Title: 357 Model: An Innovative Practice Approach to Achieve Permanence with Older Children and Youth
13-5-7 Model An Innovative Practice Approach to
Achieve Permanence with Older Children and Youth
- Darla L. Henry, PhD, MSW
- Family Design Resources, Inc.
- September 2006
2Preparing Children For Permanency
3CORE WORK
- LOSS
- Repeated, profound losses
- SAFETY
- Grieving for a child is search for safety
- ATTACHMENTS/RELATIONSHIPS
- Who will help with the pain of loss?
- RESILIENCE
- Ability to cope with /adapt to risks
4WHAT is it in PENNSYLVANIA?
- Collaboration County and private agencies,
professionals, parents - Written Plan
- Specialized Workskills, knowledge,
techniques - Use of the 3-5-7 Model as a practice
framework -
5BEST PRACTICE PROCESS
- Work with children requires specialized skills
grief/loss, attachment, engaging children - Engaging children requires patience,
understanding developmental stages, sensitivity
to and knowledge of childs trauma
63-5-7 MODEL
73-5-7 MODEL
- GUIDE for WORKERS FAMILIES
- FRAMES WORK of
- RECONCILING LOSSES
- REBUILDING RELATIONSHIPS THROUGH ATTACHMENTS
- CLAIMING/BELONGING TO FAMILY TOWARDS PERMANENCY
- PROVIDES a COMMON LANGUAGE
- ESTABLISHES BEST PRACTICE
8BEST PRACTICE PROCESS
- Ensures children have opportunity to reconcile
losses - - in a safe environment
- - to ask questions
- - feel positively about prospective families
- (attachment)
- Helps children establish a more secure foundation
for identity formation by maintaining their
biological and placement history
9 IMPLEMENTATION
3-5-7
- COMPLETION OF 3 TASKS
- ANSWERING 5 CONCEPTUAL QUESTIONS
- USE OF 7 CRITICAL SKILL ELEMENTS
103 TASKS
- CLARIFICATION
- understand reasons for being in care/
- life events
- INTEGRATION
- acknowledgement of being a member of several
families - ACTUALIZATION
- visualize membership in permanent family
115 Questions
- Who Am I?Identity
- What Happened To Me?.Loss
- Where Am I Going?.Attachment
- How Will I Get There?..Relationships
- When Will I Know I belong?... Claiming/Safety
12 7 skill Elements
- ENGAGE the child in the process
- LISTEN to the childs words
- When you speak, TELL THE TRUTH
- VALIDATE the child and their story
- Create a SAFE SPACE for the child
- Its Never too late to GO BACK IN TIME
- PAIN IS PART OF THE PROCESS ! !
13CLARIFICATION
- Practice issues
- --------------------------
- IDENTITY
- Developmental
- where child currently sees self
- LOSS
- Primary (abuse/neglect)
- Secondary (placements)
What Happened to Me?
Who am I?
READINESS
14(No Transcript)
15 THE LOSS EXPERIENCE
- Events
- PRIMARY TRAUMA
- Abuse physical and/or sexual
- neglect
- abandonment sudden/episodic
- SECONDARY TRAUMA
- Placement (LOSS)
- Re-placement (more LOSS)
- Stigmatization (official LOSS)
16DIAGNOSIS
- Post traumatic stress disorder (PTSD)
- Oppositional defiant disorder (ODD)
- Conduct disorder
- ADD/ADHD
- Reactive attachment disorder (RAD)
17DISENFRANCHISED GRIEF
- The grief that is experienced when a loss is
incurred that is not or cannot be openly
acknowledged, publicly mourned, or socially
supported
18Circumstances of Disenfranchised Grief
- Relationships are unrecognized
- Loss is unrecognized
- Griever is unrecognized
- Loss is somehow stigmatized
19ACTIVITIES/EXERCISES
- GRIEVING LOSSES
- PAINFUL RESPONSES TO TRAUMA/LOSS
- INTENSIFYING OF FEELINGS AND BEHAVIORS (PROTEST
TO RAGE)
- LIFE BOOKS
- LIFE MAPS
- ECO-MAPS
- LOSS LINE
- From Recipes for Success
20The Life Map of a Child
Boyfriend kept Threatening to kill my
mom Summer 2000
Lived With Mom and Her family 05-22-00- 6-15-00
Moved with Mom to live with her
boyfriend 6-15-00
Billy Born 05-22-00
Moved with my Dad To live with his parents And
his girlfriend 9-00
Dad came home moved back in with him
girlfriend left 12-03
Dad went to jail stayed with girlfriend and
dads parents 02-03
Dad and girlfriend Got their own Apartment
took me with them 06-02
Met my mom again 01-05
21Life Map
22INTEGRATION
Where Am I Going?
- Practice Issues
- --------------------------
- IDENTITY
- Who was I? What role did I play?
- LOSS
- Why am I no longer there?
- ATTACHMENT
- Who was important to me who did I relate to how
was I viewed?
What Happened to Me?
Who am I?
READINESS
23Show and Tell
24 ATTACHMENT CYCLE
Physical or Psychological Need
Behavioral Response
Stopping or Lessening of Behavior
SECURITY TRUST ATTACHMENT
Satisfaction Of Need
25Adaptive/Modified Attachment (Dee Paddock)
SECURITY TRUST ATTACHMENT
DAD
MOM
SIBLING
MOM
NEW CHILD
DAD
CHILD
26Building A Relationship
- Continuity
- Stability
- Mutuality
- Reciprocity
27TRAUMATIZED CHILDREN NEED
- STRUCTURE
- CONSISTENCY
- PREDICTABILITY
- CONTROL
28ACTIVITIES/EXERCISES
- MULTIPLE FAMILY MEMBERSHIPS
- NO NEED TO CHOOSE ONE FAMILY
- EXPLORE LOYALTY TO BIOLOGICAL FAMILY
- LIFE BOOK (CONT)
- COLLAGES
- From Recipes for Success
29 COLLAGE
30ACTUALIZATION
When will I Know I Belong?
I
How will I get There?
- Practice issues
- --------------------------
- IDENTITY LOSS ATTACHMENT RELATIONSHIPS
SAFETY - CLAIMING/BELONGING
- WELL-BEING PERMANENCY
-
-
Where am I Going?
What Happened to Me?
Who am I?
READINESS
31(No Transcript)
32Building the Relationship
R E L A T I O N S H I p
Adults World
Childs World
33LOVE IS ESSENTIAL, BUT NOT WHERE YOU BEGIN
- BASIC PHYSICAL NEEDS
- SAFETY AND SECURITY
- LOVE AND BELONGING
34ACTIVITIES/EXERCISES
- Sand jar
- Loss line
- From Recipes for Success
- RECONCILIATION OF LOSSES
- ACCEPTANCE OF FAMILY WHO WILL PROVIDE PERMANENCY
HOME
35PRACTICE ISSUES
- INDIVIDUAL and/or GROUP
- TIME of DAY/ DAY of the WeeK
- CONVENIENT CONSISTENT
- PLACE FOSTER HOME/OFFICE/SCHOOL
- SAFE SPACE PRIVACY NO DISTRACTIONS
- SIBLINGS
- IF TOGETHER-USE NEUTRAL PLACE
- SEPARATE IF THEY HAVE DIFFERENT AGE AND
DEVELOPMENTAL LEVELS - SEPARATE IF THEY HAVE DIFFERENT
ADOPTERS/PERMANENCY PLANS
36PRACTICE ISSUES
- CONTINUITY OF PROCESS
- TIME FRAME
- (10 SESSIONS/6 MONTHS)
- CHILDS PACE
- PREPARATION WORKER ROLES
- FOSTER/BIOLOGICAL PARENT
INFLUENCES (e.g.PLACEMENT CHANGES)
37PRACTICE ISSUES
- AGENCY CAREGIVERS
- PROVIDE TRAINING INFORMATION (WRITTEN) TO CYS
STAFF AND TO FOSTER AND BIOLOGICAL PARENTS
REGARDING THE PREPARATION PROCESS - CHILD PREPARATION PROCESS
- LOSS, ATTACHMENT, HURT, FEARS OF CHILDREN
- LISTEN/HONOR FEELINGS OF CAREGIVERS
- PROVIDE SUPPORT/SUPPORT GROUPS
38SURVEY RESULTSChild Welfare Agencies
- Effectiveness (mean3.75)
- Depends on skills of worker
- Life book helps effective with older children
- Grief and loss changes (mean3.18)
- Gives messages ok to grieve
- Behavior may not change, but more insight
39SURVEY RESULTSCHILD WELFARE AGENCIES
- Self identity changes (mean3.27)
- Begins self awareness process
- More self-sufficient and empowers them
- Level of satisfaction (mean4.09)
- Level of skill of workers is high
- Even if activities are not successful, work is
done in stellar manner - Other changes
- Deeper appreciation of birth family and history
- Boosted self esteem
- More willing to work with caseworker
40SURVEY RESULTS PRIVATE PROVIDER AGENCIES
- Effectiveness (mean4.61)
- Child friendly more engaged
- More training of staff is needed
- Adequacy of 6 months (mean3.63)
- Depends on previous work done with child
- Varies with cooperation of foster parents
- Grief and loss change (mean3.50)
- Have language to express experiences and feelings
- Difference in those with service and those not
41SURVEY RESULTS PRIVATE PROVIDER AGENCIES
- Self identity change (mean-3.71)
- Better understanding of own story
- Greatest change in IL kids
- Other changes
- More peaceful
- Make stronger connections to people
- Level of satisfaction (mean4.71)
- As get more involved, more interested in process
- Preparer need training
42FAMILY DESIGN RESOURCES INC.
- 1-717-231-6424
- dhenry_at_familydesign.org