Get documents about "Rational:
Document Sample
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
GA DFCS Education and Training Section March 1, 2009 Module 5:1
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
Rational:
Exploring the developmental consequences of child abuse and neglect, establishes a
framework for the early recognition of developmental problems, and stresses the
importance of including developmental and remedial services in case plans.
The impact of attachment, separation and grief on child development is also included in
this module.
CFSR:
Safety Outcome 2: Children are safely maintained in their homes whenever possible
and appropriate
Performance Item 3: Services to family to protect child(ren) in the home and
prevent removal or reentry into foster care
Permanency Outcome 2: The continuity of family relationships and connections is
preserved for children
Performance Item 12: Placement with Siblings
Performance Item 13: Visiting with parents and sibling in foster care
Performance Item 14: Preserving connections
Performance Item 16: Relationship with child in care with parents
Learning Objectives:
After completion of this module, case managers will be able to:
Determine why a thorough knowledge of child development is essential for
effective Child Welfare practice.
Identify age appropriate behavior stages, processes and milestones of normal
physical, cognitive, social and emotional development of children from birth
through adolescence
Identify potential negative outcomes of abuse and neglect on the physical,
cognitive, social, and emotional development.
Identify why infants and toddlers are at particularly high risk of abuse and
neglect, with potentially severe consequences
Recognize strategies to provide services to promote healthy development
Explain the process and dynamics of normal, reciprocal attachments of children
with their families and other significant caregivers
Explain the impact of foster care placement on a traumatized child’s attachments
Identify methods to help the child develop connections and enhance attachments
while in care
Describe the potentially traumatic outcomes of the separation and placement
experience for children and their families, including precipitation of psychological
crisis, serious disruption of family relationships, and disturbances in the child’s
cognitive, emotional, social, and physical development
List the stages of grief, and understand how grief manifests in children.
Comprehend the serious negative effects on children of changing and
inconsistent living arrangements
GA DFCS Education and Training Section March 1, 2009 Module 5:2
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
Length of Module: 6 hours 20 minutes
Section Timelines:
SECTION A: Child Development TIME: 2 hours 55 minutes
Opening 5 minutes
Activity: What does normal look like? 25 minutes
Reminders for ―normal‖ development 5 minutes
Video: The Brain: Effects of Childhood Trauma 30 minutes
Brain Development 15 minutes
Case Manager’s Role in Child Development 40 minutes
Activity: Impact of Child Maltreatment on Child 30 minutes
Development
Difficult Phases of Child Development 20 minutes
Activity: Ben and Mary 30 minutes
SECTION B: Attachment TIME: 1 hour 45 minutes
Introduction to Attachment 5 minutes
What is Attachment 10 minutes
Cycle of Attachment 10 minutes
Ways to Encourage Attachments 20 minutes
Activity: Jennifer’s Story 30 minutes
Attachment Timeline 5 minutes
DVD Multiple Transitions 25 minutes
SECTION C: Separation and Grief TIME: 1 hour 40 minutes
Activity: Move 40 minutes
Separation Anxiety Disorder 10 minutes
Stages of Grief 15 minutes
Activity: Losing Isaiah 40 minutes
Wrap Up 5 minutes
Materials Needed:
GA DFCS Education and Training Section March 1, 2009 Module 5:3
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
Section A:
DVD: The Brain: Effects of Childhood Trauma
Chart Paper with one of the following listed on top of each page posted around the
classroom
Toddlers
Preschool
School Age
Early Adolescence
Late Adolescence
Prepare two pieces of chart paper with Ben and Mary listed as below
Ben Mary
Traumas Traumas
On target On Target
Off target Off Target
Case plan Case Plan
Markers
Section B:
DVD: ―Multiple Transitions‖
Section C:
6 pieces of chart paper, each one with one label at the top as listed below.
Hearing you are leaving and packing your bag
Saying goodbye
Riding in the car to your new home
Knocking on the door and meeting the family
Helping settle into your new home
Preparing to go back home and reuniting with your original family
DVD: ―Losing Isaiah‖
Handouts: None
Resources:
GA DFCS Education and Training Section March 1, 2009 Module 5:4
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
MODULE 4, SECTION A CHILD DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Opening: 5 minutes
Show Child Development
Slide:
Say: In this module will be talking the impact
abuse and neglect have on child
development, attachment and, separation
and grief issues.
Say: During the online training, each of you
took the course: Child Development 101.
This course had you review the ―normal‖
stages of child development. This
information will be the basis of what we
will be talking about in the classroom
today.
Say: All of you will be working closely with
families and children at many different
stages of development. Understanding
and knowing child development
information for each age level is critical to
your practice.
Say: Let’s see what you remember from your
online course about the various age
groups.
Show Activity: What Does Normal Look Like
Slide:
Activity: What Does Normal Look Like 25 minutes
GA DFCS Education and Training Section March 1, 2009 Module 5:5
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
WHAT DOES NORMAL LOOK LIKE?
TIME: 25 minutes
10 minutes to write
15minutes to debrief
PURPOSE: Case managers will review Child Development Ages and Stages
MATERIALS: Chart Paper with one of the following listed on top of each page
posted around the classroom
Toddlers
Preschool
School Age
Early Adolescence
Late Adolescence
INSTRUCTIONS: 1. Divide class into 5 groups
2. Assign one category to each group
3. Direct each group to brainstorm from the information they
learned during their online Child Development 101 course and
list on the paper.
DEBRIEF: Review each groups list and add any additional info from the class
ASK: Why is understanding child development important when
working with families and children?
Know what is normal and abnormal at each stage of
development
Be able to recognize when a child is developmentally behind and
intervene to assist the child
Help parents and foster parents understand child development
and the harmful effects of maltreatment on development
Assist parents and foster parents in providing care in a manner
appropriate for the child’s developmental stage
GA DFCS Education and Training Section March 1, 2009 Module 5:6
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Reminders for “normal” development 5 minutes
Show Reminders for using child developmental
Slide: charts
Say: There are several points that need to be
remembered when looking at what is
―normal‖.
There is a wide range of typical
behavior, and at any particular age
twenty-five percent of children will
not have reached the behavior or
skill, fifty percent will be showing it
and twenty-five percent will already
have mastered it
Some behaviors may be typical – in
the sense of predictable – responses
to trauma, including the trauma of
separation as well as abuse and
neglect
Prenatal and postnatal influences
may alter development
Other factors, including culture,
current trends, and values, also
influence what is defined as typical
A Case Manager needs to become
aware of his/her own values, attitudes
and perceptions about what is typical
in order to be more objective and
culturally sensitive when assessing a
child’s needs.
GA DFCS Education and Training Section March 1, 2009 Module 5:7
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
DVD: The Brain: Effects of Childhood Trauma 30 minutes
Show DVD: The Brain: Effects of Childhood Trauma This information covers all
types of trauma but is
important for children who
have been maltreated.
Brain Development: 15 minutes
Say: New research has also placed an Use the following slides and
importance of the relationship of brain information as a review of the
video
development and child maltreatment
Show Slide Brain Development
The Carnegie Foundation revealed the
following:
and Say
Before age one is rapid and extensive
The environment is able to affect the
number and pattern of connections
between brain cells
Influence of early environment on the
brain is long lasting
Early child maltreatment is linked to a
negative impact on brain development
Show Slide Brain Development
Develops in a sequential fashion
Normal development of the brain
and Say: requires specific patterns of activity at
specific times during development
There are critical windows of
vulnerability during which the
organizing systems are most sensitive
to environmental input
Brain remains sensitive to experience
throughout life
GA DFCS Education and Training Section March 1, 2009 Module 5:8
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Show Slide Experience can change the mature brain-
but experience during the critical periods
of early childhood organizes brain
systems!
and Say:
Show Slide Along with the Carnegie Foundation, the Stress that this is new
National Institute on Mental Health information in relation to the
brain and adolescents.
(NIMH) has recognized some new
information about brain development in
and Say:
recent years. These are some of their
findings:
Brain size may stabilize by age 5 but
brain growth and change continues
through the teen years in differing
ways.
Nerve cells aiding intelligence,
consciousness, and self-awareness
keep growing even into a person’s 20s.
Show Slide Frontal lobes that aid self-control,
judgment, emotional maturity, and
organizing and planning ability grow
and Say: again, starting at about age 10 for girls,
12 for boys.
Puberty stimulates brain focusing
abilities expand if stimulated or shrink if
neglected.
Show Slide Each part of the brain improves in
different ways during adolescence
and Say:
GA DFCS Education and Training Section March 1, 2009 Module 5:9
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Ask: How might this information about brain Understand that some
development impact work we do with developmental delays may
be due to brain development
children?
Realize that environment can
impact the development of
the brain
Understand how the
development of the brain
may impact stages of
development especially
during adolescence
Case Manager’s Role in Child Development 40 minutes
GA DFCS Education and Training Section March 1, 2009 Module 5:10
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
CASE MANAGER’S ROLE IN CHILD DEVELOPMENT
TIME: 40 minutes
PURPOSE: Case managers will brainstorm their roles in assisting children and
families with developmental issues
MATERIALS: None
INSTRUCTIONS: 1. Refer to Participant Guide, Case Manager’s Role in Child
Development
2. Read each statement and ask the question in italics
3. Facilitate a discussion of each statement using the
information below
DEBRIEF: 1. Case Managers must be able to recognize the negative effects
on a child's development of abuse and neglect.
What does this mean for your work?
Children who have been abused or neglected are often
delayed in their development or may show abnormal
patterns of development. Early recognition and the proper
intervention by the Case Manager can greatly minimize the
negative effects of maltreatment on the child's
development.
The Case Manager should be able to identify the nature of
the child's developmental problems, should refer the child
for further assessment and diagnosis, and should include
developmental and remedial services in the family case
plan.
2. Case Managers should know age-appropriate behavioral
expectations and be able to educate and counsel parents
regarding proper child care practices and discipline strategies.
Can any one give me some examples?
The age and developmental maturity of the child will
determine the proper behavior management or discipline
strategies for that child. Examples of behavior management
strategies that are not age-appropriate are:
The use of "reasoning" with a one-year old, who can
understand neither complex language nor logic.
GA DFCS Education and Training Section March 1, 2009 Module 5:11
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
CASE MANAGER’S ROLE IN CHILD DEVELOPMENT
The excessive use of force with a two-year old child,
who is developing autonomous behavior.
Misunderstanding the child's autonomous behavior can
result in overreaction by the parent and subsequent
conflict to retain control.
The use of physical discipline with an infant. Infants lack
the cognitive ability to put the discipline into context,
and therefore, experience the discipline only as a painful
and disorienting intrusion.
Abusive and neglectful parents often use discipline
strategies that are not appropriate for their children's level
of development. Many abusive parents have unreasonable
expectations for their children's behavior. A lack of
understanding of normal development expectations
contributes to the parent's misinterpretation of the child's
actions. For example:
A two-year old child who exercises autonomy by using
the potty only when he wants to is seen by the parent as
"plotting ways to get back at me." The two-year old
controls his body functions as an expression of
developing autonomy, and it is normal for children to be
stubborn at age two. The child is not capable of
"plotting" in the manner the parent attributes to him.
A crying infant who cannot be comforted is thought be
"ungrateful and unappreciative of my care." Infants
cannot exhibit "appreciation" in the planful and
reciprocating manner that is typical of adults.
A three-year old, who it totally absorbed in Sesame
Street and does not respond to a parental request, is
thought to be "deliberately ignoring me." Three-year
olds may not be able to fully attend to more than one
stimulus at a time. This may also be a cognitive style of
some older children and adults, and outside the realm of
"deliberate" action.
3. Case Managers should be able to assist parents and foster
caregivers to access services and activities to meet children's
special needs and to enhance development.
What are some examples?
GA DFCS Education and Training Section March 1, 2009 Module 5:12
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
CASE MANAGER’S ROLE IN CHILD DEVELOPMENT
Child Welfare Professionals should help caregivers to
identify and access social, recreational, psychological, and
educational services and resources that can promote the
child's healthy development and help overcome
developmental problems. These activities might include:
Health and medical services to address physical
problems resulting from abuse or neglect.
Special school programs to address academic delays.
Recreation programs to teach social skills and
interpersonal relationships.
Physical education activities to develop motor
coordination and skill.
Participation in activities that are structured to help a
child develop positive self-esteem.
Speech therapy, infant stimulation, psychological
counseling, play therapy, and other types of treatment
for developmental and emotional problems.
4. Case Managers should be able to identify early warning signs
of developmental disability and begin early intervention
services.
Why is this important?
There is a high correlation between abuse or neglect and
developmental disabilities. Case Managers should
recognize the early warning signs of the primary
developmental disabilities, including mental retardation,
epilepsy, and cerebral palsy. A knowledgeable Case
Manager can recognize when children on their caseloads
exhibit early warning signs of serious developmental
problems.
The need for early intervention services identified by the
Case Manager can often limit the negative outcomes of a
developmental disability on a child's development.
Services are provided through the Babies Can’t Wait
(Policy 2104.27) program.
Children with serious development problems or disabilities
are at increased risk of maltreatment. By recognizing such
delays and disabilities, Case Managers can often provide
supportive and counseling services to parents and thereby
help to prevent maltreatment.
GA DFCS Education and Training Section March 1, 2009 Module 5:13
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
CASE MANAGER’S ROLE IN CHILD DEVELOPMENT
5. Case Manager’s knowledge of child development is necessary
to prevent crisis for the child during placement into substitute
care.
How might child development knowledge accomplish this?
Accurate knowledge of a child's cognitive and emotional
capabilities can help Case Managers understand the child's
experience of separation and placement. The Child Welfare
Professional can plan and implement placement activities
that minimize the child's stress, and that help the child
constructively cope with the placement experience. This
can help prevent emotionally disabling crisis, and
permanent negative consequences on the child's
development.
6. Case Managers should have essential knowledge and skill
related to development.
What knowledge do you need?
Knowledge of the stages and processes of normal
development in all domains for children ages birth through
adolescence.
Ability to observe and assess a child's development in
the primary developmental domains.
Knowledge of the early warning signs of developmental
delay or disability.
Knowledge of appropriate resources for developmental
assessment and for remedial services, and how to
properly access these resources.
Knowledge of developmental services that are available
through community resources, and ways to routinely
incorporate development services into case plans.
Knowledge of proper parenting and discipline strategies
for children at different stages of development.
Ability to counsel and educate parents regarding normal
developmental expectations for their children in language the
parents are able to understand.
GA DFCS Education and Training Section March 1, 2009 Module 5:14
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Activity: Impact of Child Maltreatment on Child Development 30 minutes
Say: In the next activity we will look at the
consequences of child maltreatment on
child development
GA DFCS Education and Training Section March 1, 2009 Module 5:15
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
IMPACT OF ABUSE AND NEGLECT ON CHILD DEVELOPMENT
TIME: 30 minutes
10 minutes for group work
20 minutes for large group
PURPOSE: Case Managers will understand the impact of abuse and neglect
on child development
MATERIALS: Chart Paper
Markers
PowerPoint
INSTRUCTIONS: 1. Divide class into 4 groups.
2. Assign each group one of the following:
Infants & Toddlers
Preschool
School Age
Adolescents
3. Refer to Participant Guide, Impact of Child Maltreatment on
(Infants & Toddlers, Preschool, School Age, Adolescents
4. Direct each group to discuss and come up with 5 points they
want to share with the large group
DEBRIEF: Each group will report to the class.
GA DFCS Education and Training Section March 1, 2009 Module 5:16
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTE/TIPS
Ask Why is this information important to your Often you will see children with
work? developmental delays due to
maltreatment. It is important to
be able to recognize the cause
of the delay.
Difficult Phases in Child Development 20 minutes
Say: There are also specific phases in child
development which sometimes trigger
child maltreatment.
Ask: Who can think of some of these phases? 0-3 months: Colic
How would you help parents with these 4 months +: night
crying/awakening at night
phases?
6 months to 2 ½: separation
anxiety
9 months-1½ : exploratory
behavior
1-1½: Negativism
1-1½ Poor appetite
1½-5: Toilet Training
6-11: Lack of compliance with
parents’ expectations
12-18: Confrontation
12-18: Acting out
Participant Refer to Participant Guide, Difficult
Guide: Phases of Normal Development. This
reference will give you more information
about each of these difficult stages.
Say: When working with parents whose child How you talk with the parents
is going through a challenging phase about these issues is critical.
Strategies dictated by a case
offer specific information about the manager usually have a poor
development in relation to the presenting rate of compliance.
risk factors.
Parent’s frustration must be dealt with as
part of the strategy for change. Work
with parents to identify and try strategies
that are clear, concrete, and practical.
GA DFCS Education and Training Section March 1, 2009 Module 5:17
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTE/TIPS
Say: In the next activity, you will be applying
the information you learned this morning
to complete two scenarios.
Activity: Ben and Mary 30 minutes
GA DFCS Education and Training Section March 1, 2009 Module 5:18
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
BEN AND MARY
TIME: 30 minutes
15 minutes for small group work
15 minutes for Debrief
PUPOSE: Given a scenario, case managers will be able to identify specific
traumas and the impact on development.
MATERIALS: Prepared Chart paper 2 pieces with one of the following on each
sheet:
Ben Mary
Traumas Traumas
On target On Target
Off target Off Target
Case plan Case Plan
Markers
INSTRUCTIONS: 1. Divide class into pairs.
2. Direct each pair to read and answer the questions for each
scenario
3. As each pair finishes up, they should post their responses on
the chart paper hanging on the wall.
4. Do not put duplicate responses on the paper.
DEBRIEF: BEN (13 years old)
1. Traumas
Mother died
Sexually abused by male
Father incarcerated
Emotional abuse by family – name calling
2. On Target
Makes friends well (Social)
Becoming more proficient – likes computer games (Cognitive)
Argumentative – moody (Emotional)
GA DFCS Education and Training Section March 1, 2009 Module 5:19
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
BEN AND MARY
3. Off target
Poor loser (Moral)
Regresses under stress – tantrums (Emotional)
Doing poorly in school (Cognitive)
2. Provisions on case plan
Mentoring program (Big Brother)
Counseling/Psychological evaluation
Visits with father
Tutoring
MARY (3 years old)
1. Identify the traumas that Mary has experienced.
Mom is a substance abuser
Abandoned in a car
Abandoned by her mother
Father unknown
2. What behaviors are on target for Mary’s age?
Likes running, jumping, outside games (Physical)
Stays dry during the day (Physical/Emotional)
Aggressive with younger children (Emotional)
Attached to foster mom (Emotional)
3. What behaviors are not on target for Mary’s age?
Regression to bottle (Emotional)
Cries and sucks thumb (Emotional)
4. Provisions on case plan
Counseling/Psychological evaluation
Frequent supervised visits with mother
Provide attachment training for foster parent
Refer to Babies Can’t Wait
Refer to Head Start
GA DFCS Education and Training Section March 1, 2009 Module 5:20
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
MODULE FOUR, SECTION B ATTACHMENT
METHOD SCRIPT NOTES/TIPS
Introduction to Attachment 5 minutes
Show Maintaining and Enhancing Children’s
Slide: Attachments and Connections
Say: As we learned, when children do not
experience safety, permanency, and well-
being their overall development will be
affected.
Say: One of the greatest concerns for children
is that they form strong and healthy
attachments and connections.
Attachment is the most fundamental
developmental task and provides the
foundation for basic growth and
development.
The child who is not kept safe, is abused
or neglected, and who has experienced
separations and losses will find it difficult
to trust others and to develop positive
relationships.
Say: Children should be encouraged to
develop bonds with and become attached
to their caregivers (foster parents,
relatives, and others)
However, we must ensure that a child
does not receive the message that she/he
should love only one person. We want to
help children form healthy attachments
with foster parents/caregivers as well as
nurturing and preserving their attachment
to their birth parents and families
GA DFCS Education and Training Section March 1, 2009 Module 5:21
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
What is attachment? 10 minutes
Show Attachment Defined The organization of behaviors
Slide: in the child that are designed to
achieve physical proximity to a
preferred caregiver at times
when the child seeks comfort,
support, nurturance or
protections.
Show Attachment and Bonds
Slide:
Participant Refer to Participant Guide, Attachment Secure attachment: an
Guide and Bonding and review with case exclusive attachment made
between children and their
managers contingent, sensitive
caregivers, who provide
nurturance, comfort, buffering,
and shared exploration, and
help the child. Parents
represent a secure base for
exploration. EXAMPLES of
secure attachment from a
child’s point of view are:
My parents come back. They
are reliable.
I can depend on my parents
and people whom they
entrust to educate and
spend time with me.
I want to please my parents
most of the time
I am rewarded for being
competent and for my
curiosity
I can get help with
overwhelming events and
feelings
Parents teach me how to
cope with problems and to
solve them
GA DFCS Education and Training Section March 1, 2009 Module 5:22
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Bonds: Close relationships
which tend to be formed with
teachers, friends, and others
who have shared experiences
and emotions.
Ask: What do you think babies and children Open discussion, you are not
need to promote positive attachment? really looking for a correct
answer at this time.
Cycle of Attachment 10 minutes
Show The Cycle of Attachment
Slide:
Say: Attachment develops when the child’s EXAMPLE: Baby is wet, the
needs are met. This starts at birth when baby cries, a parent changes
the baby’s diaper, and the baby
the child experiences hunger and is then feels comforted.
fed. The meeting of needs over time When this cycle is done
provides consistency and predictability, frequently enough, a child will
and leads to trust attach to the person providing
the comfort
Say: Case managers must help birth parents
maintain and enhance the parent/child
attachment while the children are in care
We must also maintain the bonds or
attachments children have with siblings,
relatives and others.
Say: Children will bond and/or attach to other
caregivers. This is healthy and essential
to their development.
Children are capable of attaching to more
than one person at the time.
Ways to Encourage Attachments 20 minutes
Show Ways to Encourage Attachment Caregivers can use the Cycle of
Slide: Attachment to encourage
attachment by
Responding to child when
he is physically ill
GA DFCS Education and Training Section March 1, 2009 Module 5:23
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Helping the child express
and cope with feelings
Sharing the child’s
excitement about
achievements
Ask: What similar things can case managers Allow class to brainstorm
do to encourage a child to bond during ideas.
case manager/child visits? Encourage mother to
appropriately touch the
child.
Work with the child to
express his/her feelings
Share achievements with the
parent.
Show Ways to Encourage Attachment: Initiate
Slide: Positive Interactions
Say: A second method of developing EXAMPLE: A parent smiles
attachment is for the parent to initiate a and offers a child a favorite toy.
The child laughs and takes the
positive interaction with the child that toy.
prompts the child to respond positively. Building a history of positive
This builds the child’s self-worth and self- interactions will strengthen
esteem. attachment and help the
relationship survive when a
crisis occurs
Show Ways to Encourage Attachment:
Slide: Claiming Behaviors
Say: The third method is when a parent EXAMPLE: “She looks just like
“claims” a child. my mother.”
“He acts like his father”
This includes the process of
sharing family history to enable
the child to understand the
family of which he is a member
GA DFCS Education and Training Section March 1, 2009 Module 5:24
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Say: One of the biggest concerns for a child in
care is to help ensure that the child’s
needs are met so that attachments can
develop.
Strengthening the child’s ability to form
healthy attachments is a goal that we
must consider for each and every child in
care
Show Attachment for Children in Care We need to ensure that
Slide: children’s physical and
emotional needs are being met
so that they can form bonds
and attachments.
Strengthening the child’s
ability to form healthy
attachments is a goal for each
and every child in care.
Say: We should not assume that all children in
care have attachment disorders or
problems. But we know that the
circumstances that being a child into
care—trauma, abuse, neglect – may
make it more difficult for that child to form
healthy attachments
Say The nature of placement, with its inherent
separation and loss, makes the task even
more challenging. And finally, the child
welfare system itself – often unable to
assure stability or timely permanence –
may increase the risk of children
developing attachment problems. Thus,
all children in care are at risk in the area
of attachment. Our assessment and
intervention with children in care must
always consider how to strengthen
attachment
GA DFCS Education and Training Section March 1, 2009 Module 5:25
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Show Worker Visits and Attachment Recognize what is missing in
Slide: children’s lives!
Learning about a child’s unique
needs and situation is one of
the primary reasons for
conducting meaningful,
purposeful case manager
visits.
Activity: Jennifer’s Story 30 minutes
Say: In the next activity, you will examine how
the lack of attachment and connections
can impact a child.
Say: Let’s listen to the voice of a teen who tells
us about her experiences in placement.
Think about all that you know about
attachment and its impact on the child’s
development.
Listen to Jennifer’s story and consider
what we can learn about what children
need.
GA DFCS Education and Training Section March 1, 2009 Module 5:26
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
MY NAME IS JENNIFER
TIME: 30 minutes
15 minutes for small group activity
15 minutes for debrief
PURPOSE: Case Managers will examine how the lack of attachment and
connections can impact a child
MATERIALS: Chart paper
Markers
INSTRUCTIONS: 1. Read Jennifer’s story out loud.
2. Divide the class into groups of 4-6 case managers per group
3. Refer to participant Guide, Jennifer’s Needs
4. Assign each group two of Jennifer’s statements to review
5. Each group is to decide what these two statements indicate
Jennifer felt about her attachments
DEBRIEF 1. Ask each group to share one or two conclusions they had about
Jennifer’s attachments and connections. You do not need to
review each separate question.
Sample answers to worksheet:
Better self esteem and more connections to others; consistent care
would have provided her a better sense of self-worth.
To know she was important and cared for.
To know she was lovable.
She needed to have her basic needs meet.
She needed the stability that develops when one’s needs are
met.
She needed to see her mother enough to know her and know
how to respond to her.
2. Ask the entire group: What could have been done by case
managers to help Jennifer have more secure attachments?
Sample answers to what case managers could have done:
Listen to Jennifer. Ask her what she needs and then
whenever possible give her that.
Help her visit or have contact with her mother. If possible,
help her develop a positive relationship with her mother even
GA DFCS Education and Training Section March 1, 2009 Module 5:27
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
MY NAME IS JENNIFER
if she cannot live with her.
Ensure the worker, caregiver and other adults were telling
Jennifer about her strengths and self-worth.
Ensure she was placed with a caregiver to whom Jennifer
could attach without worrying about moves.
Ensure that Jennifer had a permanent family earlier in her
life.
Help her stay connected with relatives, schools and other
people she has a connection with.
GA DFCS Education and Training Section March 1, 2009 Module 5:28
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
Jennifer’s Story
My name is Jennifer. I am sixteen years old. I went into foster care when I
was a baby and then went back home when I was five. In second grade,
my mom sent me to live with my grandmother. My grandmother died the
next year and I went back to my mom. At age 9, I returned to foster care. I
lived with two families and then an adoptive family. But the adoptive family
decided they didn’t want me. I lived with several families after that. They
put me in a group home six months ago. I’m getting out of here, and can
you believe this? They’re looking for another family for me. I’m thinking it
might have made more sense if somebody had done more when I was a
little kid. I don’t know when I realized that I was different from other kids. It
feels like something I always knew—like I was born with it, that there was
something bad about me.
I don’t hate my parents but I don’t think they should have been parents.
One of my foster moms told me I was a drug baby. This may be true. I
know they put me in foster care because no one was taking care of me,
and I wasn’t growing. I can’t remember a lot. But I felt emptiness or a hurt
for many years. I couldn’t be filled up. I needed my mom. I needed for the
confusion to end. I needed to feel like someone cared about me. When I
was little and would see my mom, I didn’t know what to do. I don’t
remember a lot about my foster parents. All of that is sort of a blur. What
did I need? I needed for the hurt deep inside of me to go away. That’s all I
could think about.
GA DFCS Education and Training Section March 1, 2009 Module 5:29
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Say It is clear that Jennifer had a lot of
needs that were not met. Even at a
young age her basic needs were not
met.
While we don’t have a clear picture of
her moves in and out of foster care, we
know that she experienced multiple
separations. We already have the
indications that Jennifer will have
difficulty with self-esteem, relationships,
and being able to see beyond her own
needs.
Attachment Timeline 5 minutes 2:00-2:05
Show Attachment Timeline
Slide:
Do: Refer to Participant Guide, Attachment
timeline
Say: This timeline explains how long it takes
to develop an attachment.
Ask: How might you use this information in Makes it possible to
your job? understand the time it takes to
attach.
Helps to explain some of the
behavior of our children
Ask: Do you think that it would take longer for Yes
a child who has been moved multiple
times to attach to their caregiver?
Say: The more we understand about what
children need, the more we can work
with the child to help ensure that those
needs are met.
The primary way we learn what children
need is to develop a professional
relationship with the child through
regular contacts.
GA DFCS Education and Training Section March 1, 2009 Module 5:30
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Lunch 1 hour
DVD Multiple Transitions 25 minutes
Say: Let’s look at a child’s perspective in this
next video.
Show DVD: Multiple Transitions
Say: Take two minutes and talk in your table
groups about the clip.
Ask: Would someone share the comments
made during the table discussion
Say: This clip really brings home how the
child welfare system impacts children
who come into care.
As case managers, the safety,
permanency and well-being of the child
should always be on the forefront of our
minds.
Say: Integrating an understanding of the
typical reactions of children and their
parents to separations and loss with
information on child development,
behavior, and attachment allows case
managers to more accurately assess a
child’s needs.
Say: When children are removed from their
homes, no matter how strong or weak
the attachment, they feel isolated and
detached. Not only do they worry about
not seeing their parents, but they also
suffer from fears of losing peer groups
and siblings, changing schools, or
missing something as simple as their
bed or toys.
GA DFCS Education and Training Section March 1, 2009 Module 5:31
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
MODULE 4, SECTION C SEPARATION AND LOSS
Transition: In the next activity, you will learn that
maintaining a child’s ties to the birth
family is important to minimize trauma
associated with being separated from
family members.
Show Activity: Move
Slide:
Activity: Move 40 minutes
GA DFCS Education and Training Section March 1, 2009 Module 5:32
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
MOVE
TIME: 40 minutes
5 minutes for guided imagery
15 minutes for small group
20 minutes for large group
PURPOSE: Case managers will experience the feelings associated with
separation from family and friends.
MATERIALS 6 pieces of chart paper, each one with one label at the top as
listed below.
Hearing you are leaving and packing your bag
Saying goodbye
Riding in the car to your new home
Knocking on the door and meeting the family
Helping settle into your new home
Preparing to go back home and reuniting with your
original family
INSTRUCTIONS: 1. Explain the guided imagery process
2. Read/Tell the guided imagery
3. Give each group one of the titled chart papers
4. Each group is to determine 4 strategies that might
improve the moving process and lessen the separation
trauma- actions that would help a child or family
DEBRIEF: Each group is to report on their strategies.
Possible strategies:
Hearing you are leaving and packing your bag
If possible assure the child that the removal is not their fault
Provide a suitcase to put belongings in not a plastic bag
Empathize with the feelings (scared, confused, etc.)
Make sure that they child has something that reminds them
of their home. (stuffed animal, favorite toy, etc.)
Take pictures of family, home, pets, house etc.
GA DFCS Education and Training Section March 1, 2009 Module 5:33
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
Saying goodbye
If possible, have the parents hug and reassure the child
Asking the child if he/she would like to say goodbye
Talking with the child about the reasons for the separation
Letting the child know the separation is not their fault
Riding to your new home
Discuss what the new home will be like
Ask if the child has any questions
Talk about what happened--We do a lot of casework in the
car
Knocking on the door and meeting the new family
Help the child prepare to meet the family by explaining the
family to the child
Introduce the family members to the child
Helping settle into the new home
Take the child on a tour along with the foster parents
Introduce the child to any pets
Explain basic expectations and rules of the new family
Show the child their bedroom.
Share some favorite foods, etc.
Preparing to go home and reuniting with original family
Have a farewell party for the child at the foster home
Explain to the child what has happened in the family since
they left
Discuss with the child their feelings about returning
GA DFCS Education and Training Section March 1, 2009 Module 5:34
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
Move Script
All of us in this room have one thing in common. We all have a home to go to. Is this
correct? Take a moment to think about your home. Maybe you have a favorite room.
Think about the people who live there with you. Maybe you have a pet. I want you
think about what makes your home special, comforting, and inviting. If I were to
come as a guest, what about your home would make me feel welcome? (Rhetorical
question – Do not take responses.)
Now that you have a picture in your mind of yourself in your home, I want you to
listen very carefully to this.
I am a person in a position of authority. My job is to move people to live in new
homes – to live with new people. Tonight, I am going to move you, each one of you,
to a new home with a new family. There is a family somewhere waiting for someone
just like you. They have been waiting for a long time for you to come and they are
very happy that tonight is the night.
I am going to move you to be a part of a new family – a family that is eager for you to
come.
You will have thirty-minutes to pack a cardboard box or plastic trash bag. You can
take with you only what will fit in the box or bag. No living things, no pets, and no
people. There won’t be room in the new family. Think about what you will pack.
PAUSE
Now, we are getting ready to leave. We are walking out your front door. We are
walking away from you home. Look back. Look at the faces of the people you are
leaving behind. How do they look? How do you think they feel?
PAUSE
Now we are driving along to your new neighborhood. It is a much nicer
neighborhood than where you lived before. The homes are bigger and more
fashionable. The family you are going to live with has more money than the one you
came from. You’ll have all the material things you always wanted but couldn’t afford.
We are now on the street where you will be living. We drive up to a big house. We
walk up to the front door. We knock on the door.
The front door opens. This is your new family. They are all smiling. They are so
excited that you have come! They have been waiting a long time for someone just
like you!
GA DFCS Education and Training Section March 1, 2009 Module 5:35
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
Move Script
ASK the following rhetorical questions – Do not take answers.
How do you feel about them?
How many of you feel sad or angry?
How soon would you like to see the family you left behind?
If you had a fight with a member of your old family, would you still want to see
them?
How do you think your new family would feel about your wanting to see your old
family?
All of you are strong people with good coping skills, so you manage to adjust to your
new environment, your new home. In fact, you are people who have managed,
despite being angry or sad, to do a good job being the new member of this family.
After all, they need you and you care about people. So, time goes by.
I forgot to tell you, however, you cannot see your old family – your ―left behind‖’ family
– without my making the arrangements. I have so many people to move that I haven’t
had the time to do that. So, you have not been able to see your old family since you
left, and six months have gone by. You are doing all right – remember you are a
strong person. In fact, you have become attached to the new family.
One day there is a knock on the front door. Guess what? It’s me, the people mover. I
have wonderful news for you! You are going back home!
ASK the following rhetorical questions – Do not take answers.
What word best describes how you are feeling now?
Are you ready to go home?
What questions would you like to have answered before you return home?
What would you like to take home with you?
How will your new family feel about you leaving?
Do you want them to want you to leave?
Will your old family still be there?
Will they want you back?
Will they remember you?
You now have some time to prepare for leaving. Okay, say ―Good-bye.‖ Look at their
faces as we are driving away.
GA DFCS Education and Training Section March 1, 2009 Module 5:36
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
Move Script
Now, we are driving back to your old house.
You are now back with your old family.
ASK the following rhetorical questions – Do not take answers.
Do you want to see the family you just left—the family who took care of you for
the last 6 months?
How many of you think there will be problems adjusting to living with your old
family again?
How many of you think your family will never be the same?
The guided imagery is now over. Take a couple of deep breaths and let them out
slowly. You are back in the training room. I am no longer the people mover.
For us, this was a trip using just our imaginations. Unfortunately, for children who
come into care and their families, loss actually occurs.
It is time to discuss the guided imagery.
GA DFCS Education and Training Section March 1, 2009 Module 5:37
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Separation Anxiety Disorder 5 minutes
Say: Children are damaged every time they
are moved from one place to another.
Each placement increases the likelihood
of irreversible damage to the child’s
emotional and psychological health.
However, because a child’s safety has
to be the primary consideration,
sometimes he/she must be moved for
protection.
Say: While all children would be expected
to show signs of distress if removed
from their homes, some children have
extreme reactions. In a child with
separation anxiety disorder, the
feelings of anxiety become so
intense that they interfere with the
child’s ability to perform daily
activities. Typically, the child will think
morbid thoughts about being harmed
or never being able to see his/her
caretaker again.
Participant Refer to Participant Guide, Separation
Guide Anxiety Disorder and silently read over
this material
Say: As case managers, you must always be
aware of the magnitude of changes a
child experiences when separated from
family and how these changes can
contribute to the trauma the child
experiences.
Transition: When separation occurs, both children
and their parents experience various
losses. There is a theory developed by
Kubler-Ross, related to the stages of
grief that will help us to respond.
GA DFCS Education and Training Section March 1, 2009 Module 5:38
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Stages of Grief 15 minutes
Show Stages of Grief
Slide:
Say: These stages are:
Denial
Anger
Bargaining
Depression/Sadness
Acceptance/Adjustment
Say: Sometimes these reactions proceed in
the order outlined, sometimes, people
skip around or cycle back to a previous
stage, as they work through their
personal reaction to grief and loss.
Say: Identifying parents’ feelings, coupled
with helping parents express their
feelings, leads to more meaningful
contact with parents. You will often
observe similar reactions to the
separation experience in both the
parent and the child because grief and
loss are experienced universally as a
series of emotions.
Activity: Losing Isaiah 40 minutes 3:45-4:25
Transition: In the next activity, you will be using
information we have discussed today.
We are going to look at a clip from the
movie, losing Isaiah.
Say: This movie is about a young single
mother who has an addiction issue.
While out searching for her next high,
she decides to leave her baby covered
up in a box next to the garbage bin.
While she is gone, the garbage truck
comes and starts to put the baby in the
garbage truck.
GA DFCS Education and Training Section March 1, 2009 Module 5:39
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPS
Right as the garbage is about to be
smashed, the baby cries.
The garbage men find the baby and turn
the baby over to the hospital. A nurse
working at the hospital and her family
adopt Isaiah. When Isaiah is about 4,
the biological mother gets clean, and
decides that she wants her baby back.
During the court process, it is
determined that the adoption was illegal
because the mother had not
relinquished her rights. The scene you
are about to watch is at the end of the
trial and the case manager is coming to
take Isaiah away from the family which
he has been living with since found in
the dumpster.
Say As you watch Losing Isaiah, look for
examples of separation, grief and
attachment issues.
You will use what you identify in an
activity after viewing the clip.
GA DFCS Education and Training Section March 1, 2009 Module 5:40
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
ACTIVITY
LOSING ISAIAH
TIME: 40 minutes
10 minutes for video
10minutes pairs
20 minutes large group
PURPOSE: Case managers will identify stages of grief, describe what it looks
like and know what behaviors to be aware of in children that
demonstrate grief.
MATERIALS: None
INSTRUCTIONS: 1. Divide class into pairs.
2. Refer to participant guide, Losing Isaiah worksheet and
What Case Managers Need to Understand About the Grief
Process.
3. Complete the work sheet using information from the movie
and the What Case Managers Need to Understand About
the Grief Process.
DEBRIEF: Discuss each question as a large group
1. What expressions of Grief did you identify in each individual and
what made you decide?
Isaiah?
Depression/Sadness
Anger
Adoptive Father?
Denial
Adoptive Mother?
Anger
Bargaining
Depression/Sadness
Sister?
Denial
Depression/Sadness
GA DFCS Education and Training Section March 1, 2009 Module 5:41
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
Case Manager?
Anger
Biological Mother?
Bargaining
Depression/Sadness
3. How would a case manager know if Isaiah reached the
acceptance/adjustment stage?
Isaiah would begin to build a relationship with his biological
mother
Isaiah would play with friends again
4. How is a permanency plan of reunification impacted by the
acceptance/adjustment stage?
If permanent separation is not part of the case plan, then
significant adaptive behavior by the child is not desired. It is
inappropriate for a child to totally resolve the loss of his
family, if the permanency plan is reunification.
GA DFCS Education and Training Section March 1, 2009 Module 5:42
Trainer’s Guide Keys to Child Welfare Practice
MODULE FIVE
IMPACT OF CHILD MALTREATMENT ON CHILD
DEVELOPMENT
METHOD SCRIPT NOTES/TIPD
Transition: The next module will
address children’s
educational needs. This is
an extremely important
module because it was an
area of the CFSR that we
did not meet.
GA DFCS Education and Training Section March 1, 2009 Module 5:43
Trainer’s Guide Keys to Child Welfare Practice
Related docs
Other docs by YIMO682
