Utah Family and Children Engagement Tool

Stabilization &

Mobile Response

(SMR) Screener Edition

UFACET

CANS Developer: John S. Lyons, Ph.D.

jlyons@uottawa.ca praedfoundation.org

A CANS Based Assessment Tool Endorsed by Dr. Lyon’s and the Praed Foundation mailto:jlyons@uottawa.ca http://praedfoundation.org/

Introduction to User Guide The UFACET User Guide was formulated with the Certified User in mind. The UFACET User Guide contains useful information for rating each item in the UFACET assessment. Each item contains the item definition, the definition for each rating, and questions to consider when scoring each item. Some items may also include supplemental information. The UFACET User Guide is intended is to provide users with adequate guidance to rate each item in a domain as accurately as possible.

Contents

6 GUIDING PRINCIPLES OF ASSESSING

Youth Strengths and Needs:

LEGAL

MEDICAL/PHYSICAL

SUICIDE RISK

SELF-INJURIOUS (NON-SUICIDAL)

DANGER TO OTHERS OR PROPERTY -

FIRE SETTING -

PROBLEMATIC SEXUAL BEHAVIORS -

RISK OF CHILD/YOUTH GOING MISSING

DELINQUENCY

SEXUAL EXPLOITATION/FORCED LABOR RISK* -

SUBSTANCE USE -

PSYCHOSIS*

MOOD DYSREGULATIONS* -

OPPOSITIONAL* -

EDUCATION -

DEVELOPMENTAL

TRAUMA

The Family Together

BASIC NEEDS

PARENTING KNOWLEDGE AND BEHAVIOR

FAMILY CONFLICT RESOLUTION

COMPLEX FAMILY SYSTEMS -

DOMESTIC VIOLENCE -

CULTURAL CONSIDERATIONS

ACCESS to NEEDS BASED SUPERVISION

SUBSTANCE ABUSE -

LEGAL

DEVELOPMENTAL/COGNITIVE NEEDS OF THE CAREGIVER

6 GUIDING PRINCIPLES OF ASSESSING

TO BE COMPLETED WITH THE CHILD AND FAMILY TEAM

1) ITEMS ARE INCLUDED BECAUSE THEY

IMPACT PLANNING

• Relevant to safety, permanency, and well-being

• Targets what needs to be addressed (not just random items)

• Easy to identify and communicate

• When used in planning will improve outcomes

ALL IDENTIFIED NEEDS SHOULD BE

ADDRESSED WITH THE FAMILY.

2) SCORES TRANSLATE INTO IMMEDIATE

ACTION LEVELS:

• 0-No evidence of a problem. Does not need be addressed.

• 1-There may be a history or suspicion of a problem, but it does not currently need to be addressed. It is something to keep a

“watchful eye” on.

• 2- This item is a problem and we need to take action on it.

• 3- The problem is severe and we need to take IMMEDIATE action to address it.

Definitions will not fit all situations. The key to remember is: DO WE WANT TO TAKE ACTION

TO ADDRESS THIS ITEM?

3) IT IS ABOUT THE INDIVIDUAL, NOT

THE SERVICES THEY ARE RECEIVING

• Do not ignore a problem simply because it is being treated.

• Think about whether the item would still be a problem if the person was in a “real world” setting.

• If the item being rated is a reason we are involved and we still need to provide services or address it, the rating is likely at least a “2”

4) RELEVANT AND FRESH

• Allow a client to move on after they have shown improvements and/or demonstrated they can move past unhealthy behaviors

• Do not perpetuate labels from the past

• Reflect treatment and demonstrated changes in the rating

• You are rating the client based on what is relevant to the situation right now.

5) REMEMBER CULTURE AND

DEVELOPMENTAL CONSIDERATIONS

• Keep everything in the context of the family

• Similar behaviors do not always equal similar issues

• Consider not only “ethnic” culture, but also behaviors and beliefs that may be causing conflict with societal norms.

• Consider if developmental issues are causing individuals to deviate from the norm.

6) IT IS ABOUT THE “WHAT” NOT THE

“WHY”

• Do not assume there is a problem if there is no evidence

• When in doubt ask

EXAMPLE: A mother is frequently sleeping and not supervising her children well. The worker rates the mother’s “Mental Health” item a ‘2’ assuming the mother has Depression. However, other explanations may be that the mother works the night shift, she has a medical condition, or she has an issue with substance abuse. The worker should not assume depression without asking the client.

ncorporating the Strengthening Families Protective Factors framework into our day-to-day work enhances our caseworker skills in a way that can reduce child abuse and neglect, strengthen families, and promote optimal child development. Each key element below is captured in the UFACET assessment. Extensive research demonstrates that the likelihood of child abuse and neglect is significantly reduced when these key characteristics, called Protective Factors, are well established in a family. The five Protective Factors include:

Parental Resilience:

Resilience, simply defined, means the ability of parents to recover from difficult life experiences. It is about the ability to

“bounce back” from negative experiences.

(Parent voice) “Things that make us strong and help us push through tough times.”

Key elements include:

• Problem solving skills • Doesn’t allow stress to interfere with parenting

• Ability to cope with stress • Sense of Identity

• Self -Care strategies

Social Connections:

Relationships with family members, friends, neighbors, co-workers, community members and service providers who care, listen, share parenting values and offer help.

(Parent voice) “Not feeling alone- I have friends and know at least one person who supports my parenting.”

Key elements include:

• Supportive relationships with others • Can turn to their social network for help in times of need

• Willing & able to accept assistance from others

• Skills for establishing & maintaining social relationships

Knowledge of Parenting and Child Development:

A basic understanding of your child’s development and how-to parent in ways supportive of their development.

(Parent voice) “I know my child best, but I am willing to learn new skills to help my child be happy and healthy.”

Key elements include:

• Demonstrates understanding of development • Ability to control or manage child behavior

• Understand & value parenting role • Understanding of their own child

• Parenting resources on which to draw • Involvement & engagement with the child

Concrete Support in Times of Need:

Access to the resources and formal and informal supports to help you meet your family’s needs.

(Parent voice) “My family knows where to go for help when we need it.”

Key elements include:

• Openness to accessing & utilizing services • Ability to advocate for self and child

• Help seeking behavior

Social-Emotional Competence of Children:

Children’s age appropriate ability to regulate their emotions, engage with others, and communicate feelings.

(Parent voice) “My child believes they matter, have friends, and can talk to me.”

Key elements include:

• Caregiver supports social emotional skills of the child

• Caregiver provides nurturing & emotionally supportive care

• Child’s ability to form &maintain relationships with others

• Child’s ability to self-regulate

I

Youth Strengths and Needs:

Children play a starring role in the dynamic of a family. Two siblings raised under the same roof may have entirely different strengths and needs.

his domain measures each child/youth’s individual functioning in regards to their physical and emotional development. This information is gathered from various sources including input from child/youth and family team members, other professional assessments, as well as caseworker interactions with the child/youth.

How to rate:

This item is rated on a needs scale to highlight individual needs of each child/youth in the home hile it is important to assess child and youth risk behaviors and emotional needs, discussing the children’s habits such as sleeping and eating may also inform the caseworker about some underlying stressors in the family as well as increase engagement by having “non-intrusive” conversations.

T

PF Protective Factor is present (only indicators directly related to the 5 protective factors have a PF option)

0 Indicates there is no evidence of a problem

1 Watch/Prevent

2 Act

3 Act Immediate/Intensive

W

LEGAL – This item rates the involvement a child/youth has with the legal system. This does not refer to the parent’s legal issues, rather specifically to the child/youth’s legal difficulties related to their own actions.

Questions to Consider Ratings Anchor Definitions

Has the child/youth had any involvement with the legal system?

Does the child/youth have any current criminal or legal charges?

Does the child/youth have a probation officer?

Does the child/youth have any outstanding fines or community service?

PF Child/Youth and Family have appropriate access to legal documentation, understand their rights and responsibilities related to any ongoing legal matters, and can access advocacy services if needed. (Concrete Support)

0 No evidence that the child/youth has legal difficulties

1 Child/Youth has a history of legal problems but currently is not involved with the legal system.

2 Child/Youth has some legal problems and is currently involved in the legal system; Caseworker needs to work with family to address delinquent behaviors.

3 Child/Youth has serious current or pending legal difficulties that place him/her at risk for court ordered out of home placement.

MEDICAL/PHYSICAL - This item rates the child/youth’s current health status and physical limitations such as blindness, deafness, physical disability, diabetes, and seizure disorder. This item does not rate depression, other mental health issues, or developmental disabilities.

Questions to Consider Ratings Anchor Definitions

Is the child/youth generally healthy?

Does the child/youth have any medical problems?

How much does this interfere with their life?

Does the child/youth have any physical limitations? How much does this interfere with their life?

PF Child/Youth is actively engaged in healthy habits e.g., eating well, preparing nutritious meals, exercising regularly, not smoking nor abusing alcohol or drugs. (Concrete Support)

0 No evidence of health problems or physical limitations; and/or child/youth is healthy.

1 Child/Youth has some medical/physical problems that require treatment, however the condition is well managed at this time, no intervention is needed.

2 Child/Youth has chronic illness or physical limitation that notably impact activities and/or requires ongoing medical intervention and is not being well managed at this time.

3 Child/Youth has life threatening illness or physical condition that is not being managed.

SUICIDE RISK - This item is intended to describe the presence of thoughts or behaviors aimed at taking one’s life. This item rates overt and covert thoughts and efforts on the part of a child/youth to end his/ her life. Other indications of self-destructive behavior are rated elsewhere.

Since a history of suicidal ideation and gestures is a predictor of future suicide, any history of suicidal behavior or thoughts means a child/youth should at least receive a rating of ‘1.’ If a 2 or 3, the client needs referral to risk assessment by therapist/crisis therapist, and the client should be engaged in collaborative safety planning.

Questions to Consider Ratings Anchor Definitions

Has the child/youth ever talked about a wish or plan to die or to kill themselves?

Has the child/youth ever tried to commit suicide?

0 No evidence of suicide ideation.

1 There is a history or suspicion of, but no recent ideation or gesture.

2 Recent ideation or gesture, or the child/youth’s current placement prevents these behaviors but if provided the opportunity the child/youth would still engage in this behavior.

3 Current ideation and/or intent, or command hallucinations that involve self-harm.

SELF-INJURIOUS (NON-SUICIDAL) - This item is used to describe and rate behavior not covered by Suicide

Risk, in which the child/youth engages in something that has significant potential to result in physical harm or in intentional risk-taking behaviors.

Evaluation of the child’s/youth’s potential for self-harm is an opportunity to identify other potentially self-destructive behaviors (e.g. reckless driving, cliff jumping, serious binge drinking etc.). To rate a ‘3,’ the child/youth must have placed themselves in significant physical jeopardy during the rating period. If rating a 2 or 3, the child/youth needs referral to risk assessment by therapist/crisis therapist and the child/youth should be engaged in collaborative safety planning.

Questions to Consider

Has the child/youth ever talked about or acted in a way that might be dangerous for their safety (e.g. reckless behavior such riding on top of cars, reckless driving, climbing bridges)?

Ratings Anchor Definitions

0 No evidence of behaviors (other than suicide or self-mutilation) that place the child/youth at risk of physical harm.

1 There is a history or suspicion of behavior (other than suicide or self-mutilation) that places child/youth at risk of physical harm such as reckless and risk-taking behavior that may endanger the child/youth.

2 Engaged in reckless or intentional risk-taking behavior (other than suicide or self-mutilation) that places him/her in danger of physical harm, or would if the opportunity to do so arose.

3 Engaged in reckless or intentional risk-taking behavior (other than suicide or self-mutilation) that places him/her at immediate risk of death.

DANGER TO OTHERS OR PROPERTY - This item rates the child’s/youth’s violent or aggressive behavior.

The result of this behavior is significant bodily harm to others or destruction of property.

Questions to Consider

Has the child/youth ever injured someone on purpose?

Does the child/youth get into physical fights?

Has the child/youth ever threatened to kill or seriously injure another person?

Ratings Anchor Definitions

0 No evidence of behavior that could be dangerous to others.

1 There is a history, suspicion of, or acts of aggressive or threatening behavior.

2 Recent aggressive or threatening behavior or the child/youth’s current placement prevents these behaviors but if provided the opportunity would still engage in these behaviors again.

3 Acute homicidal ideation with a plan, physically harmful aggression, and/or command hallucinations that involve harm to others.

Destroys property or injures other while in a restricted environment.

If de-escalation attempts are unsuccessful, the crisis worker should elevate this situation in accordance with their own policies and procedures (which may include engaging law enforcement).

FIRE SETTING - This item describes whether the child/youth intentionally starts fires using matches or other incendiary devices. Malicious or reckless use of fire should be rated here; fires that are accidental should not be considered fire setting.

Questions to Consider

Has the child/youth ever played with matches, or intentionally set a fire? If so, what happened?

Did the fire setting behavior destroy property or endanger the lives of others?

Ratings Anchor Definitions

0 No evidence of fire setting.

1 There is a history or suspicion of fire setting but it has been addressed and no intervention is needed at this time.

2 Currently setting fires, or planning to set fires, intervention is needed before the child/youth and other are in more danger. Or child/youth would still set fires if given the opportunity.

3 Child/Youth has intentionally set fire that endangered the lives of others (e.g. attempting to burn down a house).

PROBLEMATIC SEXUAL BEHAVIORS - This item is intended to evaluate behaviors that might be contributing to challenges in a child/youth’s life. For example, the child/youth’s aggressive sexual behavior and/or sexual behavior in which the child/youth takes advantage of a younger (chronologically or developmentally) or more vulnerable individual. Behavior that is experimental in nature in which both parties participate (sexual reactivity) should not be classified as problematic sexual behavior. If the child/youth is a victim of sexual assault it would not be rated here.

The severity and recentness of the behavior provide the information needed to rate this item. Recent sexually aggressive behavior at the level of molestation, penetration, or rape would lead to a rating of a ‘3.’ Any behavior of this nature requiring intervention/further assessment would rate a ‘2.’

Questions to Consider

Has the child/youth ever been accused of being sexually aggressive with another child/youth? What happened after that?

Are there concerns that the child/youth has engaged in grooming other children?

Are the child’s/youth’s behaviors leading to other challenges in their life?

Ratings Anchor Definitions

0 No evidence of sexually aggressive behavior. No sexual activity with younger children, non-consenting others, or children/youth not able to understand consent.

1 There is a history or suspicion of sexually aggressive however the child/youth has received interventions and no actions needs to be taken at this time. The child/youth demonstrates behavioral change.

2 Child/Youth has engaged in sexually aggressive behaviors, or plans to and intervention is necessary. Or, the child/youth would engage in sexually aggressive behaviors if the opportunity presented itself.

3 Child/Youth has engaged in sexually aggressive behavior and is escalating

RISK OF CHILD/YOUTH GOING MISSING - This item describes the risk of child/youth going missing

(running away) and threats of running away or actual runaway behavior. Runaway threshold is determined by the family; is this an identified problem to the family regardless of the length of time. Patterns and behaviors during or after runway are important considerations. Leaving home without permission but returning on their own would NOT be rated here if the child/youth was defusing the situation (for example, walking around the block to calm down, or going to a safe place).

Questions to Consider Ratings Anchor Definitions

Has the child/youth ever run away from home, school or any other place? If so, where did they go?

How long did they stay away?

How was the child/youth found?

Does s/he ever threaten to run away? Does the child/youth have a plan and support to continue on to higher education? E.g., college, university or training program?

0 No evidence of runaway ideation or behavior.

1 There is a history or suspicion of running away from home, or other settings, but the child/youth is not being sexually exploited has shown behavioral change and no intervention is needed at this time.

2 Recent runaway behavior or ideation and intervention is needed.

Ongoing intervention is needed if a child/youth would run away (from current placement) if the opportunity were to arise.

3 Acute threat to run away, as manifested by either recent attempts or significant ideation about running away, or the child/youth is currently missing.

DELINQUENCY - This item refers to criminal behavior (law breaking behavior and juvenile justice issues) for which the child/youth may or may not have been caught. If the child/youth has not been caught or formally charged, but child/youth and family team members are aware of the behavior, it should be rated. Rating are not dependent on if a charge is filed. If the child/youth has been criminally charged with something other than a status offense (an action prohibited to the child/youth due to their age, such as drinking, smoking, truancy, etc.), the rating should be at least a ‘2’. Examples include: destruction of property, assault, and theft.

When rating delinquency for a child/youth with criminal charges, consideration should be given to the type and severity of the delinquent act regardless of what it is plead down to. The following is a list of the classification of criminal charges in Utah from least severe to most severe: Class C misdemeanor, Class B misdemeanor, Class A misdemeanor, Third Degree Felony, Second Degree Felony, First Degree Felony, and Capital Felony.

Consideration should also be given to the quantity of charges the child/youth has. For example, in terms of risk, a youth with multiple misdemeanor charges may be comparable to a youth with only one felony charge.

Questions to Consider Ratings Anchor Definitions

Do you know if the child/youth has exhibited criminal behavior (even if they have not been charged or caught)? Has the child/youth ever been arrested?

Has the child/youth been charged with a crime?

0 No evidence of delinquency.

1 There is a history or suspicion of delinquency, but the child/youth has demonstrated behavioral change and no intervention is needed at this time.

2 Acts of delinquency, intervention is needed.

3 Severe recent acts of delinquency, which place others at risk of significant loss or injury, danger, or place child/youth at risk of adult sanctions.

SEXUAL EXPLOITATION/FORCED LABOR RISK* - This item describes individual(s) who are victims of sexual exploitation and forced labor. This item is used to examine a history and pattern of being the object of sexual exploitation and forced labor whether the individual is currently being victimized or at risk for re-victimization. This includes individuals coerced or forced to engage in sexual acts or labor for personal gain or profit off another individual and is the abuse of power or trust through personal relationships or internet/social media. (e.g. sexual exploitation; forced labor; survival sex work in exchange for shelter, food, clothes, substances, etc.) This section should be considered in addition to scoring a 2 or 3 on the Trauma, Risk of Going Missing, and Substance Use section.

Questions to Consider Ratings Anchor Definitions

Has the child/youth been a victim of sexual exploitation or forced labor by a family member, friend or another adult?

Has the child/youth traded sexual activity for goods, money, affection, protection, housing or drugs? Has the child/youth been kicked out of home by legal guardian?

0 No evidence of sexual exploitation or forced labor. They may have been at risk of sexual exploitation or forced labor, but no pattern of victimization exists.

1 Suspicion or history of sexual exploitation or forced labor, but the child/youth has not been victimized in the past year. Child/youth is not presently at risk for re-victimization of sexual exploitation or forced labor

2 Child/youth recently was a victim of sexual exploitation or forced labor (within the past year) and may be at risk of re-victimization.

3 Child/youth was recently or are currently a victim of sexual exploitation or forced labor.

Supplemental Information: Sexual exploitation includes any situation, context, or relationship where the individual receives something (e.g., food, accommodations, drugs and alcohol, cigarettes, affection, gifts, money, etc.) as a result of performing sexual activities, and/or others performing sexual activities on the child/youth. This includes commercial sexual exploitation in which a third party receives payment for the sexual exploitation of the child/youth.

SUBSTANCE USE - This item rates the child’s/youth’s substance use which includes alcohol, illegal drugs and the inappropriate use of prescription and/or over the counter medications.

Questions to Consider Ratings Anchor Definitions

Has the child/youth used alcohol or any kind of drugs on more than an experimental basis?

Has the child/youth receive information on alcohol and drug dependence?

Do you suspect that the child/youth may have an alcohol or drug use problem?

Has anyone reported that they think the child/youth might be using alcohol or drugs?

0 No evidence of substance use.

1 There is a history of substances, but it has been addressed and no action is needed at this time.

2 Current or recent substance use that has not been addressed 3 Child/Youth has current problematic use of drugs and/or alcohol.

Current use as identified by the child/youth, the parents, or the school. Child/youth is at a higher risk of overdose and/or has recently experienced an overdose.

PSYCHOSIS* - The primary symptoms of psychosis include hallucinations (experiencing things others do not experience), delusions (a false belief or an incorrect inference about reality that is firmly sustained despite the fact that nearly everybody thinks the belief is false or proof exits of its inaccuracy), or bizarre behavior. The most common form of hallucinations is tactile, followed by auditory, and then visual.

Questions to Consider Ratings Anchor Definitions

Has the child/youth ever talked about hearing, seeing or feeling something that was not actually there?

Has the child/youth ever done strange or bizarre things that made no sense?

Does the child/youth have strange beliefs about things?

Does child/youth have thought disorder or a psychotic condition?

0 No evidence of psychotic symptoms.

1 History or suspicion of hallucinations, delusions or bizarre behavior that might be associated with some form of psychotic disorder.

2 Clear evidence of hallucinations, delusions or bizarre behavior that might be associated with some form of psychotic disorder.

3 Clear evidence of dangerous hallucinations, delusions, or bizarre behavior that might be associated with some form of psychotic disorder, which places the child/youth or others at risk of physical harm.

Supplemental Information: While a growing body of evidence suggests that schizophrenia can begin as early as age nine, schizophrenia is more likely to begin to develop during the teenage years. Even young children can have psychotic disorders, most often characterized by hallucinations. Post-Traumatic Stress Disorder secondary to sexual or physical abuse can be associated with visions of the abuser when they are falling asleep or waking up.

These occurrences would not be rated as hallucinations unless they occur during normal waking hours.

MOOD DYSREGULATIONS* - This item rates displayed symptoms of a change in emotional state and can include sadness, irritability and diminished interest in previously enjoyed activities. Extreme withdrawing from friends and family that could use further evaluation would be rated a ‘2’.

Questions to Consider Ratings Anchor Definitions

Do parents feel that the child/youth is depressed or irritable?

Has the child/youth withdrawn from normal activities?

Does the child/youth seem lonely or not interested in others?

0 No evidence of problems with depression.

1 History or suspicion of depression but no intervention is needed on at this time.

2 Clear evidence of depression associated with either depressed mood or significant irritability. Depression has interfered with the child’s ability to function may include sleeping or eating disruptions.

3 Clear evidence of depression that is disabling for the child/youth in multiple life domains.

Supplemental Information: Depression is a disorder that is thought to affect about 5% of the general population of the United States. It appears to be equally common in adolescents and adults. It might be somewhat less common among children, particularly young children. The main difference between depression in children and adolescents and depression in adults is that among children and adolescents it is thought that depression is as likely to come with an irritable mood as a depressed mood. In adults, a depressed mood is a cardinal symptom of depression.

Major Depression is characterized by the individual exhibiting multiple symptoms including depressed mood, significant diminished interest in daily activities, weight loss or gain, sleep difficulties, loss of energy, feeling worthless, indecisiveness, or recurrent thoughts of death during the same two-week period, as representing a change from that person’s prior emotional state.

OPPOSITIONAL* - This item describes the child/youth’s relationship with authority figures. Generally

Oppositional Defiant Disorder (ODD) or oppositional defiant behavior displayed in response to conditions set by a parent, teacher or other authority figure with responsibility for and control over the child/youth.

Questions to Consider Ratings Anchor Definitions

Does the child/youth follow her/his parents’ rules?

Have teachers or other adult reported that child/youth does not follow rules or directions?

Does the child/youth argue with adults when they try to get her/him to do something?

0 No evidence of oppositional behaviors.

1 There is a history of defiance towards authority figures that has not yet begun to cause functional impairment and is within developmental norms and no interventions is needed.

2 Clear evidence of oppositional and/or defiant behavior towards authority figures which requires intervention.

3 Clear evidence of a dangerous level of oppositional behavior puts them at risk of harm.

Supplemental Information: Criteria ODD include the following displayed frequently and occurring regularly: loses temper, argues with adults, actively defies or refuses to comply with adults’ requests or rules, deliberately annoys people, blames others for his or her mistakes or misbehavior, touchy or easily annoyed by others, angry and resentful, or spiteful and vindictive.

EDUCATION - This item takes in to consideration the following:

School Behavior - evidence of behavioral issues when the child/youth is in school School Achievement - evidence of problems in the child/youth’s school achievement, including academic progress School Attendance - evidence of problems with school attendance Learning Disability - evidence of a learning disability that is not being addressed, is there an IEP, and is the IEP addressing the learning disability successfully? If the child/youth has an IEP, this item would receive a rating of “1” or higher.

Educational Agency Involvement - is the family involved with the educational services for the child/youth Questions to Consider Ratings Anchor Definitions

Are the school, parent, and child/youth working together to address educational needs or concerns?

Have there been placement changes disrupting the child/youth’s progress at school?

Does the child/youth have positive relationships with peers, teachers, school counselors, etc.?

Does the child/youth feel supported and optimistic about their future? i.e.

educational aspirations & goals

PF Child/Youth has positive relationships with peers, teachers and other school staff, and behaviors such as active participation in school activities is evident. School connectedness is a particularly promising protective factor.

0 No evidence of problems in school behavioral, achievement, attendance, or learning disability.

1 Evidence of history of educational needs, but the needs are being successfully addressed.

2 Evidence of moderate problems addressing the education needs of the child/youth, such as an IEP, 504 Plan or behavior plan, being in place and the child/youth is still struggling, increasing absences, escalating behavioral issues, or the child/youth is failing in some core subjects. The school and parents are not working together to address the educational needs of the child/youth and/or the school placements changes have been disruptive to the child/youth’s educational progress. Child/youth does not have a sense of belonging in the school setting or with peers and/or school staff.

3 There are severe problems addressing the educational needs of the child/youth, conflict between the parents and the school, IEP is outdated/not current, 504 Plan or behavior plan, truancy issues, child/youth is failing most subjects or is more than one year behind, or behaviors are frequently disruptive and school placement is in jeopardy or child/youth is not currently enrolled in school.

DEVELOPMENTAL - This item rates the presence of any Developmental Disabilities, Intellectual Disabilities and/or Related Conditions and to what extent they are being addressed. It includes IQ and issues on the Austism

Spectrum Disorder and deficits in adaptive functioning. It does not refer to broader issues of healthy development.

Questions to Consider Ratings Anchor Definitions

Does the child/youth’s growth and development seem healthy?

Has the child/youth reached appropriate developmental milestones (such as, walking, talking)?

Has the child/youth been screened for any developmental problems?

0 No evidence of developmental delay and/or child/youth has no developmental problems, intellectual disabilities or related conditions.

1 Child/Youth has some problems with immaturity, or there are concerns about possible developmental delay. Child/Youth may have low IQ or deficits in adaptive functioning, but no intervention is needed or interventions are in place to address these needs.

2 Child/Youth has developmental delays or mild mental retardation and intervention is needed, or current intervention is not meeting all the child’s needs.

3 Child/Youth has severe and pervasive developmental delays or profound intellectual disabilities or deficits in adaptive functioning.

Immediate intervention is needed.

TRAUMA - This item is intended to measure traumatic event(s) the child/youth was exposed to, this does not have to meet the DSM- IV definition of trauma, but rather an event defined as “traumatic” by the child/youth.

Questions to Consider Ratings Anchor Definitions

Has the child/youth experienced a traumatic event?

Does the child/youth need treatment or further assessment due to trauma?

Is the child/youth troubled by flashbacks?

PF Child/Youth has an age appropriate understanding of past traumas, is able to function well and manage stress, and has overcome traumatic events and gained strength and confidence. (Youth Resilience)

0 No evidence of problems associated with traumatic life events.

1 The child/youth has experienced trauma but has undergone or is currently receiving treatment for trauma.

2 The child/youth has experienced trauma and needs further assessment and/or treatment. Or current treatment is not addressing or unaware of the child’s trauma exposure.

3 The child/youth has experienced trauma and is currently have acute reactions to trauma such as suicidal thoughts, self-harm or need for psychiatric hospitalization.

The Family Together The dynamic between the family members play a primary role in the children’s safety and well-being.

he family together domain looks at the overall family system functioning and ability to access supports. It measures the family’s ability to communicate and problem solve together. This domain looks at the dynamics of all the relationships within the family unit. It identifies how each individual member relates to the family cohesiveness.

How to rate:

This section is rated using the needs scale and will therefore highlight any struggles the family is experiencing, as shown below.

emember that this assessment’s core is engagement, these topics are engagement conversations that can direct interactions to gather useful information to create a plans and referrals to appropriate services/interventions.

T

PF Protective Factor is present (only indicators directly related to the 5 protective factors will have a PF option)

0 Indicates there is no evidence of a problem

1 Watch/Prevent

2 Act

3 Act Immediate/Intensive

R

PARENTING KNOWLEDGE AND BEHAVIOR - This item refers to the caregiver’s knowledge and understanding of their child/youth’s needs, strengths, rights, and supports. This item also rates whether or not a parent applies their parenting knowledge to their parenting behaviors. A caregiver who refuses to accept a child/youth’s need for services would rate at least a ‘2’.

Questions to Consider Ratings Anchor Definitions

Does the caregiver seem to have a general understanding of their child/youth’s needs?

Does the caregiver have reasonable expectations of their child/youth based on the child/youth’s age and developmental level?

Does the caregiver refuse to acknowledge a child/youth’s diagnosis or special need?

Does the caregiver demonstrate an understanding of reasonable parenting skills yet does not put them into action with the child/youth?

PF Caregiver has the knowledge and demonstrates the skills to support the child/youth's social, emotional, educational, and physical development.

Caregiver actively seeks parenting information from reliable sources when needed. (Knowledge of Parenting and Social Emotional)

0 The caregiver is knowledgeable about the child/youth’s needs and strengths and demonstrates appropriate parenting skills.

1 The caregiver is generally knowledgeable about the child/youth and demonstrates good parenting skills. They may require additional information to improve their capacity to parent, but has the capacity to seek out that information on their own.

2 The current lack of information or lack of application of parenting skills is interfering with their ability to parent, or a child/youth in the home has such complex needs beyond the caregiver’s abilities that the caseworker plans to intervene.

3 The caregiver’s lack of knowledge and/or application of parenting skills increases the likelihood of negative outcomes for the child/youth. The family is at risk of significant problems, disruption or removal or is a barrier to reunification.

BASIC NEEDS - This item refers to the family’s financial needs, housing, and transportation need may be playing a role in the current concerns. Needs identified in this area often result in referrals to DWS, housing and like services.

Questions to Consider Ratings Anchor Definitions

Does conflict interfere with the overall family functioning?

Does fighting rise to the level of a safety concern?

Is there a family member that is targeted or scapegoated by the other family members?

0 Family has no issues meeting their basic needs

1 Family struggles from time to time, but knows how to access services to meet their basic needs, no intervention by SMR is needed

2 Family needs help meeting their basic needs. Family could use referrals and warm hand-offs to get need met.

3 Family is unable to meet basic needs and may become homeless, family members are put at a risk, and/or the situation is unsafe

FAMILY CONFLICT RESOLUTION - This item refers to how the family members get along with each other.

Parents who blame each other for problems with the children would rate at least a ‘2’.

This section does not rate domestic violence between family members.

Questions to Consider Ratings Anchor Definitions

Does conflict interfere with the overall family functioning?

Does fighting rise to the level of a safety concern?

Is there a family member that is targeted or scapegoated by the other family members?

PF Family members have proactive strategies in place to resolve conflicts when they arise. (Social Connections)

0 Family members get along; however, when fights or conflicts arise there is little difficulty in resolving them.

1 Family members generally get along; however, when fights or conflicts arise there is some difficulty in resolving them, however intervention is not needed at this time.

2 Family members frequently do not get along. They attempt to resolve their fights or conflicts, but have limited success in doing so. The caseworker will work with the family to create a plan to alleviate these conflicts; this may require a referral to services such as therapy.

3 Family members do not get along. The relationships are marked by detachment or active, continuing conflicts. Conflict may include physical fighting. If these conflicts continue at this level a removal would be needed. Caseworker may ask members of the family to move out until skills can be learned to better manage conflict.

COMPLEX FAMILY SYSTEMS - This indicator rates the behavioral and emotional symptoms in response to a change in composition the family system. This could be due to the addition of family members. This could reflect a change in family roles, such as the return of an incarcerated parent after an extended absence or a parent being deported. This item rates blended families, adoptive families, grand families, step families, same sex couples and polygamy.

Questions to Consider Ratings Anchor Definitions

Is a caregiver struggling to bond with a step or adoptive child in the home?

Is a child/youth in the home resistant to accepting a new adult as having authority in the home?

Is there increased conflict due to step or adoptive siblings not getting along?

Is any family member acting out due to the introduction of new family members?

PF Family members have proactive strategies in place to resolve conflicts when they arise. (Social Connections)

0 Family members get along; however, when fights or conflicts arise there is little difficulty in resolving them.

1 Family members generally get along; however, when fights or conflicts arise there is some difficulty in resolving them, however intervention is not needed at this time.

2 Family members frequently do not get along. They attempt to resolve their fights or conflicts, but have limited success in doing so.

The caseworker will work with the family to create a plan to alleviate these conflicts; this may require a referral to services such as therapy.

3 Family members do not get along. The relationships are marked by detachment or active, continuing conflicts. Conflict may include physical fighting. If these conflicts continue at this level a removal would be needed. Caseworker may ask members of the family to move out until skills can be learned to better manage conflict.

DOMESTIC VIOLENCE - This item refers to one family member using physical assault and emotional control of family member(s). Domestic violence is a cycle with a distinct pattern of violence and reconciliation. It differs from conflict that escalates to a physical level in that there is a distinct emotional component. Domestic violence perpetrators use violence and emotional manipulation to control their victims. Domestic violence can be physical, sexual, emotional, economic, or psychological actions or threats of actions.

Questions to Consider Ratings Anchor Definitions

Is there a family member who dominates or controls other family members?

Has a family member ever suffered repeated physical injury due to violence in the home?

Does the perpetrator use power to control their victim?

Does a family member isolate another family member?

0 No history or current domestic violence among family members.

1 History or suspicion of domestic violence. This may include families with multiple police investigations or previous unsupported DVRC investigations. No intervention is needed at this time.

2 Domestic violence is a developing concern. Family conflict has recently escalated into domestic violence. The caseworker would send the family for a domestic violence assessment and/or treatment.

3 Domestic violence is severe or chronic. A family member may have been hospitalized due to domestic violence. A victim may not recognize the domestic violence and may seek to protect the perpetrator from consequences. Family with a current restraining order against one member or with a member currently in jail on DV charges would be rated here. Continued domestic violence at this level would lead to removal.

CULTURAL CONSIDERATIONS - This item describes possible issues that the family may encounter as a result of their membership in a specific “cultural group.” A “cultural group” is a self-defined group of people who share a commonality of cultural experience. Cultural groups may be broadly defined by many types of commonality, such as ethnicity, religion, or physical commonality, as seen in Deaf culture. Culture in this domain also includes groups based on age, neighborhood, sexual identity or family; or other subcultures related to gang involvement, drug use, domestic violence, military, polygamy or poverty. It is important to have some understanding of the family’s cultural norms before rating any of the items so that cultural issues are not mistakenly rated in other items. Every family has a culture, this item rates if the families identified culture is in conflict with either members of the family or the community in which they live.

A family cultural group of criminalized culture, drug culture and sexual identity issues would rate a 2 and 3.

Questions to Consider Ratings Anchor Definitions

Does the child/youth or significant family members have any difficulty communicating (either because English is not their first language or due to another communication issue such as the need to use/learn sign language)?

Does the child/youth or family express feelings of being discriminated against by the dominant community?

Does the culture/beliefs of one member of the family cause conflict with other family members?

PF The family’s culture is a source of pride, strength and support and/or the family is connected to others who share in the positive aspects of their culture. (Parental Resilience)

0 There is no evidence of concerns with cultural considerations and/ or the family is positively established in the local culture. There is no evidence of stress between the family’s cultural identity and individual members of the family. The family states acceptance or recognition of each members cultural beliefs

1 There is some history of conflict between the family’s culture and the predominant culture. The family has conflict within itself regarding an individual member’s culture, however caseworker intervention is not needed at this time.

2 There is conflict between the family’s culture and the predominant culture or the family has conflict within itself regarding an individual member’s culture. The family frequently experiences communication problems or uses the children to translate. The family regularly experiences conflict due to one of more family members identified culture conflicting with another family members or societal norms.

Intervention is needed.

3 Significant conflict exists between the family culture and the predominant culture or conflict exists with the family due to an individual member’s culture. The family’s culture conflict is such that it negatively impacts daily living of members and/or family functioning. Conflicts may rise to the level of family disruption if intervention is not immediately taken.

ACCESS to NEEDS BASED SUPERVISION – This item refers to the ability of the household to access or obtain appropriate supervision for their child/youth, based on child/youth’s needs. This item refers to both formal and informal supervision services. This may include children/youth who need special monitoring as part of probation, trackers, or aids for youth with developmental disabilities.

Questions to Consider Ratings Anchor Definitions

Does the household have family, friends, or other informal supports that are willing to help provide supervision when needed?

Does the household have difficulty finding appropriate supervision when needed?

Is the child/youth at an age and/or developmental level where they need adult supervision?

PF Household is using developmentally appropriate or quality supervision in which development is well supported.

(Knowledge of Parenting and Concrete Support)

0 The household has access to sufficient supervision or does not have a need for the services.

1 The household has limited access to supervision services.

Needs are met by existing, available services or provider is sometimes unreliable, however the caseworker will only monitor the situation at this time.

2 The household does not have access to supervision services or current services do not meet the caregiver’s needs and the intervention is needed.

3 The household has no access to supervision or no family or social network that may be able to help. This rises to a level that actions must be immediately taken. This reflects young children being left home alone or youth violating probation.

SUBSTANCE USE - This item describes the impact of any substance use by the caregiver that might limit their capacity to provide care for the child/youth. Consider the caregiver’s drug of choice and the intensity of its impact on their ability to care for the child/youth.

Questions to Consider Ratings Anchor Definitions

Does the caregiver require a substance abuse assessment and/or random drug testing?

Does the caregiver have any issues with substance abuse that make parenting difficult?

If the caregiver has had substance abuse issues in the past, how long have they been in recovery?

What is the caregiver’s drug of choice?

0 No evidence of caregiver substance use issues and/or caregiver has no substance use needs.

1 There is a history, suspicion, or mild use of substances and/or caregiver is in recovery from substance abuse difficulties however there is no interference in their ability to parent.

2 Caregiver has some substance abuse difficulties that interfere with their capacity to parent. The caseworker plans to refer caregiver to drug testing, assessments and/ or treatment.

3 Caregiver has substance abuse difficulties that make it impossible for them to parent at this time, and without immediate intervention could lead to a removal.

LEGAL – This item rates the involvement a person has with the legal system.

Questions to Consider Ratings Anchor Definitions

Has the person had any involvement with the legal system?

Do they have any current criminal charges?

Does the person have a probation officer?

Does the person have any outstanding fines or warrants?

PF Adults have appropriate access to legal documentation, understand their rights and responsibilities related to any ongoing legal matters, and can access advocacy services if needed. (Concrete Support)

0 No evidence of legal difficulties 1 A history of legal problems but currently is not involved with the legal system.

2 Has some legal problems and is currently involved in the legal system; Caseworker needs to work with family to address criminal concerns

3 Person has serious current or pending legal difficulties that place him/her at risk for serious sanctions.

DEVELOPMENTAL/COGNITIVE NEEDS OF THE CAREGIVER - This item describes the presence of limited cognitive capacity or developmental disabilities that challenges the caregiver’s ability to parent. This item includes but is not limited to communication, delays, autism, and borderline intellectual disability.

Questions to Consider Ratings Anchor Definitions

Does the caregiver have developmental problems that make parenting/caring for the child/youth difficult?

Does the team suspect the caregiver has difficulty understanding team discussion and decisions?

0 No evidence of caregiver developmental delay and/or caregiver has no apparent developmental needs.

1 There is a history, suspicion of, and/or caregiver has developmental delays, but these do not currently interfere with parenting.

2 Caregiver has developmental challenges that…