
SW 105-08 Understands when and where health and safety visits should occur and documentation requirements

SW106-04 Ability to prepare children and families for child removal in a manner that reduces trauma, minimizes stress, and enhances partnership

SW124-02 Ability to identify the legal rights of children, parents, and caregivers involved in the public child welfare system

SW119-01 Ability to use a variety of strategies to engage fathers from first contact with the family and throughout the life of a child welfare case

SW112-03 Ability to identify, explore, and pursue birth family relationships with relatives at the initial point of contact and from that point forward as a resource to help meet child and family needs and provide notice of agency involvement to relatives of children in care

SW113-01 Ability to plan and implement placements that reduce stress, minimize trauma, promote placement stability and permanence for children
 SW113-02 Understands the importance of maintaining sibling connections in out-ofhome placements
 SW119-04 Ability to maintain open communication with parents regarding the wellbeing of their children, placement options, the agency permanency plans, and status of case progress
Page 1 of 39

RCT Session 3.2 Placement and Permanency
1.
Knows actions that can be taken to reduce the trauma associated with placement and to increase the child’s ability to cope and thrive during and after placement moves.
2.
Understands the legal and policy requirements associated with removal?
3.
Understands the basic process by which relatives are identified, assessed to be suitable and authorized to care for a child in their home.
4.
Understands why it’s important to establish paternity and engage each child’s father early on.
5.
Knows how and why to conduct and document background checks, including criminal and CPS history, and the implications of criminal history or negative actions/findings.
6.
Knows what should be discussed or observed during monthly health and safety visits with children, and the importance of these contacts in monitoring child safety, permanence, and well-being.

Internet Access to watch both videos

Poster Paper

Emergency Placement Laminated Cards

Tape

Caregiver and Child Health and Safety Visit Checklist – located at http://ca.dshs.wa.gov/intranet/policy/swparentvisits.asp

Forms Binder if you created one

Child Information and Health Placement Referral

Emergency Placement Time Line

Background Check Requirements and Guidance Document

Disqualifying Crimes – optional handout

Process Purpose Code X

List of forms
Page 2 of 39

RCT Session 3.2 Placement and Permanency
FORMS:

Form 15-300 Child Information/Placement Referral

Form 10-157 is the Children’s Administration Child Custody Transfer form.

Form 09-731 is the Temporary Custody Notification form.

Form 16-219 is the Notification to Parents

Form 09-004B Voluntary Placement Agreement

Form 15-330 Relative Notification Letter

Form 10-453 Household Safety Checklist for Unlicensed Placements

Form 16-204 Fire Evacuation Plan

Form 10-419 Safety and Supervision Plan

Form 10-444 Relative Caregiver Fact Sheet

Form 10-449 Home Study Pre-Screen for Relatives / Suitable Other Placement

Form 15-280 Unlicensed Caregiver Checklist

Form 15-281 Placement Agreement

Form 10-447 Home Study Referral

Form 09-653 Background Check

Form 15-367 Administrative Review Request for Crime and/or Negative Action

Form 15-352 Youth Supervision and Safety Plan

Form 13-843 Initial Health Screen
Trainer Note: It is not necessary to provide or show all of these forms. It may be helpful to have these forms available for workers to look at during the training – OR – to toggle between the PPT and the forms drive to look at each form. Another option is to print these forms and place them in one or multiple three ring binders, to circulate or have available during the training or at breaks. Remember that the forms change over time, so if you use physical copies check the forms for changes and updates.
Page 3 of 39

RCT Session 3.2 Placement and Permanency
1 Minimizing the trauma of placement
2 Legal and Policy Requirements for removal
3 Placement options and determining suitability (the homestudy process)
4 Background Checks and Emergency
Placement
5 Health and Well-being supports upon placement
LUNCH
6 Monthly Health and Safety Visits
1.25 hours
45 minutes
1 hour
45 min
45 min
1.5 hours
Page 4 of 39

RCT Session 3.2 Placement and Permanency

Some of the most difficult decisions we make are those related to placement – out of the home, back home, between homes, etc.

It’s easy to frame this decision in terms of “saving” or “rescuing” a child – but the reality of children’s experience within our system is that removal often creates additional trauma, and children’s experiences in care are occasionally only marginally better than those in their homes of origin.

There are also many instances where removal brings about huge positive changes leading to successful reunification or to permanence and stability in another family home, but this is usually the result of lots of planning and ongoing work to support a good outcome.

Today’s training focuses on policies and best practices having to do with removal from the home, initial and ongoing placement.
We are going to be referencing many, many forms today.
The Forms List captures all of these. Many are created and accessed in FamLink, but some should be accessed on the forms drive.
Page 5 of 39

RCT Session 3.2 Placement and Permanency
We are going to start today by getting a strong grounding in the emotional experience of removal and placement from the child’s perspective. We’ll move on to cover the legal and policy requirements of removal, identifying potential placements, and determining the suitability of placements that aren’t licensed. This afternoon, we’ll look at requirements to assess and ensure child health and wellbeing in placement, to ensure the child’s safety in placement, and to document our work.
Initial removal from the home is often experienced by a child or adolescent as traumatic – even
if the child has concerns about their safety in the home, or isn’t being well cared for.
Experiencing abuse and/or neglect can also create trauma for a child, and the experience of being placed out of the home and then re-placed (moved from home to home) can further escalate the sense of insecurity, danger, loss of identity, and worthlessness that can be present for children in care.
Trainer’s Note: The video has been purchased by the Alliance for use in training and is housed on the website. The URL is: http://depts.washington.edu/acwewa/RCT/Videos/ReMoved-
VIDEO.mp4
. You can access it via the ppt but it sometimes takes a few minutes to load.
Another option is to cue it up before the presentation in a separate window. Either way, internet access is required to view this and the other video.
Page 6 of 39

RCT Session 3.2 Placement and Permanency
Activity #1: Minimizing the Trauma of Placement, part 1
Watch the video “Removed”. It depicts the removal, subsequent moves, and possible emerging placement stability of a school aged child and her sibling. It’s tough to watch.
Have paper labeled with “Before/at removal, from removal to placement, and after placement” in preparation for the debrief and part 2.
 Have participants pay attention to the possible sources of trauma for the girl.

De-brief the film and focus on the fact that there are actions that can be taken to
minimize or reduce some of that trauma. (this isn’t a referendum on how the SW in the video acted).
 Can participants name some things that could have helped reduce trauma in this case?
List them on the appropriate paper when they are identified.
Trainer’s Note: This video portrays several stereotypes about parents and placements. Listen as participants discuss their reactions and ensure that they are not generalizing the actions of
SOME parents, placements, etc. to ALL people from those groups. It’s important to be attentive to the ways parents and placements are or are not acting appropriately to meet the needs of the child and to safely care for the child, but we don’t want to make assumptions or presumptions based on the way people are represented in popular.
Part 2
Break into three groups and identify things you can do to reduce trauma and increase a child’s sense of safety and security:

Before/at the removal (the actual removal from parents’ home)
This covers everything from planning when and where to remove to who you bring, how you speak with the parents, and what you take from the home.
 From removal to placement
Page 7 of 39

RCT Session 3.2 Placement and Permanency
This covers the time period between when you drive away from the parental home with the children in your car, to when you drive away from the placement without them.
 After placement
This covers the day after placement and the short period beyond (maybe first few weeks)
Remember that in crisis people need to feel a sense of agency (they are not helpless) and
safety. For children, particularly young children, safety comes from relationships with adults who will meet their needs – or whose behavior is at least known and predictable. Being taken from those individuals can be deeply terrifying.
Here are a few ideas within each category that may be identified or could be suggested:
Of course there are some situations where safety or other needs don’t allow for a lot of options to create a trauma informed removal/placement, but there are some things we can do in almost every case to lessen the trauma children experience.
Before and during removal
 Family and other supports should be identified as part of the gathering questions (safety assessment) but those are also your first possible placements.

Discuss with law enforcement what role they should play if people are behaving safely – police aren’t well liked/trusted in many communities and their presence can create emotional escalation for kids who might feel they are being arrested or fear their parent’s arrest. If parents will be arrested ask LE if this is possible outside the presence of the kids.

Have two workers there so that one person can focus on providing information to the parents and the other can focus on ensuring the children’s needs are met.

Calm the parents to calm the child. Remind them that this is temporary until the shelter care hearing. If you can do a next day visit, tell them when and where they can see their kids
tomorrow. Ask them to be strong and stable for their kids, who are watching. Appeal to the fact that this is a hard situation only they can help their kids through, by remaining calm and reassuring them.

Help parent and the child make decisions about what to take – car seat, toy/comfort items, toothbrush, clothing/pajamas, a special picture/DVD.
 Bring a duffle bag or suitcase. DO NOT transport items in garbage bags.
 Allow/encourage goodbye hugs and kisses if the parents can remain appropriately calm.
 Get information about medical needs, allergies, dietary restrictions, etc.
 Get information about schedule, routine, activities if calm enough.
 Ask about feeding (what, how often, when last) for babies and toileting for kids under 4.
Take formula or diapers if possible – at least so that the placement can keep the same kinds and knows size.

Provide a crisis phone number to parents, who are having their own traumatic experience, and may need professional assistance to cope until they see their kids again.
From removal to placement
Page 8 of 39

RCT Session 3.2 Placement and Permanency

In the car, allow child to pick station or music. This gives them control. If pre-verbal, play calming music.
 Allow children to have whatever emotional reaction they have, but offer comfort and reassurance. “It’s ok to be sad, but I want you to know that I will keep you safe while we are together tonight.”
 Be willing to talk if they want, or to sit with their silence.
 It’s ok if they don’t present as sad. Take what comes and don’t impose a reaction on them.
 Meet children’s basic needs while waiting for placement (hungry, thirsty, bathroom, comfortable and child friendly place to be, phone call to appropriate safe person)

Make every effort to keep siblings together as long as that is safe. Provide any information about the placement that you have (there is a dog, there are two boys who live there, there are two mom’s, etc)

If you need to have conversations about the case (with placements, AAG, supervisor…) do so outside the presence of the kids. It’s not appropriate for the children to hear the
conversations that happen within CA offices.

Go with the child into the new home and stay until they are comfortable. Help the child learn important information about the home like where the bathroom is, where he/she will sleep, any important rules, can they get food themselves or do they need to ask, what should they call the placement, etc. Even with relatives or friends, this is important.

A placement’s home may smell, sound, and feel different to a child, so it's important to walk through with the child until the "unknowns" are less scary.

Give the placement any and all information needed to care for the child safely. Do this outside the presence of the child if appropriate. This is required by policy.

Provide your business card and instructions on what to do if they don’t feel safe. Reassure them that you believe they are safe there.
 If siblings are being separated, try to place the youngest first, with the oldest along to see the home and reassure the youngest. Provide extra reassurance to both children about their safety during their separation, and when they will next see each other.
After placement
 Arrange for visitation the next day whenever possible. The day will be completely filled with the case anyway, and it’s incredibly reassuring for all family members.
 When possible and safe, arrange for some initial contact between placement and parents
(note from FP to say “hello, you have lovely kids, I will take good care of them until they return to you, is there anything you’d like me to know about them or their care” etc)
 Ask parents about schedule, feeding, comfort items, etc AGAIN (now that they are not in an immediate crisis, information may be different and more thorough).

If a relative placement wasn’t used, ask further about possible relatives or friends known to the children that could take all siblings.
Ongoing in work with children removed from their home:

Provide a developmentally appropriate explanation to children about what is happening.
Regardless of age, explain that the removal is no their fault and they are not being
Page 9 of 39

RCT Session 3.2 Placement and Permanency punished. Even older children can harbor feelings of guilt around the issues that caused removal.
 Tell the truth, in appropriate ways – DO NOT promise anything that isn’t guaranteed.
 Acknowledge that they love their parents and their parents love them. DO NOT disparage
or otherwise talk negatively about their parents.
 Attempt as much continuity as possible – same school, same neighborhood, same activities, etc. Even if you can only continue these for the week or the month. This allows for a more planned, official goodbye.
Pre-Learning Review
Participants reviewed policy about the use of the Child Information/Placement Referral (or
ChIPR) Form. When does it need to be provided to the caregiver?

Planned placement – should be provided within 24 hours of the placement
 Placement should sign copy within 24 hours
 Signed copy uploaded into Famlink
 Emergency placement – provided within 72 hours of placement
 Must be signed by the placement within 72 hours of the placement
 Signed copy uploaded into FamLink
How are forms uploaded into FamLink in your office???
Page 10 of 39

RCT Session 3.2 Placement and Permanency
Providing information to placements is absolutely essential and is part of making sure kid’s needs are met.
Activity #2: Completing the ChIPR
Provide blank copies of the ChIPR and have participants fill them out as best they can from memory about a child on their new caseload. If they don’t yet have a case they can use a child in their own life.
Once complete – ask what information might be difficult to obtain and where staff might find that information.
Lastly, chose a ChIPR from those the group just created for a child that is in placement. Open
FamLink and look for the ChIPR. Compare what is there with what the participant remembered.
Now look in the uploaded files to see if the uploaded original copy with placement signature is found.
This is a very important requirement – it’s related to BRAAM and tracked.
Page 11 of 39

RCT Session 3.2 Placement and Permanency
Because placement out of the home is not a panacea, we only remove children when….?
It’s important to balance the drive to keep kids in their homes whenever possible (and to avoid the trauma of removal) with a grounded view of what safety threats are active and whether they can be mitigated by a safety plan.

Removal can be traumatic – but serious injury or abuse within the home is ALSO traumatic, and will likely be followed by removal

Can’t be so attentive to the harm of removal that we discount the safety framework and our obligation to protect children who are unsafe
Pre-Learning Review:
Participants were supposed to read the policy on FTDM, or the FTDM practice Guide.
What is the role of the FTDM in relationship to placement?

An FTDM would occur to decide if placement is necessary, because no workable safety plan can be identified, and to decide what placement resources might be the best match.

Removal may occur prior to FTDM when present danger exists. o Then, the FTDM should occur within 72 hours to discuss the feasibility of returning the child to the home with an in-home safety plan, and/or to discuss identifying the best placement.
Page 12 of 39

RCT Session 3.2 Placement and Permanency

We do not have legal authority to remove a child from their home, or detain a child outside their parents’ care. (There are states where social workers do have this legal authority)

What are the 4 means by which children may be removed or detained?
Pre-Learning Review
Participants were supposed to read the RCW related to PC, HH, and Court Orders, and the policy on VPA. The following will reinforce, clarify, and deepen what they understood from those experiences.

A Hospital Hold does not give us legal authority to place, BUT it allows the child to be legally detained at the hospital or medical facility for 72 hours.
Page 13 of 39

RCT Session 3.2 Placement and Permanency

HH is included here because A) a significant number of children, often babies, experience hospital hold prior to placement and B) it is a legal means by which parents temporarily lose their right to care for their child.
 HH may occur whether or not medical treatment is required. For example: o Babies born to mothers who have a positive drug screen, whether or not the baby requires ongoing medical care. o A child with a serious injury that is suspicious for abuse and it appears the parent may leave with the child.
 We must seek a court order if we do not anticipate the child will be safe in a parent’s care after 72 hours expires.

Law enforcement may take a child into protective custody o On their own accord prior to agency involvement (they call us) o When we request their assistance after assessing that a child is in present danger
(we call them)
 We have to be in court within 72 business hours of PC or HH, or the child must be returned to his or her parent(s).
 When a child is removed by LE, we have to provide the parents a form explaining this and keep a duplicate form for our files. Having this signed form in the file is tied to the ability to
receive federal reimbursement for the duration of child’s placement. (so it’s a big deal)
Page 14 of 39

RCT Session 3.2 Placement and Permanency
Why might we let the clock expire – or return the child to a parent’s care even before the 72 hours are up?
 Law enforcement may have removed because of a temporary situation that has been resolved (parent arrested but now out of jail, and otherwise safe)
 LE also doesn’t have the time or training to do extensive assessments – they make a judgment based on the information they have at hand and then we do the assessment.
After gathering more information and consulting with law enforcement, we may decide the child can safely reside at home, with or without an in-home safety plan. o There are times when LE has strong opinions about a child’s safety and care, and consideration should be taken before dismissing such concerns.
 We may return a child from PC and offer voluntary services to the family, or close the case if there are not significant concerns.
 If we do not act move to remove the child after a hospital hold, we must “…establish a sixmonth plan to monitor and assure the continued safety of the child's life or health.” (RCW
26.44.056) o Doctors don’t use hospital hold’s flipantly, so the decision to allow a child to return to the care of their parents should be given great thought and shared planning is highly recommended.
 In some cases, we initiate the removal of a child by filing a dependency petition. o This is the legal document that initiates every dependency proceeding.
 The court determines if the dependency petition includes sufficient allegations to believe this child might be dependent. If so, you get a court date to come make your case.
 A signed dependency petition does NOT give you authority to remove a child.
 A pick-up order is usually requested with the dependency petition.
Page 15 of 39

RCT Session 3.2 Placement and Permanency o The Pick-Up Order includes the allegation that the child needs immediate protection
– and that removal must happen now, before the parents get the chance to tell their side of the story at the first shelter care hearing. o Sometimes, a pick-up order is not sought and we go to the first shelter care hearing with the child still residing in the home (generally the concern is cumulative harm and there is no active safety threat).
 The signed pick up order gives DSHS the authority to remove a child.
 We usually still call the police to help remove the child, but with a court order they do not get to make a determination about whether the child should be removed (like they do when we request a PC), they just enforce the order.
Trainer’s Note: Participants are often unaware of the meaning of legal terms like dependent.
People under 18 who are not able to rely on sufficient, safe care and protection from their parents (or legal caregivers) are dependent on the state for those needs. This is what is meant by “dependent” and what the state alleges when a dependency petition is submitted.

Parents and youth aged 13 and over must be “served” with the dependency petition and all associated court paperwork.

If you can’t physically serve a parent with the dependency petition before the first shelter care hearing, it’s often acceptable to notify them by any other reliable means (telling them, leaving a voice mail, physical mail, etc) for the short term. They will still require service before dependency is established.
In addition, we must provide:

10-157 is the Children’s Administration Child Custody Transfer form. o Reviewed earlier.
 09-731 is the Temporary Custody Notification form.
Page 16 of 39

RCT Session 3.2 Placement and Permanency o Informs parents about upcoming shelter care hearing at initial placement of child(ren) with the filing of a dependency petition.
 16-219 is the Notification to Parents. o Explains CA's requirement to develop primary and secondary plans o Encourages parents to engage in services and maintain contact with their child. o Explains that failure to have contact with their child for an extended period of time may be a factor in termination of parental rights. o This form meets statutory (RCW) requirements for the above, which is why it’s also required even though each form has a degree of duplication of information.
These requirements apply to ALL legal parents.
 Almost always two people for each kid

The fact that paternity hasn’t been legally established does NOT mean that we don’t
have an obligation to identify and work with a child’s father.

More on Paternity covered later.
Pre-Learning Review
Participants should have read the VPA policy and VPA form (09-004B). They should know some of the following:
 Voluntary placements are intended to be temporary. A voluntary placement must be truly
voluntary and not be a response to coercion by a social worker.
 VPAs may be used when: o There is a safety threat identified, and an FTDM recommends a VPA o After business hours when a safety threat exists but law enforcement does not place the child
Page 17 of 39

RCT Session 3.2 Placement and Permanency o While a parent receives medical care/treatment and no one is available to care for the child o When the other (safe) parent is not immediately available to care for the child

Both parents should be in agreement and indicate so by their signature.

For clients who qualify under ICW, the VPA must be signed in court to ensure the clients have not been coerced and fully understand their actions.

Can only place with a relative or in licensed foster care - never with an unlicensed adult to whom they are not related.
 Offering a VPA isn’t part of our requirement to provide “reasonable/active efforts” to prevent a placement. o While a VPA offers temporary protection for a child, it doesn’t improve the parents’ ability to parent safely – which is what reasonable efforts must attempt to do.
Page 18 of 39

RCT Session 3.2 Placement and Permanency

“In Home” placements allow the child to reside with one or both legal caretakers, but the terms of this situation are typically restricted by the court order. o Court Orders may stipulate actions that can or can’t happen, and may give DSHS authority to remove the child WITHOUT going back to court first in certain circumstances. o Always read your court order and consult with your AAG before taking such an action.
 Children may be placed with unlicensed relatives, or other known adults, if the department finds them “suitable” and the court agrees.
 As a last resort, we may place children with a family or in a facility where a license to care for children has already been obtained.
We aren’t going to talk much about placing into licensed homes or facilities. We will cover more information about working with both licensed and unlicensed caregivers in Module 5
Case Management, session 1 “Teaming with Caregivers”.
Pre-Learning Review
Participants reviewed the state definition of a relative.
Who counts as a relative?
 The definition of a relative is quite broad. o Grandparents, Aunts/Uncles, Nieces/Nephews, 1st & 2nd Cousins, Step Parents,
Siblings & Half Siblings, Step Siblings (+ spouses even after divorce) and more
What does it mean to be a Suitable Adult? o An adult known to the child and/or family
 The unlicensed placement resource must be suitable (able to fully care for the child). Child safety is our number one priority, and we MUST ensure potential caregivers are likely to be safe and capable.
Page 19 of 39

RCT Session 3.2 Placement and Permanency

Efforts to reunify will be hindered: o If this person won’t make the child available for visitation with the parent, speaks negatively about the parent in front of the child after being asked not to, or otherwise interferes with the parent and child’s legal right to work toward speedy reunification – they are not suitable!
 Non-relative (suitable adult) placements must be approved by the court within 72 hours of placement.
ASK

Ask parents about possible relatives or suitable persons prior to the shelter care hearing

Ask each relative/other “who else is out there?”

Ask at school or daycare about emergency contacts and others they’ve had contact
 Ask youth

Use birth records if they were born in WA – you can search for all births to each grandparent of the child, and then find all aunts and uncles on both sides if they were born in WA.
 Remember that full and ½ siblings and relatives of full and ½ siblings (including those that have been adopted) are relatives.
 Ask former/current reporters (who have called intake), teachers and school staff, activity leaders, etc. o Identify everyone who might be interested in the child or who might qualify as a relative o Want to ask each of these people “Would you like to be involved?” before we jump to “Would you like to be a placement?” Many placements grow from a person who wanted to help out, and then grew into the idea of caring for the child.
LOCATE

Relatives know how to find each other. The first place to try when looking for people are their relatives and friends.

ACES
Page 20 of 39

RCT Session 3.2 Placement and Permanency

Google, facebook, other social media
 Relative Search specialists
WRITTEN NOTICE
 Legal requirement to identify and notify all adult relatives within 30 days of a child's removal from home.
 Relative Notification Letter/Relative Inquiry DSHS 15-330 is the required form, but this should be paired with a phone call or personal letter explaining the circumstances. o CA must inform relatives of their options to participate in the care and placement of the child. (that means more than just being a placement)
DOCUMENT
 Use the Relative Search page in FamLink to record what relatives were identified, any contact information, how they were notified, and the final results (declined involvement, failed background check, etc)
ONGOING SEARCH

Relative Search is ongoing regardless of placement, until it appears all relatives have been located

The placement with Grandma (aunt, uncle, cousin, etc) could end tomorrow and if a relative search was thoroughly completed another relative could be lined up very quickly.
Trainer’s Note: Because maternity is almost never a question, and because most children have two biological parents who are also their legal parents, this section addresses missing or notlegally established parents within the context of “paternity.” There are occasions where the issue of legal parentage or missing parents comes up in same gender couples or when a child is residing only with their legal father. Many of the below points generalize to these situations, but you may need to consult with an AAG for specific considerations.
Page 21 of 39

RCT Session 3.2 Placement and Permanency
What are the consequences of not having a named, legally established father for the child?
 Lack of legal relationship with paternal relatives
 Lack of cultural identity can come up when the parents are of different cultural, ethnic, or religious backgrounds
 Possible permanency issue if paternity is established or father located late in the case!
 Lack of ability to rule ICWA in or out – significant potential issue!!!
 The child may want to know
What do you do to find out if paternity is established?

Look up birth certificate to see if anyone is named as father
 Check marriage records to see if the mother was married at the time of the birth (the spouse is automatically a legal parent)
What can you do to locate the father?

ASK mom who dad is or who dad may be. Ask early – as soon as it appears the case will remain open or even during investigation.

Many of the same actions as locating relatives

Send letter to last known address

TRY – that’s most of the battle is just actually really trying
Confirming Paternity

Get a referral in to department of support enforcement*
 In situations where multiple fathers are possible (such as a person who does sex work) it’s likely that you will also need to publish a notice for “John Doe”. The AAG will assist with this process.
*Trainer’s Note: The specific steps of getting paternity established are different by office depending on their working relationship with the department of support enforcement. They will need to figure out these specifics in their Field Activity following this session.
If your child, or a child you love, was going to be placed into a new home tomorrow – what do you think would need to be known about that home and family?
What information would make you feel comfortable with having your child in this home?
Page 22 of 39

RCT Session 3.2 Placement and Permanency
Allow participants to brainstorm what things social workers might do to assess the suitability of a particular placement. We will cover the process we use in the next few slides.
Trainer’s Note: This section covers the process for determining the suitability of a possible placement. The timing of the process differs if the placement must be made immediately
(emergency placement) or if the suitability can be determined while the child continues to be cared for in a safe placement. The information is presented as to both, and then the timeline for Emergency Placement is reviewed (since the timeline for non-emergency placement is: everything except referral for homestudy comes before the placement).
Handout Overview of Background Check Requirements and Guidance (CA produced document) that gives detailed instructions about requirements for background checks.
Critical information on the handout:
 Both finger prints and Background Authorization Form (name and date of birth) checks are required for all adults 18 and over living at the home or on the property being considered for placement.
 WA state background checks are required for anyone 16 or 17 living with the potential placement who isn’t already placed there via CA.
 CA staff must do a Child Abuse records check for anyone who received either type of background check at the home/property.

Child Abuse records must be requested from the previous state (county) if any of the people receiving criminal history checks haven’t lived in WA for the last 5 years.

IF anyone has criminal or Child Abuse history, consult the list of disqualifying crimes to determine if placement is even an option.

IF the crimes aren’t automatically disqualifying, and the person can demonstrate that they have made significant changes, there is a process for requesting approval. This process will be reviewed in your Field Activity.
Page 23 of 39

RCT Session 3.2 Placement and Permanency
Handout Disqualifying Crimes list. Note that some crimes aren’t permanently disqualifying – after it’s been 5 years the individual can be considered but still has to go through the approval process. This list is subject to change, and is updated as of June 2014. You may want to pass a copy around, and then show them where to access the list on the CA intranet.
Trainer’s Note: Participants will want to know HOW they go about doing these checks (where do people get finger printed, who is their background check liaison, how do you request a waiver). We’re going to cover more on this in the section specifically focusing on background checks. AND, this is also covered in the Field Activities that follow this class.

During the initial walk through the worker is looking for the general safety and suitability of the home. o Form 10-453 lists the specifics that need to be addressed. o Think about the developmental level/safety needs of the child. Obviously blind chords and outlet covers aren’t an issue with most 15 year olds. But securing medication and alcohol might be more important with this age group. Kids with significant mental health concerns might require special levels of safety (locking up knives, removing belts, etc) o Ask about firearms – are there any? How are they stored? Locked? Ammunition separately? o Ask about/look for water – drowning is a huge concern across age groups

Clarification about beds o Unlicensed relatives can access relative support funds from the assigned social worker to purchase a bed. o The bed should be purchased with a couple days of the placement, o The location of the bed in the home (kitchen, living room) is not an issue unless other safety conditions exist.

Safety and Supervision Plan is only required when a concern is identified on the household safety inspection
Page 24 of 39

RCT Session 3.2 Placement and Permanency o IE The family has a pond in the backyard, or the father has workshop in the back, that has power tools that could be dangerous. o The safety plan may include that the child does not go in the backyard unless the caregiver is with them, or that the family puts a fence around the pond.

Orientation to the rules and realities of caring for a child placed by DSHS into your home o Restricted options in terms of discipline (absolutely no physical discipline and no unusual, demeaning, or shaming discipline) o Must comply with making the child available for visitation o Follow court orders regarding health, mental health, and education plans – though caregiver (and parental) input should be sought. o A social worker in your home a minimum of once per month, which some people experience as very intrusive. Visits will not always be scheduled – some will be random. o The family MUST understand these realities up front – in order to prevent a placement disruption later on in the case.
Once we’ve oriented the potential placement to some of the realities of living with CA involvement, there are several forms we complete with them (and one pamphlet we ensure they have) to make sure the details about caring for the child are clear up front.
Page 25 of 39

RCT Session 3.2 Placement and Permanency
All this must be completed and indicate that the placement is suitable before we refer the family for a DLR homestudy.
 CA social worker does the work of determining suitability initially
 DLR takes that initial work and completes a unified homestudy on the placement o Unified homestudy holds families to the standard of an adoption home study up front – so we don’t end up in a “permanency black hole” later when the child has lived in the home for 2 years but they cannot be adopted there. o DLR won’t accept referrals before 60 days in placement because many children return home within the first 60 days o Refer quickly after 60 days so that if there are any concerns they can be addressed early
 We have to make sure EVERY placement goes through the same process to determine suitability.
 We can’t get it all done before hand when it’s an emergency – some things have to get done after the placement actually occurs.
 Policy lays out a timeline for what gets done and when.
Page 26 of 39

RCT Session 3.2 Placement and Permanency
Activity #2: Emergency Placement Timeline
 Create a large time line or have large poster paper labeled as follows: o Prior to Placement o 72 hours o 10 days o 30 days o 120 days
 Distribute Emergency Placement laminated cards to the various table groups.
 Tell the class to decide as a table group where each of the actions probably belong on the timeline and to place each card in that spot. Don’t Peek (materials have this information)
 Once the class has placed all the cards along the timeline, pass out the handout “Emergency
Placements” handout and ask someone from each group to come help correct any errors in the timeline.

De-brief – What do you think you will need to do to prepare for an emergency placement before one falls in your lap? What can you do to help make sure it goes as smoothly as possible?
 NCIC (National Crime Information Center) is a federal database that includes criminal history reported from jurisdictions across the country. o ONLY use NCIC for background checks related to EMERGENCY placement (not planned placements where you don’t need info immediately). These are purpose code X checks o Can call 24-7, they respond within an hour with information about whether there is criminal information and what
Page 27 of 39

RCT Session 3.2 Placement and Permanency o If NCIC reports that there is criminal history DO NOT place. A placement may occur after the person has been assessed further but may not occur on an emergency basis.
 Finger printing is required to confirm the “no history” or to show that the criminal history from NCIC was an error o Prospective placements (all adults in the home) may get their fingers printed at many law enforcement locations.
 They should call to confirm this and hours the service is offered
 There is often a fee but we may reimburse
 We provide an envelope and form to use o They may also get electronic prints through our vendor
 These are more likely to result in quick turn around
 Free to our clients
 Hours and locations are very limited – good to know ahead of time o Because not all jurisdictions report into NCIC, and because errors can occur, ALL
NCIC calls for placements that occur must be followed up with a fingerprint check
within 10 days.
 A WA state background check is also required o Use the Background Authorization Form o Use a form with correct information in section 1 about DSHS/CA o Provide to your background check Liason
 Start with a FamLink check for every adult in the home/on the property o Make sure you check thoroughly – under “Person Search” and not by case – using birth dates and not, looking for similar names, etc o Review any information identified, and discuss it with the possible placement o A “Founded” requires administrative approval before you can place with the person o Other information should be considered and reviewed with your supervisor (e.g. someone may have 8 intakes about them, only 2 accepted and no founded – but that may establish a pattern that calls into question whether they can provide safe, appropriate care to the child who needs placement)

MODIS is a database of CA cases and history that’s been scanned in from case files that existed and were closed prior to FamLink
Page 28 of 39

RCT Session 3.2 Placement and Permanency o It can be very tricky to find information through MODIS o Several links from the CA homepage contain helpful information
 Out of state records o We have to contact anywhere the client lived in the last 5 years, but can go back further o Many states run Child Welfare on a county by county basis, so ask about what county they lived in
If there is criminal history or CPS founded intakes:
• Stop o DO NOT make an emergency placement. Time is needed to consider the information o Make sure you know all there is to know o If the crimes are permanently disqualifying – we can’t recommend placement o Get the perspective of the possible placement and information about what changes they have made in their life and decisions
• Think o Placements should only be with relatives or others who are SAFE, and can meet the child’s needs long term o An FTDM considering the possible placement could help review the concerns, maybe come up with a safety plan, or provide a further recommendation about placement
• Ask o If you think placement is in the best interest of the child and family, request administrative approval of a placement o “Administrative Review Request for Crime and/or Negative Action” DSHS 15-367
Page 29 of 39

RCT Session 3.2 Placement and Permanency

Criminal hx not adequately completed o Emergency placement without NCIC purpose code X check prior to placement o No finger print follow up after NCIC o No WA state history

Hx not reviewed or no Admin approval o Disqualifiers but we still placed

Everyone not screened (EVERYONE 16 and over – excluding foster children - who lives on the home or property must be screened) o Forgetting grandpa who lives in the basement, the family friend who lives in her 5 th wheel on the property, etc.
 CPS history missed or not adequately considered – in state or out
This is a video about sibling placement, created in Hawaii. Youth Alumni talk about the experience of being placed with or without their siblings.
The video link is: https://www.youtube.com/watch?v=E9uoqOWHosg
Trainer’s Note: The statistics on sibling placement at the beginning of the video aren’t accurate for our state. To get information about sibling placement in our state, or even by county, go to the Partner’s for Our Children’s Data Portal site table on sibling placement at: http://www.partnersforourchildren.org/data-portal/visualizations/out-home-care/well-being
Page 30 of 39

RCT Session 3.2 Placement and Permanency

Make every effort to place siblings together
 Siblings must have at least two visits each month if not placed together, unless an approved exception applies. o Use the FamLink Visit Plan to document the sibling visit plan. This includes other forms of contact as well. Contact should not be restricted unless a safety issue is present. o When siblings attend parent/child visits together, this counts as a sibling visit. Court or Staffings do not count. o Document any approved exception(s) to twice monthly sibling visits. o Sibling visits continue after a parent's rights have been terminated or relinquished.

There is a special process to designate that youth are physically or sexually aggressive – and to provide funding for specialized treatment to address these behaviors.
 Youth who have been identified as sexually or physically aggressive must be placed in homes that can manage these behaviors and keep the children and others safe. o There must be an active plan outlining the steps required to protect the child.
This is documented on the “Youth Supervision and Safety Plan” form (DSHS 15-
352).
Page 31 of 39

RCT Session 3.2 Placement and Permanency
Having more than one qualified caregiver is a good problem to have, but it can be difficult to think through and make the best recommendation to the court. This slide provides guidance found in policy.
 Policy and legal guidance sometimes conflict with each other (e.g. parent wants separate placements for siblings - so following parental wishes conflicts with keeping siblings together)
 We don’t usually want to make a placement that we know won’t be permanent, but there are reasons for doing so from time to time (example: child wants to finish school year in their same school. School is the one bright spot for this kid and there are 2 months until the end of school. Aunt across the state is a great placement resource, who would likely pass the unified homestudy. Grandma – who won’t or can’t adopt – lives near the school and would be willing to care for the child temporarily)

Remember that those “existing relationships” – with coaches, teachers, bus drivers, etc – they can sometimes turn into long term placements if we keep these people engaged with the child and the child’s ongoing needs – including for placement.
 An Initial Health Screening with a medical professional is required within 5 days of a child’s entry into care. The purpose of this visit is to identify any immediate medical or developmental issues that must be addressed.

A Well Child Exam (also called EPSDT or “physical”) is required within 30 days of entry into placement, even if a doctor’s visit recently occurred. o A Well-Child Exam is more comprehensive and thorough. It includes information from the child’s placement and others about the child’s habits, abilities, and functioning. That’s why it’s within the first 30 days and not 5 days – a foster parent needs some time to get to know the child and to see what is “typical” for the child. o If the placement already knows the child well the Well-Child exam may happen earlier, or at the same visit as the HIS

A dental visit is required within the first 30 days of entry into care, if the child has at least 1 tooth.
Page 32 of 39

RCT Session 3.2 Placement and Permanency
Our obligation to ensure children’s safety, permanence, and well-being continues when a youth decides to leave placement without permission or doesn’t return to placement
 We have to ensure that this is reported to the police and document this including the run report #
 We should discuss the situation, including ideas about locating the youth and about why the youth may have run away with all parties and the placement and school – and document these discussions
 We have to search for the youth and try to bring them back to placement (there is extensive policy on the steps required) http://www.dshs.wa.gov/ca/pubs/mnl_pnpg/chapter4_4540.asp#4550
 Youth who run away experience VERY bad outcomes. This is especially true for girls who are at heightened risk of abuse, assault, and exploitation while on the run.

A child who has run away twice is much less likely to stay in placement then a child who has run once or never. o We basically have one shot to get it right– and that’s if/when we locate them after
the first run episode. All options should be explored to ensure the youth is subsequently placed somewhere they can and will stay – and their needs are well addressed there. o It’s not uncommon to have difficult discussions about whether it’s better to allow a placement with a marginal caregiver where we believe the child will stay (so we can continue to monitor and support them) or to prohibit such a placement and risk having the child stay on the streets. There is no one-size-fits-all approach to this problem and each child and situation deserves a unique plan to meet their needs.

Concern about the wellbeing of siblings and parents can be significant in a youth’s decision to leave care. Increased contact or visitation can help stabilize some youth in placement.
Page 33 of 39

RCT Session 3.2 Placement and Permanency
Activity # 4 – Health and Safety Visit Pair and Share
Trainer’s Notes: The policy on monthly visits includes visits with children, caregivers and parents. Slides following this activity cover policy aspects of each of these visits. This exercise attempts to get participants considering HOW to go about achieving the outcomes that health and safety visits should achieve.
Pair and Share: What did you observe during the health and safety visits you attended (or what do you imagine you would have observed) that was helpful for the worker when they:
 interacted with and/or observed the child
 Talked with the placement
 Answered questions from either the caregiver or children about the parents
Report out and make a list of these actions that were helpful, using the appropriate chart paper category.
Pair and Share: What challenges to effective and timely health and safety visits exist?

The goals of health and safety visits are to gather information about the safety of the child in their placement, and to gather information about their health and well being.

Ideally you also share information with children and placements, and support permanence.
Report out challenges to effective health and safety visists and potential ways of navigating these challenges.
For instance: Challenge – staying on top of H&S visits so that every child is seen monthly.
Possible solution – many including scheduling visits closer together to give some wiggle room if a visit is missed, scheduling the next visit at the current visit, organizing health and safety visits by geographical location of the home – so that you see the 3 homes to the north in one day and the 4 homes to the west on another day, etc.
Page 34 of 39

RCT Session 3.2 Placement and Permanency
Children in out of home care must have most visits at their placement. When a health and safety visit is completed outside a placement (for instance at a school) there should be a reason for the use of this location and the case note for the H&S should explain what was gained by meeting with the child outside the placement.
The main goal of a health and safety visit is to ensure the child is safe in their placement. This is most likely if workers:

Develop a relationship with the child, or at least basic rapport.

Use appropriate engagement and information gathering techniques based on the child’s development and your unique relationship.
Remember that part of the interview stages (preparation, greeting/rapport, interview, closing) is PREPARATION. Even if it’s just a few minutes in your car, think about what you discussed last time, what needs and concerns are a focus right now, what if any safety concerns have been identified in placement, during visitation, or elsewhere.
Trainer’s Notes: Participants may be interested in how to answer questions from children and
youth about their parents. Children may ask about their parents’ whereabouts or safety, or when they can return home. The principles discussed in the “Trauma” section apply here:

Don’t provide promises or guesses

Give developmentally appropriate responses to questions (a 14 year old may understand the idea of drug or mental health treatment but a 4 year old may need an
Page 35 of 39

RCT Session 3.2 Placement and Permanency explanation that’s more scaled back)
 Questions are often expressions of a need/emotion. You probably don’t have an answer to “When can I go home?” that will meet the child’s needs, so consider responding to the underlying need – “You probably really miss (being home, your family, etc). I can understand that, it’s hard to be in a new place. What do you miss the most?” This may give you an action you can take to help, such as trying to get contact set up with the former teacher, getting the favorite teddy bear, or allowing additional contact with a parent by phone or social media.

Parents have a right to confidentiality – even from their children.

If a child/youth is concerned for a parent’s safety, try to reassure them in truthful ways. o “I saw your mom last Tuesday and she seemed healthy and happy. She asked about how your school was.” o Don’t try to talk a child out of worrying or remind them that it’s not their job to take care of their parent – if they played a role in keeping a parent safe (with C/D or MH issues), that’s something they still take seriously. If they know that a parent may not be safe, such as in cases of DV, they have a very real fear they can’t just put aside
Most visits with a placement will take place by appointment.

Random selection of placements for unscheduled “surprise” visits – about 10% of placements per year.

You can always decide that an unannounced visit is needed or preferable

Consider that this may have impacts on your ongoing relationship

May be helpful to explain to caregivers when you first meet that some unannounced visits are required, to ease the burden of explanation when one does occur.
Trainer’s Notes: Participants may be interested in how to answer questions from caregivers
about parents. Here are some guiding principles.
 Parents have a right to confidentiality, but caregivers have a right to all information about the child that’s necessary to care for them, and to information about the permanent and alternate plans – this creates a tension at times. It often means that information is provided that could be used to infer specifics about a parent and their
Page 36 of 39

RCT Session 3.2 Placement and Permanency progress.
 Caregivers must be notified of all court dates and shared planning meetings, and provided copies of the court report. Caregivers have a right to attend court hearings, where information about parents and the permanent/alternate plans are discussed.
 Shared planning meetings are a great venue for caregivers to get information with appropriate consent.

When safe, contact can and should occur between caregivers and parents’ – and this sometimes means that parents can answer caregiver’s questions directly (though at times not accurately)

If the caregiver is a relative, they may know more information about the parent than
you do. You can always ask what they know, but can’t provide information that you have unless there is a release signed to do so.
Monthly visits with parents are a time to work on whatever milestone you are in – most often milestone 3 Specific Action Plan and milestone 4 documenting and celebrating.

If reunification is a permanent or alternate plan we also have to have information about others in the parent’s household (background checks, possible safety threats, ways they can support child and parent)

Make a big deal out of achievements – from calling to set up an appointment to following a relapse plan

Ask about barriers – “If X doesn’t happen why do you think that would be?” “What is getting in the way of Y?” and offer assistance
The Visit Plan page in FamLink (which maps into the court report) requires information about the parent’s perspective on visitation.
If a parent is not identified or located, there should be some effort made every month to locate or identify them (when reasonable) and documented as an attempted monthly visit with a parent.
Page 37 of 39

RCT Session 3.2 Placement and Permanency
Case Notes about health and safety visits need to contain a lot of information.
Documentation should include:
 a summary of relevant conversation/discussion

A summary of observations – good or bad – about the home, the child, and the caregiver

A summary of any plans made and next steps for anyone involved, including YOU!
How to say it? – this is the focus of the next two slides
Activity #3 – Monthly Health and Safety Visit case note brainstorm and sharing
Pre-Learning Review
Participants should have a case note that they wrote about a health and safety visits they attended prior to this session. If they didn’t attend any visits, they were to print off a case note regarding a health and safety visit to use as an example.
Brainstorm (without looking at the Child/Caregiver Checklist) what pieces of information
should be documented as to the health and safety visit?
Track responses on flip charts. – Use Child/Caregiver Checklist to make sure most areas are covered.
Page 38 of 39

RCT Session 3.2 Placement and Permanency
Have a few people share what they wrote as to any of these issues and allow the class to discuss what they like about each person’s approach to documenting/wording etc. This allows people to share only a few sentences of the case note they wrote and select a part they feel is an example of good work. If an issue wasn’t covered in anyone’s case note, why do you think that is? How could it have been documented?
GUIDED ACTIVITY
Either pair and share or review as a group – Can they demonstrate that they have the knowledge and understanding related to the learning outcomes identified at the beginning of the curriculum?
Review/clarify content as necessary.
REVIEW AND CLOSURE
This session covered a lot of ground and it’s normal that much of this information will need to be reviewed again prior to the first time you do one of the activities discussed.
Remember that there is a Field Activity associated with this session. It allows participants to build on the information covered today and deepen/build their use of skills related to these activities.
Page 39 of 39