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Adoption Competence

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Adoption Competence. Developing a Certificate Program. for Mental Health Providers ... information, but not with a feeling of competence in adoptive family therapy. ... – PowerPoint PPT presentation

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Title: Adoption Competence


1
Adoption Competence
  • Developing a Certificate Program
  • for Mental Health Providers

2
An Historical Glimpse
  • U.S. Adoptions 100 years ago…

3
WANTED Homes for Children
  • A company of homeless children
  • from the East will arrive at Troy, MO.
  • on FRI, FEB 25th 1910

4
WANTED Homes for Children
  • A company of homeless children
  • from the East will arrive at Troy, MO.
  • on FRI, FEB 25th 1910
  • Come see the children and hear the address.
  • Distribution will take place on Fri Feb 25 at
    130 p.m.

5
The Saga of Andrew Burke and John Brady
  • John Brady described as
  • the homeliest, toughest, most unpromising boy
    in the whole lot

6
  • I had a curious desire to see what could be made
    of such a specimen of humanity.
  • Andrews adoptive father

7
Outcomes
  • John Brady grew up to become the Governor of
    Alaska.
  • Andrew Burke became the Governor of ND.

8
Adoption 50 Years Ago
  • Typical Post-Adoption Protocols…

9
IF a Birth Mother Calls Back… Inform
her that her baby has been placed with a loving
couple and is thriving.

10
If Adoptive Parents Call Back…
  • Advise them………….

11
What We Know Now
  • Permanency is not simply a placement event, but
    rather a process that implicates a range of child
    and family well-being issues.
  • Madelyn Freundlich Lois Wright (2003)

12
Adoptive Families Need Services in Four
Categories
  • Educational and informational services
  • Material services
  • Support services
  • Clinical services
  • Barth, Gibbs, Siebenaler (2001)

13
NYSOCFS Adoptive Family Survey (2006)
  • 77 of respondents reported seeking therapeutic
    treatment
  • 51 of respondents sought treatment for an
    adoption related concern
  • 26 of respondents believed their therapists had
    no knowledge of adoption issues
  • 82 of respondents indicated they would tend to
    use a therapist who they knew received adoption
    therapy
  • Anderson, Ernest, Rivera, Brenda (10-21-06)
    MALDI Presentation Adoption Competency in New
    York State Developing a Post Adoption
    Certificate Program.

14
Parent Comment
  • The professionals who helped me the most were
    the ones who didnt know anything about my
    childs issues and admitted it, but were willing
    to listen and learn.
  • Grillo, Linda, Meany, Dee Rich, Christine. In
    Their Own Words… (1998)

15
Some Earlier Efforts
  • The Adoption Community of New England, Inc
  • Programs for Professionals
  • The 13th Annual Training Day for
  • Professionals Who Work with Adoptive
  • and Foster Families

16
Adoption Clinical Training A Curriculum for
Professionals Serving all Members of
the Adoption Constellation
17
  • We go to workshops and come away with
    information, but not with a feeling of competence
    in adoptive family therapy. We need more!
  • WA State licensed therapist

18
Adoption Certificate Programs
  • New Jersey / Rutgers University
  • Washington / NWAE
  • Oregon / Portland State University
  • New York/ Hunter College

19
Survey of Program Graduates
20
Survey of Program Graduates
21
Survey of Program Graduates
22
Overall Results
23
Additional Student Comments
  • The quality of the information presented has
    been excellent.
  • The curriculum offered opportunity to explore an
    important topic in depth.
  • The program was invaluable to my understanding
    of parent-child interactions.
  • The materials used were fantastic.
  • Recommend replication of a model (this one) that
    works.

24
Curricula Core Topics
  • The life-cycle of adoption / adoption as a
    life-long process
  • The significance of birth family members
    relationships among triad members
  • Diversity in adoption, including trans-racial and
    trans-cultural placements
  • Grief and loss in adoption
  • Impact of abuse, neglect, and trauma
  • Attachment in adoption
  • The effects of drug or alcohol exposure

25
Sample NJ Course Curriculum
  • Required Workshops
  • 1. The Psychology of Adoption
  • 2. Life Cycle Experience of Adoption Infant
    Placement
  • 3. Life Cycle Experience of Adoption Older Child
    Placement

26
NJ Curriculum (cont.)
  • Core Clinical Workshops (Required)
  • 4. Attachment-Focused Therapy for
    Post-Institutionalized Children
  • 5. Family-Focused Therapy for Post-Institutionaliz
    ed Children
  • 6. Behavior Management and Discipline with
    Traumatized Children
  • 7. Individual Therapy with Adopted Children

27
NJ Curriculum (cont.)
  • Sample Elective Workshops
  • Trans-racial Issues in Adoption
  • Therapeutic Group Services in Adoption
  • The Impact of Deprivation and Trauma on
    Development Implications for Adoption
  • Birth Family Issues in Adoption
  • Clinical Services to Birth Families
  • Diversity in Adoption
  • Understanding and Responding to Children who
    have Sexual Behavior Problems

28
On the Horizon
  • Colorado
  • Connecticut
  • Kansas
  • Minnesota
  • Ohio

29
Six Steps to Creating Your Program
  • 1 Establish the Need for Your Program
  • 2 Determine the Target Audience
  • 3 Secure the Funding
  • 4 Identify Community Partners
  • 5 Develop Committees and Identify
    Responsibilities
  • 6 Execute and Test a Pilot Program

30
Step 1 Establish the Need for Your Program
  • Write a brief summary of the need.
  • Include current national literature and research.
  • The Casey Center for Effective Child Welfare
    Practice Strengthening Families and Communities
    Promising Practices in Adoption-Competent Mental
    Health Services. 2005
  • Evan B. Donaldson Adoption Institute Whats
    Working for Children A Policy Study of Adoption
    Stability and Termination. 2004.

31
Step 1 Establish the Need for Your Program
(cont.)
  • Include documentation of the need within your
    state
  • Survey of adoptive parents
  • (Sample in Tools section)

32
Step 2 Determine the Target Audience
  • Who are the students?
  • Mental health professionals?
  • Caseworkers and social workers?
  • Both?
  • Masters level only?

33
Program Developers Views
  • Much of the casework of adoption is therapeutic.
  • WA Advisory Committee
  • We find that the new post-adoption specialists …
    may know very little about adoption.
  • NJ Program Instructor

34
Program Developers Views
  • We offer a therapy program, not social work or
    caseworker training. The training of adoption
    staff requires a different curriculum you
    cannot effectively mix the two.
  • Oregon Program University Partner

35
Student comments
  • Decide who is being targeted for the program
    clinicians or child welfare adoption staff
    somewhat different focus and needs.
  • Separate the Masters from the others, and create
    a much more clinically based program for
    therapists.

36
Student comments (cont.)
  • Many students were adoption workers for State or
    private agencies they need an advanced training
    with a slightly different curriculum than a
    course for therapists

37
Step 3 Secure the Funding
  • Develop your funding strategy BEFORE you approach
    a University
  • (One-time private gifts or grants can help with
    program start-up, but…) program sustainability
    relies on a steady fiscal base of support.

38
Step 4 Identify Community Partners
  • A program built in isolation is fragile.
  • WA Advisory Committee
  • Potential partners
  • private adoption agencies
  • public mental health division
  • seasoned adoption professionals
  • adoptive parent leaders

39
Mistakes Made and Lessons Learned
  • Engage the mental health system much early in the
    process.
  • Involve your states adoptive parents at all
    stages of the process.
  • Designate a Permanent Program Manager Position

40
Lessons Learned (cont.)
  • Connection with a university is essential to
    provide an academic stamp of approval and to
    assure academic rigor.
  • Washington Advisory Committee

41
How important is University affiliation?
42
How Important are CEUs?
43
Results
  • 50 of the respondents would have participated
    in the program if it had not been associated with
    a college or university.
  • 70 would have participated had CEUs not been
    offered.

44
Lessons Learned Maintain State Involvement!
  • Vital state contributions include
  • Identifying on-going fiscal support
  • Partnering in program planning, execution, and
    evaluation
  • Encouraging attendance by therapists who serve
    the states adoptive families
  • Disseminating the therapist list
  • Educating staff encouraging staff to use the
    list

45
Step 5 Develop committees and identify
responsibilities
  • Advisory committee
  • helps inform program development
  • provides oversight and quality assurance
  • Assure awareness of current research, literature,
    evidence-based interventions
  • continually evaluates the program

46
Step 5 (cont.)
  • Executive committee
  • Program initiation and execution
  • (curriculum development, logistics)
  • Include high level state adoption program
    representative and high level mental health
    system representative. (to help build capacity
    and sustainability.)

47
Step 6 Test a Pilot Program
  • Use mid-program input questionnaire
  • Use end of year survey
  • Make needed changes
  • (Sample surveys provided)

48
Additional Suggestions
  • Identifying core themes to be woven through the
    class sessions.
  • ... needs more course integration less
    stand-alone presenting.
  • WA Mid-Year Eval

49
NJ Core Themes
  • Family is primary healing agent for children
  • Issues of loss, grief and abandonment underlie
    the adoption experience
  • Stage-appropriate rather than age-appropriate
    clinical interventions
  • Adoptees placed beyond infancy have experienced
    trauma
  • Recognize resiliency de-pathologize treatment

50
NY Core Themes
  • Adoption is not an isolated event, but a part of
    a life-long process.
  • 2. Attachment difficulties and trauma are
    intricately connected.

51
Additional Suggestions (cont.)
  • Pedagogical Considerations
  • 1. Use Top Level Instructors
  • 2. Coach Instructors on Adult Learning Theory

52
  • Reinforce Transfer from Theory into Practice
  • Provide ample case examples
  • Assign a final project or practicum
  • Develop a second tier of case supervision

53
Student Comments
  • Little opportunity to apply theories…
  • I learned almost as much preparing for the
    project as I did from the required readings for
    the course.

54
Program Delivery
  • On-site or Distance Learning?

55
PSU Distance Learning Sessions
  • Clinical Practice with Children Adopted from the
    Child Welfare System, Gerald Mallon
  • Assessment, Diagnosis and Intervention
    Attachment and Bonding, Joyce McGuire Pavao
  • Clinical Practice with Diverse Children and
    Families, Carol Spigner
  • Clinical Practice Therapeutic Strategies That
    Work For Adoptive Families, Richard Delaney

56
Tools You Can Use
  • Sample work plan / timeline
  • Program Description, Goals, Objectives
  • Program Announcement, PR
  • Survey to State Child Welfare Workers
  • Survey to Adoptive Parents
  • Curriculum Topic Survey
  • Curriculum Outline, Abstract

57
Tools (cont.)
  • Course Evaluations
  • Recommended Readings
  • Videos used in programs
  • Application for Admission
  • Memorandum of Agreement

58
Parting Advice
  • Dont re-invent the wheel
  • Borrow shamelessly!

59
Questions Answers ______________
  • Please submit questions for the QA Follow-up to
  • spauldingwebcast_at_gmail.com
  • Click on the link located lower right to start.
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