Appendix c Casework Procedures

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Virginia Department of Social Services Foster CareNovember 2010 Volume VII, Section III, Chapter B APPENDIX C

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APPENDIX C

Casework Procedures and Core Practice Issues

The Casework Procedures and Core Practice Issues contain additional information about

procedures, concepts, and practices referenced in specific sections of the Foster Care manual.Included in this Casework Procedures and Core Practice Issues are procedures, practice toolsand general knowledge, many of which are applicable to the range of behaviors and activitiesservice workers engage in while working with children and their families. The proceduresincluded in this section will help the practitioner carry out specific policy requirements consistentwith Virginias Practice Model, the law or regulation to which it applies. To support the practiceinformation provided in this guidance, references to resources such as books, internet sites andVISSTA courses are provided.

SKILLS AND BEHAVIORS THAT ENCOURAGE ACCURATE ASSESSMENT (Section 6)

1. Appear genuine and trustworthyTrust is an essential element of any successful relationship, including those between childwelfare workers and their clients. One way of demonstrating trustworthiness is to actually dothe things you commit to doing, particularly things done on the family's behalf or that theybelieve will be helpful to them. For instance, if you offer transportation then do not cancel it.The permanency worker should "communicate interest in the family and in understanding thingsfrom their perspective. A willingness to listen and to learn from the family can help the workeridentify areas of commonality and also communicates respect for the family's strengths anduniqueness. During the early stages of the relationship, workers should do a lot of listening"(Rycus & Hughes, 1998, p. 249).

2. Always be honest and directIt is difficult to trust someone who selectively shares information or who is perceived asdishonest or misleading. It is your ethical duty to ALWAYS be honest with family members 'about the status of their case, the nature of your concerns, the assessment of their progress,the requirements they must meet, and plans that involve them and their children. Manyconversations may potentially be difficult, but family members tend to react better to honestythan partial truth.

3. Avoid unexamined assumptions"The caseworker should never assume what the family means, nor assume that the familyunderstands the worker's intentions" (Rycus & Hughes, 1998, p. 249). It is critical that workershonestly and directly check out their assumptions with family members and ask for clarification

of what the family has said or what their behavior means. It is also critical that workers checkout whether family members have accurately understood what the worker has said to the family.Having family members tell you what they heard you the worker say is a good way todiscover if you are all on the same page.

4. Approach in a manner consistent with the family's cultural backgroundIt is crucial that the child welfare worker understand the general cultural traditions andexpectations of the different populations he/she serves. Behaviors that appear benign to theworker may be perceived as offensive or discomforting by the members of particular cultures.When dealing with unfamiliar cultures, seek the advice of "cultural consultants" from the
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community and explore the culture in books and other materials found in your local department,other service agencies, the internet or the library.

5. Actively look for Strengths in the familyIt is important to identify strengths as well as challenges in order to better understand familiesand to find resources to use within the family. Look for strengths and you will find them. Pointstrengths out so the family can find them.

6. Understand that resistance is normal"In child protection, initial resistance by family members is normal and expected. Theunrequested intrusion into their lives by a stranger vested with considerable authority, or, whochallenges their parenting capability and their rights to retain their children, is almost alwaysexperiences as a threat, regardless of how well-intentioned the worker" (Rycus & Hughes, 1998,p. 242). It is difficult to be cooperative when a worker appears at your door and tells you how toraise your children. Most people would probably balk at the worker's suggestions or beoffended and angered by the intrusion into their lives. This natural tendency to be protective

and uneasy might easily be labeled as "resistant" or "unmotivated." It is important to accept andacknowledge that resistance to worker efforts to be helpful, or some of worker expectations, isnot always evidence that parents do not want to provide care for their children or even makechanges in their parenting behaviors. Change is scary and uncomfortable. Resistance andanxiety are normal reactions that can be dealt with by offering understanding, support, andreasonable flexibility.

7. Be a fair critic and a great coach and cheerleaderDuring the assessment process, the permanency worker not only gathers important informationbut also "provides guidance, support, encouragement, and reinforcement for efforts towardpositive change, and gives constructive feedback that guides family members in trying newstrategies and solutions. Every effort is made to empower family members to generate their

own solutions through their active participation in the development and implementation of theactivities in the case plan (Rycus & Hughes, 1998, p. 229)

Field Guide to Child Welfare, Volumes I-IV; Judith S. Rycus and Ronald C. HughesPublishing Date: 1998

Adapted from VISSTA Course CWS3000: FC New Worker Policy Training w/Child WelfareInformation System Pilot Version Section II: Trainer's Guide to Activities June, 2005

TOOLS FOR USE IN ASSESSMENT:

The following tools are often used by social workers to gather information from family membersand other individuals in order to gather a comprehensive picture of the family. These tools aredesigned to be helpful in the assessment process but are not the actual assessment itself.Genograms and ecomaps in particular should be used after discussion with and training fromothers experienced in their use.

1. Genogram: The genogram was first developed and popularized in clinical settings byMonica McGoldrick and Randy Gerson. The genogram (pronounced:jen-uh-gram) letsthe worker and family members quickly identify and understand patterns in the familyhistory. The genogram is a tool that helps map out relationships and traits in the family.


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There are a lot of books on this topic as well as many websites. Genograms can varysignificantly and are only limited by your imagination. Most genograms include basicinformation about number of families, number of children of each family, birth order, anddeaths. Some genograms also include information on disorders running in the familysuch as alcoholism, depression, diseases, alliances, and living situations. Basic

Genogram components can be accessed atwww.genopro.com/genogram_components/default.htm.

2. Eco-maps: An Ecomap is a pictorial representation of a familys connections to personsand/or systems in their environment. It can illustrate 3 separate dimensions for eachconnection: 1. The STRENGTH of the connection (Weak; tenuous/uncertain; Strong) 2.The IMPACT of the connection (none; draining resources or energy; providing resourcesor energy) and 3. The QUALITY of the connection (Stressful; Not stressful). As withgenograms, there are many books that discuss the purpose and use of ecomapsincluding social work textbooks on assessment. The internet and public library areadditional sources for information on ecomaps.

The purpose of an ecomap is to support classification of family needs and decisionmaking about potential interventions. Further, it is to create shared awareness (betweena family and their social workers) of the familys significant connections, and theconstructive or destructive influences those connections may be having. Ecomapsenable a structured, consistent process for gathering specific, valuable informationrelated to the current state of a family or individual being assessed. They support theengagement of the family in a dialogue that can build rapport and buy-in, whileheightening the awareness of the caseworker and family. Ecomaps are used to:

Identify and illustrate strengths that can built upon and weaknesses that can beaddressed

Summarize complex data and information into a visual, easy to see andunderstand format to support understanding and planning.

Illustrate the nature of connectedness and the impact of interactions in pre-defined domain areas, - whether those connections and interactions are helpingor hurting the family. Part of this value is in supporting the concept of observingresource and energy flow to and from a family as a result of its connections andinteractions with its environment.

Provide a consistent base of information to inform and support interventiondecisions

Allow objective evaluation of progress workers can observe impact ofinterventions, both on the family and on other elements of their environment

Support discussion of spiritual and value related issues in a constructive way.

Help support integration of the concept of family assessment as an ongoingprocess.

Integrate the values and concepts and the real power of System Theory in apractical way.

Force the building of interviewing and other skills for staff. Support effective presentation of families issues for court

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3. Timelines: are another assessment tool that depicts the development and history of anindividual and or family along a continuum from birth to the present. Similar togenograms and ecomaps, it is a graphic representation of patterns, traits, and thechronology of events in the life of the individual and/or family.

CONCURRENT PLANNING (See Section 7.5)

There are six processes that support concurrent planning.

Determine paternity early. Not only do birth parents have a right to receive reunificationservices, limited resources should not be wasted on providing services to someone whois not the birth parent.

Early permanency assessment. To determine whether a concurrent plan is needed, thesocial worker completes a Permanency Planning Indicator(See page 342)) with the

parents during the initial weeks of foster care. Documentation from other individuals andsources may be included. The Permanency Planning Indicator identifies familystrengths that indicate strong potential for reunification as well as indicators of weakpotential for reunification. The assessment is done once, as early in the process aspossible, to determine if the child needs placement into a resource family. Thepermanency assessment is not a risk or safety assessment. Reassessment of safetyfactors related to the childs return to the parents consists of review of the parentsvisitation with the child and progress with the case plan.

There are five weakness indicators on the assessment that always warrant a concurrentplan. They are extreme conditions making family reunification a very low probability:catastrophic prior abuse, dangerous life style, significant CPS history, and inherent

deficits from severe mental illness. The overall strengths and weaknesses identified inthe assessment are weighed to determine whether a concurrent plan is needed for achild.

The potential for reunification assessed through completion of the Permanency PlanningIndicator helps to determine the appropriate placement for the child and helps the socialworker to be realistic with the parents. A poor indicator of reunification does not justifyreducing the level of reunification services provided to the family.

Early relative search and permanency assessment. A thorough identification ofextended family members is completed with the parents and other sources. Relativesare assessed for their appropriateness to provide a temporary and a permanent home tothe child. Interstate referrals are initiated as quickly as possible.

Service plan content. The service plan indicates what the permanency planning goal isfor the child and the concurrent goal. The plan delineates the objectives and services forboth plans. Strength and weakness information from the Permanency Planning Indicatoris incorporated into the plan.

Match resource families with children from families with a poor prognosis forreunification. Families may be dually approved as foster and adoptive families. When a
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child with a poor prognosis for return home does not have a potential placement with arelative as the concurrent plan, the child is placed with a family who can be available tomeet the childs needs for as long as necessary either through adoption or foster care.There may be a planned placement from a temporary foster home into a resource family.

Explore voluntary relinquishment. Parents need to understand all of their options inregard to permanency planning, including making a voluntary plan for adoption of theirchild, if they are going to be truly empowered to choose the future that is best for theirchild and themselves. This option is discussed when the choices of permanencyplanning goals are introduced to the parents.

There are three practices essential for concurrent planning.

Establish and maintain firm timelines. The case plan details the timelines for servicedelivery and achievement of outcomes. Parents need to be regularly reminded of thetimelines.

Use full disclosure. Parents have a right to know what foster care and permanencyplanning is about as they ultimately decide the outcome of the case through theirbehaviors and choices. Full disclosure is the respectful discussion with parents so thatthey will have clear information about the following:

Reunification standards and expectations;

Parents rights and responsibilities;

Importance of staying connected to their child;

How foster care, by its very nature, has the potential to cause harm to their child;

How a permanent placement is so vital to their childs well being;

Factors in the familys history that may make reunification more difficult; and Consequences of not reunifying and the steps the social worker is taking to

provide an alternative permanency safety net for the child through identificationand implementation of a concurrent plan.

Explore permanency with caregivers:In addition to full disclosure to parents aboutconcurrent planning, equal candor must be used with all other parties involved, includingthe child, the court, the foster parents, CASA, attorneys, and relatives.


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PREPARATION AND PLANNING FOR ADMINISTRATIVE PANEL REVIEWS (Section 11)

Panel Reviews are an administrative review mechanism and should be planned and preparedfor with the same diligence as workers would for a court hearing. It is the social worker andadministration of the local department that establishes an atmosphere that conveys theimportance of the APR and sets the expectation for all involved. By thoroughly documenting thechild and familys well being and progress, preparing written material well in advance of themeeting, extending invitations to participate thirty days in advance of the review, and facilitatingthe meeting in a manner that encourages active participation, the social worker creates a forumthat promotes engagement of all parties.

Invitation letters to parents, previous caretakers, foster and pre-adoptive parents and any otherindividuals identified by the child or family as having a significant positive role in their lives mustcommunicate information in understandable terms and in the familys primary language.Specifically, invitation letters should inform the invited party of the reason for the meeting andstress the local departments desire to include those individuals as part of the team that isplanning for the child.

Since it is critical that all individuals who are significantly connected to the life of the child areinvited to the review, local department staff should make active and on-going efforts toencourage their attendance and participation. Telephone follow-up to the invited party after theinvitation letter is sent to discuss the review and the reason their attendance is valuable is onesimple step workers should make to further encourage involvement. Offers to assist intransportation, scheduling the review at times conducive to the family and other partiesschedule and consideration of holding the meeting at a location that provides easier access forthese members are additional best practices to facilitate involvement.

LIFE BOOKS AN INTRODUCTION (Section 9.7.4)

Children in out-of-home placements often lose their connection with their life history. Foryounger children in particular, memories may dissipate with time and the recall of grandparents,aunts, family friends, pets and other connections may fade. Community connections with apastor, teacher, neighbor may also be forgotten when the child is moved from his or hercommunity. Stuffed animals, trinkets from carnivals, school awards, valentine cards and othersuch typical childhood mementoes seldom accompany a child into foster care.

For many people, family picture albums, scrap books, family movies and videos, birthday cards,year books, trophies and other types of mementoes are significant items that document historyand experiences of life. Through these items, we maintain a connectedness with our

experiences, identify, accomplishments and history.

Children in foster care can and should have a similar opportunity to stay connected with theiridentity. Life books help document children and youths personal histories as they go throughthe foster care and adoption process. They also serve as a way for workers and foster/adoptiveparents to connect with and understand the childs history and experiences. The process ofdeveloping the life book communicates to the child that the adults in the childs world areinterested in his or her history, experiences, culture and family. It can serve as a tool to buildnew connections with the foster parent and the caseworker.
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What is a life book?A Life book is a scrapbook that contains photographs, drawings, anecdotes, stories about thechild, his/her family and friends, and other memorabilia. The child can participate in developingthe Life book and in dictating or writing his/her own contributions to the history.

How do I create a Life Book?Life books may be created by the caseworker with the help of the foster or resource family or bythe resource family, and with the help of the child whenever possible. Either way, caseworkerswill have to help gather information for a Life book. Previous foster parents or relatives are ofteneager to help, and can assume most of the responsibility for gathering contents and compilingthe scrapbook. There are many sources of valuable information:

Biological parents and other relatives often have pictures of the child. Families are oftenwilling to provide pictures, if the purpose is explained, and if they are assured that thepictures will always be in the childs possession. If they have only original prints, photoshops can make copies, and the originals can then be returned to the family members.

Family members can contribute pictures of themselves. This should include parents,siblings, extended family, family friends, and others who have been important to the

child. Children should be asked who they remember or who is important to them andthose individuals should be contacted to obtain pictures or stories from these individualsabout the child.

The worker can approach previous foster parents or caregivers; they may have manypictures of the child in their own family albums. They can provide negatives or extraphotos, or copies can be made from prints or slides. Workers may find photosdocumenting a childs first tooth, first steps, birthday parties, and other family events.Photos of previous foster families should also be obtained.

The worker, and when possible with the foster parents, can return with the child toprevious schools, neighborhoods, and communities, and together they can photographpeople and places familiar to the child. The worker can also obtain class pictures fromthe school, and school pictures from the school photographer.

The worker can call the hospital where the child was born; inquire whether infant photoswere taken, and contact the photography department to obtain the negative or a reprint.Footprints and other documentation may also be available. The hospital building can bephotographed also.

The worker can ask relatives and previous caregivers for examples of the childsdrawings and artwork.

Workers can encourage current caregivers to document what appear to be unimportantdaily events. These current events will one day be the childs history, and thisdocumentation will be of particular importance if the child leaves their home.

What is the childs role in creating the Life Book?Children should be involved in creating the life book whenever possible. They should beactively involved and not passive recipients of the life book. Children and youth should pickout their own Life Book format, colors, etc. A childs input into whom and what they would like toput into the life book should also be solicited. Children may have very different ideas aboutwhat they see as important in their lives and their perceptions and wishes must be honored.Workers and foster parents should introduce ideas the child has not considered but should notforce these ideas on the child.

Children should also be allowed to compile their Life Book in whatever fashion they choose.The format and lay out should be in line with the childs perceptions and preferences.


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Adults will need to help children understand the life book in the childs terms. Adults who havescrapbooks of their own might share these with children to help them understand what lifebooks mean and the importance it has for them in their life.

Sometimes children destroy or lose things that we want them to keep like a life book. How doI empower the child to be in control of his or her life book while ensuring that this does nothappen?

Foster parents and /or social workers should, whenever possible, keep extra copies of theinformation and items that are placed into the Life Book. While not everything that is collectedmay be duplicated, as much as possible should be in order to allow for any replacements.Children should know that such duplicates are being kept and that these duplicates are toensure that if something were to happen to their Life Book, they would be able to re-create itwith the duplicate items.

ADAPTED FROM:Rycus, J.S., & Hughes, R.C. (1998). Field guide to child welfare: Placement and permanence(Vol. 4, pp. 757-759). Washington, DC: CWLA Press; Columbus, OH: Institute for HumanServices.

ADDITIONAL LIFE BOOK RESOURCESMy Foster Care Journey & Life books: Creating a Treasure for the Adopted Child, both writtenby Beth OMalleyAdoption-Works440 Revere StreetWinthrop, MA 02152800-469-9666http://www.adoptionlifebooks.com

Foster Childrens Life Books: A Caseworkers HandbookThe Center for Child & Family StudiesCollege of Social Work, University of South CarolinaColumbia, SC 29208803-777-9408http://www.sc.edu/ccfs

Foster Childrens Life Books:A Caseworkers Handbook, My Life BookThe Center for Child & Family StudiesCollege of Social Work, University of South CarolinaColumbia, SC 29208803-777-9408; FAX: 803-777-1366$30.00Find current product, contact, and pricing information for the Life Bookand Life BookCaseworker Handbookat www.sc.edu/ccfs.

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Working with Children and Families Separated by Incarceration:

A Handbook for Child Welfare Agencies (2000)Lois Wright, Cynthia B. SeymourChild Welfare League of America

440 First Street, NW, Third FloorWashington, DC 20001-2085202-638-4004; FAX: 202-638-4004$18.95Find current product, contact, and pricing information at www.cwla.org.

Because ... Somebody Loves Me (1999)Bruce HershfieldDottie Ward-WimmerChild Welfare League of America440 First Street, NW, Third FloorWashington, DC 20001-2085

202-638-4004; FAX: 202-638-4004$3.95Find current product, contact, and pricing information at www.cwla.org.

In Focus: Understanding the Effects of Maltreatment on Early Brain Development (2001)National Clearinghouse on Child Abuse and Neglect InformationU.S. Department of Health and Human ServicesChildrens Bureau, Administration for Children and Families1250 Maryland Avenue, SW, Eighth FloorWashington, DC 20024800-394-3366 or 703-385-7565; FAX: 703-385-3206Retrieve directly from www.childwelfare.gov/pubs/focus/earlybrain/index.cfm

Seasons of Grief Catalog of Grief ResourcesCentering Corporation7230 Maple StreetOmaha, NE 68134402-553-1200Free of charge from Catalog Request Center order or download fromwww.centeringcorp.com/myCatalog/index.html or, retrieve directly fromwww.centeringcorp.com/myCatalog/2005Catalogv2.pdf(2005-2006 catalog currentlyavailable).

RELATIVE PLACEMENTSRelative placement promotes timely reunification, and placement stability, as children placedwith relatives experience fewer placement disruptions than children placed with non-relatedfoster parents. Preserving the childs existing connections and relationships to familiar adults isachieved with relative placements. In many instances, relative placement preserves thecontinuity of care, relationships, culture and environment that are essential to a childs overallwell-being. Relative placement maintains the family system as day-to-day decisions continue tobe made by adults that the child already knows and understands to be their family. The childcontinues to participate in family celebrations, traditions, vacations and activities. (U.S.
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Department of Health and Human Services Administration for Children and Families, 2001-2004Children and Family Service Review Findings)

Relative placements facilitate the development of positive self-image, self-esteem, identity, andconsequently, may help children to avoid the double jeopardy of feeling abandoned by both

parents and family. Children placed in relative care continue to feel a sense of belonging, worth,history and value to others. (Excerpts from Relatives Raising Children: An Overview of KinshipCare, Joseph Crumbley & Robert L. Little, (1997), Child Welfare League of America)

Definition of RelativeFamily members are the first placement consideration for children who are not able to live withtheir parents. Relative, as defined in the Code of Virginia 63.2-2200 means a spouse, child,father, mother, sibling, or other person who is related by blood, marriage or adoption. For anIndian child, relative includes members of the extended family as defined by the law or customof the Indian childs tribe or, in the absence of such law or custom, shall be a person who hasreached the age of eighteen and who is the Indian childs grandparent, aunt or uncle, brother orsister, brother-in-law or sister-in-law, niece or nephew, first or second cousin, or stepparent.

(Indian Child Welfare Act of 1978, United States Code, Title 25, Chapter 21, Section 1903)

Cultural Considerations in Identifying and Finding RelativesThe tradition of relative caring for children is part of all cultural, racial and socioeconomiccommunities. How kinship care is understood and experienced may vary from community tocommunity, from family member to family member, and parent to parent. During theconversation with parent(s) about identifying and locating relatives, the worker should bemindful that culture is one of the lenses that we use to help us interpret, interact and respond toothers and situations.

Culture is defined as a system of shared beliefs, values, customs and behaviors that membersof society use to cope and interact with their world and with one another and that are

transmitted from generation to generation from learning. Culture impacts our communication,the assumptions we make and our relationships. From the very beginning, the social workerneeds to be knowledgeable of the familys culture and how that may affect the ability toeffectively communicate and develop a relationship with them. After locating relatives, workersshould be mindful of the role culture may play in relatives perception of what the relative isbeing asked to do.

Workers should also be mindful of fully and openly discussing options, roles and responsibilitiesto help alleviate any misunderstandings between the relative and the worker. A relative may beinterested in providing temporary care, however, decline initially out of respect for the parents.They may feel that by giving the parent more time the parent will be able to resolve the issuesthat brought their children into foster care on their own. Kinship care supports the transmission

of a child's culture, ethnic and family identity and legacies, components vital to the child'spsychological development and emotional integrity. (Shondra Jackson, Black Administrators inChild Welfare, Inc.)

The following are some questions to consider when beginning a relative search:

What are the roles, hierarchy and authority of relatives in the raising of children,in both the presence and absence of parents?

What is the familys hierarchy of responsible relatives (e.g., godparents,grandparents, siblings) in the temporary or permanent absence of parents?


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Does the family practice or reject formal or informal placement of relativeschildren (e.g., adoption, guardianship)?

How do gender and cultural traditions affect the familys decision-makingstructure, child-rearing practices and selection of a family spokesperson?

What has been/is the familys experience and attitude towards social serviceprofessionals and institutions?

How have environmental conditions or changes affected the familyssocioeconomic stability, child-rearing practices and family members (e.g.,unemployment, migration, housing, rural or urban settings, language)?

(Relatives Raising Children: An Overview of Kinship Care, Crumbley and Little, 1997)


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THE DILIGENT SEARCH CHECKLIST

This can be used as a guide to assist efforts in finding relatives and absent parents. The followingis a list of resources:

Parent, Guardian, or Prior Custodian CPS Staff

Guardian ad Litem, CASA

Internet Search Engineswww.whitepages.com/14493/www.whowhere.compeople.yahoo.comwww.people-search-global.comwww.usa-people-search.comwww.free-people-search-engines.com/www.uslocate.com/www.people-search-engines.com/www.zabasearch.com

Social Services Records

SPIDeR

Social Security Administration:Death IndexLetter Forwarding

Department of Motor Vehicles

Child Support Enforcement

Hospitals

Prison Locater Serviceswww2.vipnet.org/cgi-bin/vadoc/doc.cgiwww.ancestorhunt.com/prison_search.htm

Court Records:

Homeless Shelters:

Phone Directory

Employment Records

Military InformationLocatorsRetirement BenefitsLetter Forwarding

Veterans Administration
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The following form may be given to birth parents and prior custodians to assist with locating

relatives and prospective placement options.

RELATIVES/FRIEND CONTACT INFORMATION

Mothers FULL Name: ____________________________________________________Address: _______________________________________________________________

Phone: ________________________________

Fathers FULL Name: _______________________________Paternity Established Yes No

Address: ________________________________________________________________Phone: ________________________________

The following persons are related to me, the other parent and/or my children:

MATERNAL RELATIVES (MOTHER)

MOTHER FATHER

Name: Name:

Address: Address:

Phone(s): Phone(s):

Email: Email:

GRANDMOTHER GRANDFATHER

Name: Name:

Address: Address:

Phone(s): Phone(s):

Email: Email:

SISTER BROTHER

Name: Name:

Address: Address:

Phone(s): Phone(s):

Email: Email:

AUNT UNCLE

Name: Name:

Address: Address:

Phone(s): Phone(s):Legal Custodian or Other Interested Persons Legal Custodian or Other Interested PersonsName: Name:

Address: Address:

Phone(s): Phone(s)


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PATERNAL RELATIVES (FATHER)

MOTHER FATHER

Name: Name:

Address: Address:

Phone(s): Phone(s):

Email: Email:

GRANDMOTHER GRANDFATHER

Name: Name:

Address: Address:

Phone(s): Phone(s):

Email: Email:

SISTER BROTHER

Name: Name:

Address: Address:

Phone(s): Phone(s):

Email: Email:

AUNT UNCLE

Name: Name:

Address: Address:

Phone(s): Phone(s):Legal Custodian or Other Interested Persons Legal Custodian or Other Interested Persons

Name: Name:

Address: Address:Phone(s): Phone(s)

The information listed is true to the best of my knowledge. I understand this information may be

used in an attempt to identify a placement for my child(ren).

Printed Full Name: ______________________________ Relationship: ______________

Date: __________________ Signature: _________________________________


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VISITATION GUIDANCE TOOL (Section 12.7.4)

This tool assists the service worker in identifying issues that need to be addressedduring home visits. It is a guide for the service worker to document home visits and toassist with the on-going assessment of children and families and is not a required form.

It is recommended that the service worker only identify those relevant domains for eachhome visit.

Name of child:_________________ Name of worker:_______________HV=home visit, FV=field visit, OV=office visit

Date Conducted:_____________Date of last visit:______________Foster Parent(s):________________Did you visit with foster parent and child together? Y NDid you visit with child alone? Y N

HOME

What conditions did you find in the home environment upon arrival?________________________________________________________________________________________________________________________________________________________________________________________________________________________

Any safety concerns Y NAny changes in the home environment? Y NAny changes in room arrangements? Y NFinancial conditions? Y NProviders health? Y NProviders expectations for child/agency? Y NComment:___________________________________________________________________

____________________________________________________________________________________________________________________________________________

Any changes in the childs behavior? Y NLoss/gain of privileges? Y NActivity level? Y NEating habits? Y NSleep pattern? Y NComment:___________________________________________________________________

___________________________________________________________________________________________________________________________________________

SCHOOL

Any changes in academic progress? Y NBehavioral issues? Y NAdministrative issues? Y NSuspensions? Y NIEP meetings? Y NAny extracurricular activities? Y NComment:______________________________________________________________________________________________________________________________________
http://section_12_managing_foster_care_services.docx/http://section_12_managing_foster_care_services.docx/


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COMMUNITY

Any volunteer service projects? Y NAny community service/probationary issues? Y NComment:___________________________________________________________________

___________________________________________________________________________________________________________________________________________

MEDICALName of Physician/Psychiatrist:_________________________Any physical/health issues requiring medical attention since last visit? Y NAny changes or any outstanding medical/nutritional issues? Y NList prescribedmedications/schedule:__________________________________________________________

____________________________________________________________________________________________________________________________________________

Is the follow up medication appointment scheduled? Y NAppointment Date:__________________Is the follow up dental appointment scheduled?Appointment Date: __________________Any changes in prescription of psychotropic medications? Y NAny side effects? Y NList known sideeffects:______________________________________________________________________

__________________________________________________________________Is there sufficient medication to last for next month? Y N

Comment:___________________________________________________________________

____________________________________________________________________________________________________________________________________________

THERAPY

Name of therapist:_________________________Any issues, changes? Y NAny significant adjustments made in the frequency, content, childs reactions to sessions? Y N Any psychiatric issues requiring hospitalization? Y NComment:___________________________________________________________________

____________________________________________________________________________________________________________________________________________

ONE ON ONE TIME WITH THE CHILD

Does the child appear to feel safe and comfortable in the home environment? Y NAny significant changes in the household? Y NAny concerns reported by the child? Y NAny child concerns regarding interactions w/foster family? Y NAny birth family contacts? Frequency? Any concerns regarding frequency? Y NComment:___________________________________________________________________

____________________________________________________________________________________________________________________________________________


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RECREATIONAL ACTIVITIES

Monthly allowance provided to the child? Y NRecreational outings/activities scheduled for the month? Y NComment:___________________________________________________________________

____________________________________________________________________________________________________________________________________________

FAMILY FUNCTIONINGAny safety concerns? Y NAny changes in composition? Y NRoutines? Y NMood? Y NFamily interactions? Y NStressors? Y NComment on interactions between child/fosterparent:______________________________________________________________________

____________________________________________________________________________________________________________________________________________

SERVICE PLAN

Any upcoming court dates? Y NAny changes in foster care goal? Y NAny child concerns or questions regarding service plan? Y NComment:___________________________________________________________________

____________________________________________________________________________________________________________________________________________

SERVICE NEEDS/REMINDERS

Any transportation needs? Y NAny travel needs? Y NAny daycare needs? Y NAny respite needs? Y NClothing allowance? Y NIn home/mentoring? Y NAny Foster parent training? Y NAny foster parent concerns? Y N

Comment:___________________________________________________________________

____________________________________________________________________________________________________________________________________________


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Barrier Crime Offenses as Outlined In 63.2-1719 of the Code of Virginia

OFFENSE

* Or Equivalent Offense in Another State

CODESECTION

Abduction(Kidnapping) 18.2-47 A

Abduction with Intent to Extort Money or for Immoral Purpose 18.2-48

Abuse and Neglect of Children 18.2-371.1

Abuse and Neglect of Incapacitated Adults 18.2-369

Adulteration of Food, Drink, Drugs, Cosmetics, etc. 18.2-54.2

Aggravated Malicious Wounding 18.2-51.2

Allowing a child to be present during manufacture or attemptedmanufacture of methamphetamine

18.2-248.02

Assault or Assault and Battery (Exception: Child-placing agency mayapprove as foster or adoptive parent an applicant convicted of notmore than one misdemeanor offense not involving the abuse,neglect, or moral turpitude of a minor if 10 years have elapsedfollowing the conviction. 63.2-1721 E.)

18.2-57

Assault and Battery Against a Family or Household Member 18.2-57.2

Assisting individuals in unlawfully procuring prescription drugs(Felony Convictions)

18.2-258.2

Attempted Aggravated Sexual Battery 18.2-67.5

Attempted Forcible Sodomy 18.2-67.5

Attempted Object Sexual Penetration 18.2-67.5

Attempted Rape 18.2-67.5

Attempted Sexual Battery 18.2-67.5

Attempts to Poison 18.2-54.1

Bodily Injuries Caused by Prisoners, Probationers

or Parolees

18.2-55

Breaking and Entering Dwelling House with Intent to Commit OtherMisdemeanor

18.2-92

Burglary 18.2-89

Burning Building or Structure While in such Building or Structurewith Intent to Commit Felony

18.2-82

Burning or Destroying any Other Building or Structure 18.2-80


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Burning or Destroying Dwelling House, etc. 18.2-77

Burning or Destroying Meeting House, etc. 18.2-79

Burning or Destroying Personal Property, Standing Grain, etc. 18.2-81

Carelessly Damaging Property by Fire 18.2-88

Carjacking 18.2-58.1

Carnal Knowledge of Certain Minors 18.2-64.1

Carnal Knowledge of Child Between 13 and 15 18.2-63

Carnal Knowledge of an Inmate, Parolee, Probationer or Pretrial or

Posttrial Offender

18.2-64.2

Causing, Inciting, etc. Threats to Bomb or Damage Buildings orMeans of Transportation; False Information as to Danger to suchBuildings, etc.

18.2-84

Certain Premises Deemed Common Nuisance (Felony Convictions) 18.2-258

Crimes Against Nature Involving Children 18.2-361

Delivery of Drugs, Firearms, Explosives, etc. to Prisoners 18.2-474.1

Disarming a Law Enforcement or Correctional Officer 18.2-57.02

Distribution of Certain Drugs to Persons Under Eighteen (FelonyConvictions)

18.2-255

Drive-By Shooting 18.2-286.1

Drug Attempts (Felony Convictions) 18.2-257

Drug Conspiracy (Felony Convictions) 18.2-256

Electronic Facilitation of Pornography 18.2-374.3

Employing or Permitting Minor to Assist in Obscenity and RelatedOffenses

18.2-379

Entering Bank, Armed, with Intent to Commit Larceny 18.2-93

Entering Dwelling House, etc. with Intent to Commit Larceny, Assaultand Battery or Other Felony (Exception: Child-placing agency mayapprove as foster parent an applicant convicted of statutory burglaryfor breaking and entering a dwelling home or other structure withintent to commit larceny, who has had his civil rights restored by theGovernor, provided 25 years have elapsed following the conviction.63.2-1721. F.)

18.2-91


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Entering Dwelling House, etc. with Intent to Commit Murder, Rape,Robbery or Arson

18.2-90

Escape from Jail 18.2-477

Failing to Secure Medical Attention for Injured Child 18.2-314

Felonies by Prisoners 53.1-203

Firearms Allowing Access by Children 18.2-56.2

Hazing of Student at School, College, or University 18.2-56

Hazing of Youth Gang Members 18.2-55.1

Homicide 18.2-33

Illegal Stimulants and Steroids 18.2-248.5

Incest 18.2-366 B

Involuntary Manslaughter 18.2-36.1

Killing a Fetus 18.2-32.2

Maiming, etc. of Another Resulting from Driving While Intoxicated 18.2-51.4

Maintaining a Fortified Drug House (Felony Convictions) 18.2-258.02

Malicious Bodily Injury by Means of any Caustic Substance or Agent

or Use of any Explosive or Fire

18.2-52

Malicious Bodily Injury to Law Enforcement Officers 18.2-51.1

Malicious Wounding by Mob 18.2-41

Manufacture, Possession, Use, etc. of Fire Bombs or ExplosiveMaterials or Devices

18.2-85

Manufacturing, Selling, Giving, or Distributing a ControlledSubstance or an Imitation Controlled Substance (Felony Convictions)

18.2-248

Manufacturing, Selling, Giving, or Distributing or Possessing withIntent to Manufacture, Sell, Give, or Distribute Any Anabolic Steroid

Felony Convictions)(

18.2-248.5

Murder, Capital 18.2-31

Murder, First and Second Degree 18.2-32

Murder of a Pregnant Woman 18.2-32.1

Obscenity Offenses 18.2-374.1

Obtaining Drugs, Procuring Administration of Controlled Substances, 18.2-258.1


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etc. by Fraud, Deceit or Forgery (Felony Convictions)

Pandering 18.2-355

Pointing Laser at Law Enforcement 18.2-57.01

Possession and Distribution of Flunitrazepam (Felony Convictions) 18.2-251.2

Possession and Distribution of Gamma-Butyrolactone or 1, 4 Butanediol

18.2-251.3

Possession of Burglarious Tools, etc. 18.2-94

Possession of Child Pornography 18.2-374.1:1

Possession of Drugs (Felony Convictions) Exception: Child-placing

agency may approve as foster or adoptive parent an applicant whohas had his civil rights restored by the Governor, provided 10 yearshave elapsed since the conviction. 63.2-1721. G.

18.2-250

Possession of Infectious Biological Substances 18.2-52.1

Possession or Use of a Sawed-Off Shotgun or Rifle in a Crime ofViolence

18.2-300 A

Production, Publication, Sale, Possession with Intent to Distribute,Financing etc. of Sexually Explicit Items Involving Children

18.2-374.1

Rape 18.2-61

Reckless Endangerment 18.2-51.3

Reckless Handling of Firearms; Reckless Handling While Hunting 18.2-56.1

Robbery 18.2-58

Sale of Drugs on or near Certain Properties (Felony Convictions) 18.2-255.2

Setting Fire to Woods, Fences, Grass, etc. 18.2-86

Setting off Chemical Bombs Capable of Producing Smoke 18.2-87.1

Setting Woods, etc. on Fire Intentionally Whereby Another isDamaged or Jeopardized

18.2-87

Sexual Battery 18.2-67.4

Sexual Battery - Aggravated 18.2-67.3

Sexual Battery - Infected 18.2-67.4:1

Sexual Penetration - Object 18.2-67.2


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Shooting, etc. in Committing or Attempting a Felony 18.2-53

Shooting, Stabbing, etc. with Intent to Maim, Kill, etc. 18.2-51

Sodomy - Forcible 18.2-67.1

Stalking (Felony Convictions) 18.2-60.3

Taking, Detaining, etc. Person for Prostitution etc. or ConsentingThereto

18.2-355

Taking Indecent Liberties with Child by Person in Custodial orSupervisory Relationship

18.2-370.1

Taking Indecent Liberties with Children 18.2-370

Threats of Death or Bodily Injury 18.2-60

Threats to Bomb or Damage Buildings or Means of Transportation;False Information as to Danger to Such Buildings, etc.

18.2-83

Transporting Controlled Substances into the Commonwealth (FelonyConvictions)

18.2-248.01

Use of a Machine Gun in a Crime of Violence 18.2-289

Use of a Machine Gun for Aggressive Purpose 18.2-290

Use or Display of Firearm in Committing Felony 18.2-53.1

Voluntary Manslaughter 18.2-35

Also included as a barrier crime (in addition to the offenses listedbelow) is the conviction of any other felony unless 5 years haveelapsed since conviction and a founded complaint of child abuse orneglect within or outside the Commonwealth.

Convictions include prior adult convictions, juvenile convictions andadjudications of juvenile delinquency if offenses involved would be afelony if committed by an adult within or outside the Commonwealth.

63.2-1719

Appendix c Casework Procedures

Documents