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Maine NTI Kick Off MeetingJuly 14, 2016
Today’s Agenda
• Welcome• Introductions• History of C.A.S.E• Overview of NTI• Curriculum Demo• Q&A
Imagine
Take a moment to think about a foster or adoptive
family that you have worked with in the last
year that has been having serious difficulties.
Categorize
Child genetic factors Child prenatal experiences Child maltreatment in birth family Separation and loss from birth and extended family Child adverse experiences in child welfare system Caregivers’ problems or challenges in parenting
Center for Adoption Support and Education (C.A.S.E.)▪ Adoption competent clinical services
▪ Adoption competency training for professionals
▪ Publications and educational programs
▪ Life skills programming for transitional youth www.adoptionsupport.org
NTI Goals
Build capacity
Improve outcomes
Complement existing initiatives
Pilot Sites
• California
• Illinois
• Maine
• Minnesota
• Oklahoma
• South Carolina
• Tennessee
• Washington
Adoptions TodayElevated risks for developmental, health, emotional and/or behavioral issues
The impact of such experiences poses challenges for these children and their families at various times in the adoptive family life cycle
Adoption Competency
Values, Knowledge
& Skills
For Whom is Training Designed?
Child Welfare Professionals and Supervisors who . . .
Mental Health Professionals who . . .
Provide casework services for children in foster care who have a goal of adoption/ guardianship
Prepare children/youth for adoption or guardianship
Provide clinical services for children in foster care who have a goal of and/or are preparing for adoption/ guardianship
Prepare parents/guardians for adoption/ guardianship of children from foster care.
Provide clinical services for parents/ guardians who are preparing to adopt or assume guardianship of a child from foster care
Provide support for families (both children and adoptive parents/guardians) in the immediate post-placement period, prior to finalization
Provide clinical services for adoptive parents/ guardians and children/youth in the immediate post-placement period, prior to finalization
Provide post-permanency/post-finalization casework services with adoptive parents/guardians and children/youth from foster care
Provide post-permanency mental health services with adoptive parents/guardians and children/youth, including those adopted through private domestic and international adoption
Real Life Stories
“Every time I left my son’s therapist office I felt like a failure. He is so angry at me for being white…when I try to bring it up, his therapist says we need to focus on his risky behaviors…”
-Ana Alicia (Mother, age 51) -Antwoine (Son, age 15) African American
“I was sitting in the hospital after trying to kill myself, and the social worker lady told me, I should be happy that I was adopted, as my parents had gotten me out of the horrible orphanage.”
-Roberto (Age 14)
Need
Understanding of the impact of early and ongoing trauma on brain development, family development, and mental health
Why is it so difficult for this child to read? I think this kid is manipulating me with his behavior.
Module 6
Understanding survival behaviors (won't vs. can't) and helping parents reframe behaviors Therapeutic parenting strategies -typical parenting strategies may not be effective ARC and TBRITFCBT to help children and their parents begin to heal from trauma.
Curriculum Example
Enhance the child welfare professional’s role in helping and supporting children work through their trauma histories, as well as helping parents to better understand the impact of trauma and explore/use therapeutic parenting strategies to address acting out behavior.
Benefit
Competencies
• Children’s mental health needs
• Attachment
• Race, culture and diversity
• Loss and grief
• Trauma & brain development
• Positive identity formation
• Working with parents to promote the child’s “felt safety”
• Promoting family stability pre and post placement
Need
Understanding of attachment from the perspective of the child and the adoptive/kinship/guardianship parents
The parents are telling me that the child is not attaching to them and they have given up hope that she ever will. Should I make another plan for the child?
Curriculum Example
Module 3
Respecting the child’s existing relationships, developing strategies and supports that comfort the child through necessary moves can support their well-being over time.
Benefit
Greater capacity to understand how children experience their removal from birth family.
NTI Timeline
Cooperative Agreement Established
Partners and Staff Joined, Infrastructure Established
Assemble and Convene National Advisory Board
2014-15 2015-162016-17 2017-18
2018-19
Child Welfare Curriculum Development
Jurisdictional Scans to Invite Pilot Sites
Pilot Sites InvitedMOA and DUA Initiated (April ‘16)
Implementation Specialists Hired
Pilot States Kick Off
Child Welfare Curriculum Pilot Cohorts Outreach
Pilot State Implementation Teams Established
CW Curriculum Launch February ‘17
Implementation Teams add Cohort groups, monitor progress of trainees
CW Curriculum “close” December ‘17
Mental Health Curriculum Development
Pilot Sites MH Systems Outreach,MOA and DUA Initiated
Implementation Teams Identify Cohort for training
MH Curriculum Launch Jan. ‘18
MH Curriculum “close” June ‘18
Data Analysis, Evaluation Findings
Curriculum Revisions
National Launch CW and MH Curricula
Unique Features of NTI
• State-of-the-art evidence-informed curriculum
• User engagement
• Links to resources
• Downloadable content
• Drag and drop toolbox
• 508 compliant
• No cost to participants
Child Welfare Professional Training - 20 hours
Child Welfare Supervisor Training - 23 hours
Mental Health Practitioner Training - 25 hours
Coaching for Mental Health Practitioners – 4 sessions
Training Format
Impact on
Casework,
Child Welfare and
Mental Health
Systems
Need
This is a great family, I am sure they will be fine and won’t need anything else from us. Case closed!
Promoting family stability pre and post adoption
Curriculum Example
Module 8
The focus of this module will be on post-permanency work, the need to normalize, the need for help and common challenges families face post-permanency
Benefit
Enhance preparation of children and families though careful assessment, open and honest communication, understanding of the need for ongoing support to meet the needs of children and families to ensure permanency
NTI Web-based
TrainingDemonstration
NTI Responsibilities
▪ Access to web-based training
▪ Guidance through implementation
▪ Provision of technical assistance
▪ Assistance with communication & marketing
▪ Certificates of completion and CEUs
Pilot Site Responsibilities
▪ Convene Implementation Team
▪ Plan for technical capacity
▪ Provide feedback to NTI
▪ Recruit & retain target users
▪ Collaborate with NTI
Evaluation
Infusion of adoption mental health competencies in professional practice
Integration of trainings into state training systems for sustained use, free of charge, by CW professionals and MH practitioners
Fact Check:
The NTI Initiative will be piloted in 8 states.
The NTI Initiative includes: Child Welfare, Child Welfare plus Supervisor’s lessons, Mental Health plus coaching
The Web-based NTI pilot will be hosted on the UM OTC site
The total number of hours of training in the Child Welfare base curriculum is 20 hours.
The average length of a lesson in the Child Welfare curriculum is 30 minutes.
There is no minimum or maximum number of target users for each curriculum in each state.
Target users complete the Child Welfare training by December 2017
NTI Staff:
Debbie Riley, Chief Executive Officer, [email protected] 301.476.8525
Dawn Wilson, Director, [email protected] 828.455.2315
Lisa Maynard, Implementation SpecialistMaine, Minnesota, Washington
[email protected] 585.507.7588
Emily Smith Goering, Implementation SpecialistCalifornia, Oklahoma
[email protected] 202.798.3424
Mary Wichansky, Implementation SpecialistIllinois, S. Carolina, Tennessee
[email protected] 240.606.4846
Laura Arroyo, Administrative [email protected] 301.476.8525
June Dorn, Federal Project Officer, Children’s [email protected]
