Session 4.4: Visitation
Time: 2 hours
Developmental Competencies
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SW110-01 Ability to complete visitation plans that underscore the importance of arranging and
maintaining immediate, frequent, and meaningful parent-child visitation when out-of-home
placements are deemed necessary
SW110-02 Ability to prepare parents for the agency’s expectations about a parent’s role and
responsibilities during parent-child visitation
SW110-03 Understands the complex emotions experienced by children and parents prior to,
during, and after parent-child visitation
SW109-04 Ability to help prepare parents and children for the unique challenges of family
reunification in a manner that minimizes stress and provides maximum support
Learning Outcomes
Participants will be able to:
 Explain the importance and benefits of visitation
 Describe how visitation improves Safety, Permanency, and Well-Being outcomes
 State the elements of a quality visitation plan
 Cite the RCW and Policy that dictates visitation
 Define the three types of visitations
 Complete specific tasks in each phase of the visitation process
 Ensure successful visits between parents and their children
Talking about Competencies
Refer to the Prelearning field manual exercise debrief to discuss competencies.
RCT Session 4.4 Visitation
Materials and Preparation
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Flip Chart
Projector
Child and Family Visitation Presentation
Handouts
Sibling Visits & Contacts Cheat Sheet
Ten Components of Quality Child Care
Students have a link to the CA Visitation Plan form in the prelearning in Canvas (must have CA Intranet
access to download the form)
Session Flow
Step
Delivery Method
Time
1
Visitation Pre-Learning
Canvas
Field Manual
30 Minutes
2
3
4
Child and Family Visitation
Classroom
2 hours
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RCT Session 4.4 Visitation
Mandatory Information for Coaches
Workers were required to review the Practice Guide for Social Workers (Visits Between Parents
Children & Siblings) in preparation for this session.
How frequently should visitation happen and what considerations should the social worker
use in making this determination?
Describe the different levels of supervision associated with a visit, and under what
circumstances each would be used:
How are visitations handled in your area? Are there services available to help with
visitation and if so what services do they provide (i.e., therapeutic visitation, supervision,
transportation)?
Slide 2: Competencies
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RCT Session 4.4 Visitation
Slide 3: Learning outcomes
Slide 4: What is the Purpose of Visitation?
What is the definition of visitation?
- Visitation is a planned, face-to-face contact between a child in out-of-home
care and his/her parents/caregivers.
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What is the purpose of visitation?
In short, visitations are important to maintain the child-parent attachment and interaction.
Secure and stable attachments with a primary caregiver form the foundation for a child’s social,
emotional, and cognitive development.
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Slide 5: Guiding Principles
Trainer’s Notes: Read through the guiding principles.
Slide 6: For the Child, Visitation is
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Slide 7: Visitation is Essential for a Child’s Well-being
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The primary purpose of visitation is to maintain the parent-child attachment, reduce a
child’s sense of abandonment, and preserve their sense of belonging as part of a family
and community.
A child needs to see and have regular contact with their parent(s), as this relationship is
the foundation of child development.
Slide 8: Visitation is Fundamental to Permanency
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RCT Session 4.4 Visitation
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Visitation is the heart of permanency planning
It is a key strategy for reunifying families and achieving permanency
Visits matter because continued contact with parents increases the probability that
children will go home to their families
Visitation facilitates permanency planning, promotes timely reunification, and helps in
the decision-making process to establish alternative permanency plans. Visitation
maintains and supports the parent-child relationship necessary for successful
reunification.
Slide 9: Visitation is Vital to Preserving Cultural Connections
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Maintaining family connections has life-long significance for a child.
Visitation maintains their relationships with siblings and others who have a significant
role in a child’s life.
When a child loses family connections, they also lose family history, medical history and
cultural information.
Visitation is considered the heart of reunification, but even when reunification is not
likely, parents, siblings and extended family continue to be important in children’s lives.
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RCT Session 4.4 Visitation
Slide 10: Visitation is a Legal Right for Children and Parents
Slide 11: Benefits of Frequent Visitation
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Research has shown that these are some of the main benefits of frequent visits
Research on parental visits with children in foster care reveals that foster children:
Who were visited frequently (once a week or once every two ■■weeks) exhibited fewer
behavioral problems than children who were visited infrequently (once a month or less),
or not at all. Overall, children who had frequent contact with their parent(s) showed less
anxiety and depression than children whose parents’ visits were either infrequent or
nonexistent. (Cantos & Gries, 1997)
Who saw their parent(s) less than once a month felt they ■■suffered as a result of not
maintaining contact with their birth parent(s). (Kufeldt & Armstrong, 1995)
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RCT Session 4.4 Visitation
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Who were visited frequently by their parent(s) were more ■■likely to have higher wellbeing ratings, and adjusted better to placement, were more likely to be discharged from
placement, and experienced shorter placements. (Hess, 2003)
Slide 12: Definition of Visits
Supervised Visits
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Requires another assigned adult to maintain a presence during the visit
Supervision shall be in line of sight and sound
Safety is paramount
Monitored
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Requires another assigned adult to oversee the visit periodically (15 to 20 minutes
intervals) and be available for intervention if needed
If the visit is monitored in the community, another assigned adult is required to remain
the vicinity nearby and be available to intervene by cell phone if needed
Monitored visits require a visit contractor to:
o (a) Be ON SITE for the duration of the visit;
o (b) Be within line of sight OR within hearing distance of the parent/child/sibling
interaction at all times;
o (c) Conduct periodic checks where they are able to both see and hear the parentchild interaction.
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RCT Session 4.4 Visitation
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The visit service worker may sit outside the room (to hear) or sit at a distance away in a
community setting to continuously observe the visit.
They must be readily available for intervention as needed; and the contract must remain
on the premises for the duration of the visit and be within eyesight or hearing distance
of the parent, child, sibling interaction.
Unsupervised
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The parent is the caregiver for the duration of the visit without oversight
Unsupervised visits do not preclude unannounced drop in visits or requests for a visit
itinerary by the GAL or CA social worker
Other points:
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Plans for supervising visits should be individualized, ensure the child’s safety and wellbeing, and further the family’s objectives on the case plan.
Assigned adults (relatives, providers, etc) that supervise visits should receive training on
the child’s developmental needs, mentoring/coaching parents, and knowing when and
how to intervene
Slide 13: Legal and Policy Requirements
Click hyperlink and refer students to RCW
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RCT Session 4.4 Visitation
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Parent/child visits are the right of the family when visits are in the best interest of the
child. Early, consistent, and frequent visits are crucial for maintaining parent-child
relationships and make it possible for parents and children to safely reunify.
Efforts must be made to hold a visit within 72 hours of placement. The initial
parent/child visit must occur within 5 days of placement or signing of the VPA, unless
there are documented safety concerns.
Written visit plans must be developed within three (3) calendar days of placement,
when a child is in CA custody via a court-ordered placement (licensed or unlicensed).
Written visit plans must be developed at the time the Voluntary Placement Agreement
(VPA) is signed when a child is placed on a VPA.
Visits can only be limited or terminated when the child's, safety, health and welfare is
compromised. The court must approve all changes to a visit plan if the child is
dependent.
Visits cannot be limited as a sanction for the parent's lack of compliance with court
orders.
Discontinue parent/child visits after parental rights are terminated or relinquished,
unless otherwise specified in an open communication agreement.
Court approval must be obtained to reassess visit plans when a psychosexual evaluation
has been court ordered.
Visit Plans
Develop a written visit plan with the parent(s) and child input outlining the structure
and logistics of visits.
Visit plans will be in the best interests of the child including safety, permanency and
well-being. Visit plans are maintained in FamLink with current contact information.
Visit plans can be developed with the family at the shelter care hearing, Family Team
Decision Making meeting, case conference, or other shared planning meeting.
When applicable, request the participation of the:
Tribal worker.
CASA/GAL.
Pre-approve visit location, duration and frequency of visits using the following criteria,
except when a court order states otherwise:
Least-restrictive, inclusive setting with consideration given to the culture and social
patterns of the family.
In the child's community whenever possible.
A setting that is age appropriate and assures safety of the child(ren).
In a Children's Administration office when necessary for the protection of the child(ren)
or to allow for support before, during or after visits.
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RCT Session 4.4 Visitation
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Determine who participates in visits by completing the following:
Request a BCCU background check and CAMIS/FamLink check for any adult visit
participants who will have unsupervised access to children (See Operations Manual
Chapter 5000, sections 5515 and 5522).
Follow policy and get supervisor approval before allowing contact between the child and
perpetrator in serious physical and sexual abuse cases. (See P&P Section 2331)
Verify all persons or contracted providers supervising, transporting, or monitoring visits,
meet the following criteria:
Approved Background Check Central Unit (BCCU) check (See Operations Manual,
Chapter 5000, Section 5522 for list of disqualifying crimes)
Approved CAMIS/FamLink check (See Operations Manual Chapter 5000, section 5515)
Valid driver's license if transporting, and insurance on the vehicle used in transport.
Transport vehicle must be licensed and have approved child restraints (car seat, lap and
shoulder belt).
Willing and able to intervene to keep the child safe.
Able to prioritize the safety and well-being of the child.
Willing and able to enforce visit rules, court orders, limitations and activities.
Keeps all information confidential.
Reports visit observations to the social worker (e.g. behaviors and interactions;
concerns).
Determine the level of supervision for parent/child visits based on the identified safety
threats. Three levels of supervision are recognized by the courts:
Supervised visits require another approved adult to maintain line of sight and sound
supervision and intervene as needed.
Monitored visits require another approved adult to periodically observe and intervene
as needed.
Unsupervised visits require the parent to be the primary care giver and able to
demonstrate the willingness and ability to safely care for the child.
Make an effort to consult with the assigned law enforcement officer before
recommending changes to parent/child or child/sibling contact, when a parent or sibling
is identified as a suspect in a violent crime.
Consult with the AAG before disseminating any information shared by Law Enforcement
during a visit consultation.
Notify all participants as soon as possible when a visit must be rescheduled.
Document in the Visit Plan the reasons for the level of supervision
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RCT Session 4.4 Visitation
Slide 14: Three Phases of Visitation
Just read through the slide and go over each phase
Slide 15: Initial Phase
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Now we are going to discuss what efforts go into the initial phase of visitation
There are essentially three phases of visiting: initial phase, middle phase and transition
phase.
Different purposes are emphasized in each phase, but the primary purpose in all phases
is to preserve and enhance family connections.
The three phases can be used as a guideline to assess and develop visitation plans.
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Slide 16: First Visit
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It is important for us to view visitation as a process
Children should have visitation with their parents very soon after a placement
Research states that by having visits beyond the first 48 hours begins to have a negative
impact on the child
Our policy states that we make every effort to schedule a visitation to occur within 72
hours of placement
A visit must occur within the first 5 calendar days
We do not need to wait until shelter care to set up visitations
The Shelter Care standard is usually 2 hours a week as long as child safety is not a
concern
Slide 17 Contracted Visit Service Providers
Read the slide
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RCT Session 4.4 Visitation
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Many times you will be accessing a visit service provider to supervise or monitor the
visits
When a visit service provider has been contracted, they complete a parent-child visit
assessment
This assessment takes 2 hours for them to complete
This assessment is completed at the first scheduled visitation
This assessment determines how to make visits effective, which includes identifying the
most appropriate visit supervisor, location, activities, etc
This assessment will be provided to the assigned worker within 5 calendar days
All contracted visit service providers have received training on this assessment
Slide 18: Engaging Fathers
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It is during these initial phase that we ask, what
relationships are important to maintain, or build
through visits, to enhance the family’s capacity?
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This includes engaging fathers early and often
Fathers have a significant impact on the lives of their children, and should receive equal
consideration and involvement in visitation planning.
Once the agency identifies the father and determines his role in the family, consider the
following practices to increase father’s involvement in visitation:
Make efforts to immediately identify and contact fathers when a child is placed.
Discuss with both parents the importance of father’s involvement in their child’s life.
This should be discussed with other members of the case (child, other relatives), even if
the mother is resistant to paternal involvement.
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RCT Session 4.4 Visitation
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Make face-to-face contact with fathers to discuss visits, inquire of any difficulties or
questions they may have, and support the fact that they are providing care and
nurturance to their children. (Something they may be doing for the first time.)
Engage fathers in development of the out-of-home placement plan and visitation.
Keep fathers equally informed about their child’s appointments and activities, which
encourages them to be involved.
Ensure that foster parents know about the father’s involvement, and know what their
role is in keeping the father involved in visitation and other activities.
Slide 19: Frequency of Visitation
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In this phase we want to assess how frequently the child needs parental contact to
sustain the relationship
Let’s review how a child’s age and development should be considered in visitation
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RCT Session 4.4 Visitation
Slide 20: Frequency of Visitation
Very Young Children
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Infants and children to 3 years old need physical contact with parents or other primary
caregivers.
This is critical to ensure their future social, emotional and cognitive development.
They benefit from daily visitation, at the very least: every two to three days.
Visitation preserves and enhances attachment by involving parents in the daily care of
the child that provides physical contact and play
Foster parents may need additional training or support to understand the importance of
this stage of development on the parent-child relationship
School Age Children
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Need the availability of attachment figure(s) and are able to use language to help
them cope with separation.
Secure attachment relies on a child’s trust that their parent(s) are available,
responsive and protective caregivers.
School-age children can use the phone, e-mail, and utilize other forms of contact to
communicate with their parent(s).
This group benefits from face-to-face contact of two to three times a week.
Youth
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Are more likely to feel resentful when visitation schedules are made for them,
therefore, they need to be involved in the development of a visitation plan.
This is an important coping strategy for them to maintain their school, social or
community activities.
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RCT Session 4.4 Visitation
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They will resent visitation plans being made that conflict with their other activities
without their knowledge.
A primary developmental task of adolescence is becoming an individual, the process of
psychologically separating from family and finding their identity.
Youth who have been removed from the parental home before they are emotionally
prepared for separation complicates the developmental task.
The frequency of visitation should be individually assessed, but considering adolescent
development, they should have regular visitation and contact with parent(s), siblings and
other important family members.
For youth aging out of foster care, increased visitation with their family is key to
determining which family members will be a supportive resource to them when they
leave care.
Siblings
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Need to be placed together from the first placement, unless there is a well-founded
reason why placement together is not possible.
If siblings are not together at initial placement, the social worker must work to
reunite the siblings as soon as possible.
If siblings are separated in placement, the social worker must ensure regular
visitation is part of the visitation plan.
Sibling Visits & Contacts Cheat Sheet
Slide 21:
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RCT Session 4.4 Visitation
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Supervised visitation is utilized to ensure a child’s physical and emotional safety during
contact with a family member, and/or to strengthen the parent-child relationship and
enhance parental skills
Slide 22: Supervised Visits
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The necessity of supervised visitation is determined through a safety assessment that
identifies concerns for a child if their parent(s) have unsupervised contact with their
child.
When the assessment of safety determines that supervised visitation is needed, the
agency provides that information to the court.
The court determines reasonable rules for supervised and unsupervised visitation.
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Slide 23-25: Developing the Visitation Plan
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Social workers have the primary responsibility to ensure that the visitation plan is
developed, implemented and revised as needed.
A fixed visitation schedule is best practice and has been related to more frequent
visitation and fewer missed visits.
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A visitation plan:
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Honors a child’s existing bonds and attachments
Includes father and mother, siblings, and other relatives or kin who are significant to a
child
Promotes the family’s individual strengths
Provides continuity of family relationships
Involves the parent(s), child, and foster family in the development and ongoing
assessment of the plan
Involves the family’s support system
Arranges visitation in the most home-like setting that will maintain a child’s safety and
existing attachments
Connects a child’s safety to the level of supervision
Considers a child’s daily schedule, and the parent(s)’ work and/or treatment obligations
Ensures that visitation frequency and settings are consistent, and develop progressively
towards a permanency goal
Respects the family’s culture, faith and rituals
Ensures that parent(s) assist in daily decision making, and participate in everyday
activities as much as possible
Increases contact and parents’ role toward reunification, or when a child cannot return
to parents’ care, continues family relationships that preserves family and community
connections
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Slide 26: Working Towards Successful Visits
Ask the group how they might prepare parents and children for visits
What are some behaviors that parents should be aware of?
(some answers are on the next slide)
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Another area to consider for successful visitation is the placement location
If reunification is the permanency goal, then a child should be placed as close as possible
to the parents’ area
Traveling long distances can be a hardship for parents
Young children may become cranky or exhibit other behaviors after a long car ride
The visitation plan should be tailored to the unique needs and circumstances of each
family
The plan is more successful when co-developed and is based on a thorough assessment
of child safety and family functioning
This plan needs to be transparent and clearly state what is expected of the parents
Family visits should take place in the most least restrictive and safe environment
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Slide 27: Suggestions for Parents
Answers for preparing the parent
Slide 28: Location options
Where can we have visits?
For infants and young children, other visitation locations options include:
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The parent’s homes
The home of a family member that can supervise, support, and model parenting skills
A service provider’s office (especially if the parent is receiving parenting/family therapy
Parenting classes that include the child
A supervised visitation center
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RCT Session 4.4 Visitation
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CA office
Slide 29: Middle Phase
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During this phase, parents are working towards their case plan objectives
Here, visits occur more frequently, longer periods of time, and in a variety of settings
Slide 30: Assess the Visitation Plan
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Visitation activities provide a forum for parent(s) to
demonstrate new skills, including modeling and building
attachment
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Parents continue to learn and practice new behaviors and responses to child’s behaviors
We continue to assess ways in which visitation activities change to reflect the family’s
progress or needs
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RCT Session 4.4 Visitation
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Assess the child and family’s reactions to visits thus far to determine the family’s
potential for progress and reunification
Determine if there is a need to revise the visitation plan, and social workers’ and foster
parents’ role in the visitation process
Here we want to consider:
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Do visits provide activities for parent(s) to care for and play with their child at the
child’s level, promoting development?
Have there been positive changes in child’s or parents’ behavior, and
communication that promote healthy attachment?
Do visits offer parent(s) the opportunity to enhance capacity to safely care for their
children?
Do visits offer parent(s) the opportunity to utilize their individual strengths to
enhance the child/parent attachment?
If a child has special needs, do visits offer parent(s) the opportunity to increase their
understanding of their child’s needs?
Do visits involve parent(s) in a child’s daily care, activities and special events?
Are parent(s) involved in educational planning?
Do visits involve parent(s) in the child’s homework and educational progress?
Do visits include parent(s) in the child’s medical care?
Do visits maintain a child’s relationships?
Do visits maintain a child’s cultural connections
Slide 31: Promotion of Safety, Permanency, and Well-Being Outcomes
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This phase facilitates progress toward safety, permanency and well-being goals
Here we want to plan for the shift of parental responsibility back to the parent(s).
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Slide 32: Assessment of Visitation
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To assess progress during visitation, we rely on numerous sources for information and
we capture that in our assessment documentation
One area for a source of information is from the person supervising the visit, which we
contract out for
Their role is important and somewhat scripted:
o They ensure the safety of the children during the visit
o Document the interaction between child and parent
o Partner in working towards permanency
o Not advocate for parent or child
o Not a friend for the parent
o Redirect to focus the parent’s time and energy with their children
Documentation is essential when assessing visits
Anyone observing a visit must carefully document the progress (or lack of) during visits,
emphasizing the goals of the visitation plan, behaviors of and interactions between the
parent and child, assessment of risk and safety and the parent’s protective capacities
Here we are documenting specific behavior and NOT including opinions or judgmental
statements
What are some examples of judgmental statements?
o Parent was rude
o House was a pig sty
o Parent did not have a clue about when to change diapers
What are examples of behavioral specific statements?
o Parent cursed when asked to change a diaper
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o There were dog feces on the living room sofa and floor
o Parent put the diaper on inside-out
With all that said, it is the social worker that overall assesses the quality of all visitation
This is based on personal observation, discussion with the parents/children, visit
supervisor reports, etc.
Slide 33: Third Phase of Visitation
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This phase focuses on smoothing the transition from placement to home
Slide 34: Transition Phase
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Now the decision has been made to reunify
We ensure that:
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RCT Session 4.4 Visitation
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Structure visits to ensure planned reunification
On-going assessments of the family relationship to support a stable reunification
Structure visits to identify and address remaining stress points in the relationship
Structure visits so that upon evaluation, it is clear to both the worker and the family that
reunification is definite
When transitioning back to home we:
Assess safety needs and develop a plan to reduce risk and likelihood of re-entry into
foster care.
Ensure that the parents and foster parents are sharing significant information about the
child’s individual medical and mental health needs
Slide 35: Things to Remember
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Visits can be complex.
Everyone involved in the visit has different goals, agendas, expectations and needs.
Social workers must understand and manage each of these while keeping the focus on
the children and their permanency.
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