of Child Welfare
1575 Sherman St., 2nd Floor
Denver, CO 80203
Main Number: (303) 866-5932
Fax: (303) 866-5563
Website : www.cdhs.state.co.us/childwelfare
Jeannie Berzinskas - Non-Certified Kinship Care Program Administrator
(303) 866-4617
E-mail: jeannie.berzinskas@state.co.us
Mary Griffin - Foster Care and Kinship Foster Care Program Administrator
(303) 866-3546
E-mail: mary.griffin@state.co.us
Adams County Foster Parent News (Winter 2011, pg.6.) Helping Raise Children in Foster Care.
iFoster.org
Colorado WIC Program (Feb 2012) Retrieved from: http://www.wicprograms.org/state/colorado
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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A Family’s Guide to the Child Welfare System (2003.) Georgetown University Center for Child and
Human Development. Zero to Three added a new section to their website dedicated to grandparents.
On this site you will find podcasts, material downloads, and other resources. Subjects include, but are
not limited to co-parenting with adult children, boundary setting, sharing family traditions, tips for
facilitating good communication, and fun family activities. The link to the new section is below:
Zero to Three, Child Development Resource: http://www.zerotothree.org/child-development/grandparents/
The National Center for Missing and Exploited Children:
http://www.ncmec.org/missingkids/servlet/ProxySearchServlet?keys=online+safety+tips&sitenbr=152
657769
ADDITIONAL RESOURCES FOR PERMANENCY:
Colorado Courts Self Help Forms- website where families can download and print court forms free of
charge. www.courts.state.co.us/Forms/Index.cfm
Colorado Legal Services- offers legal assistance to low income families in several areas of law including
family, debt, housing, senior, civil, and immigration. (303) 837-1321. 1905 Sherman Suite 400,
Denver, Co, 80203 www.coloradolegalservices.org
Metro Volunteer Lawyers- recruits and coordinate volunteer lawyers to perform free and low cost
legal services for low income persons who live and work in Adams, Broomfield, Arapahoe, Denver,
Elbert, Douglas, Jefferson, and Denver Counties. (303) 837-1313 www.metrovolunteerlawyers.org
Rocky Mountain Children’s Law Center- provides legal representation for abused and neglected
children through legal advocacy and public policy reform (303) 692-1165 1325 South Colorado
Boulevard, Suite 308, Denver, CO 80222 www.rockymountainchildrenslawcenter.org
Grandparents Raising Grandchildren Support Group:
Contact: Carrie Savage
Supporting Agency: Catholic Charities/Adams County Extension
Phone: (303) 742-0823 x 2071
Email: csavage@ccdenver.org
Date/Time: 2nd Thursday from 10am-noon
Location: Margaret Carpenter Rec Center at 11151 Colorado Blvd – Thornton
If you are needing help navigating the system, please contact Cynthia Randall at 303-412-5125 or
Allison Walter at 303-412-5174.
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Helping raise children in Foster Care!
IFoster.org believes those who open their hearts and homes to children in foster care are unsung
heroes and they are here to help. The programs offered provide financial relief as well as
opportunities for the growth and learning that have too often been unattainable luxuries for children
in foster care.
When you join, you can save! They can save the average household over $4500 a year with free
discounts at national and local retailers, grocery stores, health care providers (medical, dental, vision),
restaurants, movie theaters, and attractions. They have purchased the benefits programs used by
fortune 500 companies to the foster care community. If you are a family (foster, resource, kin,
guardian, adoptive), a transition age youth (16-21). or organization (e.g. group home, transitional
housing, CASA) supporting children in foster care , you are invited to join for free
Impact in first 12 months
Over 850,000 children supported nationwide
800 computers delivered enabling over 1,500 children and youth
14% of membership transact every day
~$8 Million in savings realized by members since launch
The Crisis
Over 4 Million children are being raised outside of their biological homes. More than 800,000 a year
are removed from their homes due to abuse, violence or neglect and placed in formal foster care, a
system that is under-funded and stretched beyond capacity. An additional 3M+ live outside of formal
foster care living with relatives, mainly grandparents, neighbors or the friends of parents, often with
little support. And according to the "Supplemental Poverty Measure" released in November, 2011, 46.6
million Americans, or 16% of the population live in poverty.
How iFoster helps
iFoster provides life changing resources for at-risk children and youth to put them on the path to
becoming independent successful adults.
Sign up at www.iFoster.org today and save!
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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Notes:
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NOTES
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ACHSD Kinship Family Orientation Resource Handbook
Researched and Developed by the Client Services Family Engagement Services Team
Cynthia Randall and Allison Walter
Children and Family Services Center
7401 North Broadway
Denver, CO 80221
Please Note: Replacement cost for this book is $15.00
ACHSD KINSHIP ORIENTATION RESOURCE HANDBOOK
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