Volunteer Calendar

Youth Violence

INTRODUCTION

According to the US Department of Justice Office of Justice Programs Youth Violence Special Feature (Youth Violence | Overview | Office of Justice Programs (ojp.gov):

The term "youth violence" covers a broad spectrum of behaviors that can include fighting, bullying, and gang-related violence. Exposure to violence as a child can cause emotional and physical harm, including negative impacts on health and well-being that can follow a child into adulthood.

Youth violence and its diverse ramifications have long been a major challenge for American police officers, school staff, and municipal leaders. Preventing youth violence is a critical issue for many communities across the country.

EDUCATIONAL MATERIALS

What is Youth Violence

Centers for Disease Control and Prevention Viewing Time: 2 minutes

Youth Violence

World Health Organization Reading Time: 6 minutes

Youth Violence Risks and Prevention

Centers for Disease Control and Prevention Reading Time: 10 minutes

The Big Gang Theory

Danya Perry TEDx Asheville Viewing Time: 17 minutes

DISCUSSION QUESTIONS

1. What do you know about youth violence in your community?

2.  Did the articles you read and the TEDx talk you watched increase your understanding of youth violence in your community?  How did these things increase your understanding?

3.  If your CASA kid seemed to be at risk of joining a gang or committing a violent act, what prevention strategies could you take?

4. Dana Perry advised that “if we treat the children on the street like our own children, we could improve youth violence.”  Do you think this would work?  How could you employ this strategy?

5. What is the most important knowledge you gained from the articles and TEDx talk?  Why is it so important?

6.How important are the article and TEDx clip to your role as a CASA?  How can you put this information to good use? learn hope?

7. In the article, The science of hope, Parsi and Bryce encourage people to practice hope. In what ways do you practice hope with the children for whom you are advocating or for yourself?

Keeping The Kids - Overrepresentation of Native American Children in Foster Care in Montana

INTRODUCTION

In February 2024, the Montana Free Press, supported by a fellowship with USC Annenberg for Health Journalism, published a series of articles addressing the overrepresentation of Native American children in Montana’s foster care system. Their research revealed that Native American children were removed from their homes at a rate five times higher than that of White children. The articles examined this significant disparity by investigating whether Montana can close its racial gap in foster care, the role of mental health care in preventing family separation, how the Montana Free Press calculated racial disproportionality in the state, and how a program in Yellowstone County is working to reunify families after foster care.

EDUCATIONAL MATERIALS

Watching this recorded lecture counts as 1 hour of in-service training.

Can Montana mend its racial gap in foster care?

Montana Free Press Mara Silvers February 12, 2024 Time: 21 minutes

How we calculated disproportionality in Montana.

Montana Free Press Mara Silvers Reading Time: 10 minutes

What maternal health care can do to prevent family separations.

Montana Free Press Mara Silvers February 12, 2024 Reading Time: 14 minutes

Reunifying families after foster care

Montana Free Press Mara Silvers February 12, 2024 Reading Time: 8 minutes

DISCUSSION QUESTIONS

You can record 0.5 hours of in-service training by journaling your answers to these questions.

1.  The first article in this series, “Can Montana mend its racial gap in foster care?” highlights that Montana has one of the highest percentages of Native American children in foster care. By clicking on the statistics link (https://www.childtrends.org/publications/american-indian-and-alaska-native-aian-children-are-overrepresented-in-foster-care-in-states-with-the-largest-proportions-of-aian-children), you find that Montana ranks fourth with 36% of children in foster care being Native American, while Native American children make up only 9% of the state's total child population. This is surpassed only by South Dakota (53% in foster care, 12% overall), Alaska (47% in foster care, 18% overall), and North Dakota (43% in foster care, 8% overall). Oklahoma is fifth in this ranking, with 10% of the state's children being Native American and 9% of children in foster care being Native American.  What can you deduce from these statistics?  Does this information suggest that Montana can address its racial gap in foster care?

2.  State if you agree or disagree with the following statement and explain your reasoning.

“Kelly Driscoll, head of the Family Defense Bureau within the Office of State Public Defender, said at a January meeting of a legislative group studying the state’s child welfare system. “My kids can look like total street urchins and I'm given some deference as a highly educated white woman in Montana. Poor parents, Native parents, are sometimes not treated with that deferential treatment.”

3.  In the second article David Simmons, director of government affairs and advocacy for the National Indian Child Welfare Association is quoted “We’re all very focused on disproportionality. But disproportionality is the consequence of disparities that weren’t addressed in the beginning of the system.”  

Using the website https://montana211.org/, list the nearest services to Wolf Point, MT for addiction treatment, health care access, prenatal services, employment services, and government welfare programs. Include the distance required to travel to each service. Then do the same for your own community.

4.The article, “Reunifying families after foster care,” discusses the Indian Child Welfare (ICWA) Court and the ICWA Recovery Court in Montana's 13th Judicial District. List five factors that contribute to the success of these courts.

5. What did you learn from reading these articles?  Does any new information you learned contradict or support your prior knowledge about this topic? How will you use the information in this article to improve your advocacy?

UNPACKING POVERTY IN AMERICA

Debunking Myths and Understanding Realities

INTRODUCTION

Poverty is a persistent issue that affects millions of Americans each year, shaping the economic, social, and political landscape of the country. In 2023, the official poverty rate in the United States stood at 11.1%, marking a slight decrease of 0.4 percentage points from 2022. Despite this improvement, a staggering 36.8 million people still lived in poverty. These numbers reflect the reality of economic inequality and highlight the importance of understanding the broader causes and consequences of poverty. This self-study packet is designed to help you debunk some myths about poverty and explore the challenges faced by those affected.

EDUCATIONAL MATERIALS

Reading and watching this media counts as 1 hour of in-service training.

“Five Myths about Poverty”

Perspective by Mark R. Rank

Washington Post

March 26, 2021

Reading Time: 7 minutes

Link: https://files.constantcontact.com/53f43a2d401/4f570cbe-d590-4f54-be6d-fd5949508f73.pdf

Separating Poverty From Neglect

Child Welfare Information Gateway

Published February 2023

Reading Time: 20 minutes

https://files.constantcontact.com/53f43a2d401/a5a93940-aed2-44d2-a0e8-642c3c88479b.pdf

Perspectives on Poverty

Jyll Walsh MPH, CHES

Prevent Child Abuse Georgia

School of Public Health

Georgia State University

Viewing Time: 15 minutes

Only view these sections - 24:11 min mark to 34:51   40:27 min to 45:52

https://www.youtube.com/watch?v=ZEKnQbkKTkA

Navigating Life on a Tight Budget

CASA of Yellowstone County

Sherri Carlson

September 11, 2024

Reading Time: 15 minutes

Links:

PDF: https://files.constantcontact.com/53f43a2d401/6b9fb9d7-63c5-4315-9a9a-0c27a5aaa285.pdf

Word: https://files.constantcontact.com/53f43a2d401/e249d7a7-d416-4a39-be23-5cc65a126936.docx

DISCUSSION QUESTIONS

Debunking Poverty Myths

1.Have any of the myths discussed in 'Five Myths about Poverty' ever influenced your perspective or understanding?

2. Which misconception about these five myths surprised you the most, and why?

3. Why do you believe these myths continue to persist across our country?

4. After reading “Separating Poverty from Neglect” and focusing on the scenarios on page 7, along with considering the Families First Act, reflect on a family whose children you are currently advocating for, have advocated for, or are familiar with whose children were removed. What types of support might have prevented that removal?

5. After watching the video clips from "Perspectives on Poetry," what new insights have you gained about people living in poverty?

Understanding Realties

Using the information from the “Navigating Life on a Tight Budget” article, answer each of the following questions as if you are the sole provider for a family of four with children under 10. For each question, write three responses based on different annual income levels: $32,100 (federal poverty level), $46,800 (150% of the federal poverty level), and $64,800 (200% of the federal poverty level).

1. Can you meet your family’s needs with this income and these costs? Assess whether the proposed budget covers essentials like housing, food, and clothing with the given income.

o $32,100 (Federal Poverty Level):

o $46,800 (150% of the Federal Poverty Level):

o $64,800 (200% of the Federal Poverty Level)

2. What sacrifices would you need to make? Identify what expenses or needs you might have to forgo to stay within the income limits.

o $32,100 (Federal Poverty Level):

o $46,800 (150% of the Federal Poverty Level):

o $64,800 (200% of the Federal Poverty Level):

3. Which parts of the budget would need adjusting? Evaluate where you would need to make changes to provide for your family’s basic needs such as shelter, nutrition, and clothing.

o $32,100 (Federal Poverty Level):

o $46,800 (150% of the Federal Poverty Level):

o $64,800 (200% of the Federal Poverty Level):

4. What expenses are missing from this budget? Consider any necessary costs not accounted for in the proposed budget (e.g., healthcare, transportation, or emergencies).

o $32,100 (Federal Poverty Level):

o $46,800 (150% of the Federal Poverty Level):

o $64,800 (200% of the Federal Poverty Level):

5. What realities about living at each of these annual income levels have you discovered by completing these questions?

o $32,100 (Federal Poverty Level):

o $46,800 (150% of the Federal Poverty Level):

o $64,800 (200% of the Federal Poverty Level):

Positive Childhood Experiences (PCEs)

HOPE DESPITE ADVERSITY

INTRODUCTION

A recurrent association has been made between Adverse Childhood Experiences (ACEs) and poor outcomes in a person’s life, as it pertains to the engagement in high-risk behaviors and the development of physical and psychological disease. ACEs include but are not limited to neglect; household dysfunction; and physical, emotional, and/or sexual abuse (1).

Focusing on adverse experiences as predictors of long-term consequences, while important, may misleadingly suggest that only solution to obtain better outcomes is to eliminate adversity altogether. However, especially in the context of children that have already experienced or are experiencing ACEs, this is not always realistic and can result disheartening.

Given this relationship between ACEs and poor outcomes and considering the limitations from centering on only adverse experiences, further research has asked whether a similar association could be drawn regarding the positive experiences in a child’s life and favorable outcomes. Most notoriously, a 2019 study found that Positive Childhood Experiences (PCEs) may reduce the risk of poor mental health in adulthood, among other outcomes (A).

Indeed, while recognizing ACEs and their impact is crucial, it is also necessary to make a slight, but important reframing, where we see that the absence of adversity is not the only road to better outcomes; and that for many populations, the inclusion of positive experiences despite adversity makes all the difference. The concept of Positive Childhood Exeriences (PCEs) has therefore been proposed as a way to not only attenuate, but directly combat the negative impacts of ACEs.

While the ACEs that have occurred in a child’s life cannot always be erased or retracted, PCEs can mitigate their impact and offer resilience in the face of adversity. The concept of PCEs offers a hopeful message: trauma, neglect, and abuse do not have to dictate or define a child’s future.

So, what are PCEs, and how they can be applied in a child’s life to tilt the scales in his or her favor?

EDUCATIONAL MATERIALS

Reading and watching this media counts as 1 hour of in-service training.

EDUCATIONAL MEDIA

A.

Bethell et al. JAMA Pediatrics (highlighted sections only)

Bethell, Christina, et al. “Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: Associations Across Adverse Childhood Experiences Levels.” JAMA Pediatrics, JAMA Network, 4 Nov. 2019, jamanetwork.com/journals/jamapediatrics/fullarticle/2749336.

B.

Klass. The Washington Post

Klass, Perri. “Positive Childhood Experiences Can Help Make Kids More Resilient.” The Washington Post, 5 Aug. 2023, www.washingtonpost.com/wellness/2023/08/05/happy-moment-shape-kids-lives/.

C.

CDC ACE Pyramid

“About the CDC-Kaiser Ace Study.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 6 Apr. 2021, www.cdc.gov/violenceprevention/aces/about.html.

D.

InBrief: The Science of Resilience Center on the Developing Child at Harvard University. “InBrief: The Science of Resilience.” YouTube, 22 Apr. 2015, www.youtube.com/watch?v=LXXQLa-5n5w.

E.

How childhood trauma affects health across a lifetime TED. “How childhood trauma affects health across a lifetime – Nadine Burke Harris - TED.” YouTube, 17 Feb. 2015, https://youtu.be/95ovIJ3dsNk?si=ApL3Tv51Y42qA8Cd.

DISCUSSION QUESTIONS

Journaling your answers to these questions will count as 0.5 hours of in-service training time.

1. Familiarize yourself with the 2019 PCE study by Bethell et al. (reference A). Considering the 7 items of the PCEs score used in study (page 3), how could you, as an advocate, have a part in promoting the implementation and maintenance of one or more of these items? Which ones?

2. Do you think that PCEs are “one size fits all” or might any given PCE impact different children in different ways? If so, what factors could account for these differences in impact?

3. Dr. Perri Klass, in her Washington Post article (reference B), highlights the almost independent character of ACEs and PCEs with the following sentence: “…looking at whether bad things had happened in a family didn’t tell you whether good things were also happening.” After reading reference B, in your own words, why is it relevant to distinguish between ACEs and PCEs?

4. Refer to the CDC’s ACE pyramid (reference C). From bottom to top of the pyramid, it is proposed that even before the occurrence of ACEs, there are social, generational, and historical conditions or determinants that can predispose individuals to experience ACEs. Posteriorly, the negative impacts of ACEs include a stepwise process from neurodevelomental disruption, to adoption of risky behaviors, and later blatant disease or disability. Do you think there can similarly be a pyramid for PCEs? What would this pyramid look like, from bottom to top?

5. Resilience is defined as the “capacity to withstand or recover quickly from difficulties.” With this in mind and in th econtext of PCEs, consider the analogy of the scale and fulcrum in the video by the Center on the Developing Child at Harvard University (reference D). What characteristics must PCEs have in order to be most impactful in tilting the scales toward positive outcomes in order to build resilience? (For example, are many small PCEs maintained across time more impactful, or is one large, single-event PCE more impactful?)

6. In her TED talk (reference E), Dr. Nadine Burke Harris discusses the medical impacts of ACEs and proposes ways in which a multidisciplinary team can “reduce the dose of adversity,” via follow-up, nutrition, mental health services, among other strategies. While Burke Harris does not blatantly address PCEs; however, could those strategies be considered PCEs? Why or why not?

7. After having explored the articles and videos provided, how do you think PCEs affect children specifically within the foster care system?

Foster Youth Aging Out 

Growing up in and leaving foster care 

INTRODUCTION

Reunification with parents and guardians is always the number one plan when children are removed from their families.  If that is not possible then adoption or guardianship are the next best goals.  For a variety of reasons, none of these plans come to fruition for some foster youth which means they grow up in and age out of foster care.  This can bring a host of obstacles to overcome.  The statistics for this population of youth are daunting. 

According to the Annie E. Casey Foundation’s Fostering Youth Transitions 2023: State and National Data to Drive Foster Care Advocacy: 

“Understanding the outcomes of young adults who have been in foster care is critical to shaping the services and support they need. Although national data show some conditions for 21-year-olds with foster care experience improving slightly from 2016 to 2021, young people who have been in foster care continue to be far less likely than their peers in the general population to be enrolled in education or training after high school, stably housed or employed — and are more likely to become parents or experience incarceration. 

Among 21-year-olds with foster care experience in 2021:  

▪ 79% had earned a high school diploma or GED credential, NYTD data show. This compares to 92% of their peers in the general population, according to the U.S. Census Bureau’s American Community Survey13 estimates. 

▪ 24% had been enrolled in postsecondary education or training, compared to 50% of 21-year-olds in the general population; and  

▪ 55% were employed full time or part time, while 64% of their peers in the general population had jobs.1” 

The statistics reported by the National Foster Youth Institute state: 

• More than 23,000 children will age out of the US foster care system every year. 

• After reaching the age of 18, 20% of the children who were in foster care will instantly become homeless. 

• Only 1 out of every 2 foster kids who age out of the system will have some form of gainful employment by the age of 24. 

• There is less than a 3% chance for children who have aged out of foster care to earn a college degree at any point in their life. 

• 7 out of 10 girls who age out of the foster care system will become pregnant before the age of 21. 

• The percentage of children who age out of the foster care system and still suffer from the direct effects of PTSD: 25%. 

• In 2015, more than 20,000 young people — whom states failed to reunite with their families or place in permanent homes. 

Keep these statistics in mind as you read the case studies for this packet.  

EDUCATIONAL MATERIALS

Reading and watching this media counts as .5 hour of in-service training.

Aged Out: How We Are Failing Youth Transitioning Out of Foster Care 

Think of Us (www.thinkof-us.org) 

Sixto Cancel, Sarah Fathallah, Marina Nitze, Sarah Sullivan, and Emily Wright-Moore 

Meet Hasan, Christian, Verónica, Alex, and Latoya 

Pages 7-12 

Reading Time: 8 minutes 

https://files.constantcontact.com/53f43a2d401/11f5e417-d048-481e-8775-46b31401182d.pdf

Youth Aging out of the Foster Care System 

Unprotected - Aging Out of Foster Care 

NBC News

October 12, 2022 

Viewing Time 15 minutes 

https://www.youtube.com/watch?v=9cvyN2h_p64

Young Adults Formerlyin Foster Care: Challenges and Solutions 

Youth.gov

Reading time: 5 minutes 

https://youth.gov/youth-briefs/foster-care-youth-brief/challenges

DISCUSSION QUESTIONS

Journaling your answers to these questions will count as 0.5 hours of in-service training time.

Using the website, https://montana211.org/ , pick one of the youths mentioned in the case studies and list the resources available for this child in your area (town/city/county) in each of the following areas. 

Education: 

Housing or Living Situation: 

Mental Health: 

Employment: 

Finances: 

The last section of the youth.gov article states that developing positive adult relationships has a powerful positive impact on the negative outcomes for foster youth who have aged out of foster care.  Keeping this in mind what positive adult relationships are available or can be found for the youth you choose? 

Creating a Gender Inclusive Environment in Child Welfare Systems

INTRODUCTION

On October 11, 2023, the National CASA/GAL for Children presented a training by the Human Rights Campaign Foundation to provide their members a better understanding of children who are LGBTQ.  Their description of this training is below. 

“There are between 1.5 to 2 times as many LGBTQ youth living in foster care as LGBTQ youth living outside of foster care.  LGBTQ youth have a higher average number of foster care placements and are more likely to be living in a group home. Understanding the prevalence of children in the child welfare system who are LGBTQ youth and how to advocate for the needs of this population will be considered during the webinar.  You will learn about transgender inclusion, including gender identity and expression, transgender, non-binary and gender-expansive identities and experiences; learn ways to create a gender-inclusive agency environment through policy and practice change; and explore language and behaviors that are welcoming and affirming to youth and adults with diverse gender identities and expressions.” 

EDUCATIONAL MATERIALS

Watching the recording listed below will give you 1.0 hour of in-service training time.  You will be asked to register before you watch the training.  This helps National CASA/GAL keep track of the interest in their recordings. 

Creating a Gender Inclusive Environment in Child Welfare Systems

National Court Appointed Special Advocates/ Guardian Ad Litems

October 11, 2023

Creating a Gender Inclusive Environment in Child Welfare Systems - Zoom

Slide Set

HRC-ACAF-Creating-a-Gender-Inclusive-Environment_CASA.pdf (nationalcasagal.org)

DISCUSSION QUESTIONS

You can add another 0.5 in-service training hours by journaling your answers to these questions.

1.   One of the first concepts Phi discusses is sexual orientation, gender identity, and gender expression.  What did you learn about sexual orientation, gender identity, and gender expression?  How could not being able to openly represent their sexual orientation, gender identity, or gender expression create harm to a youth?

2.  Have you encountered the terms cissexism, transphobia, and gender policing before watching the webinar?  Did the definitions for cissexism, transphobia, and gender policing align with the definitions you had prior to watching the webinar?

3.  In the middle of the webinar, Phi presented “Pronoun Best Practices”.  Are you following or will you follow these best practices for pronouns?  Were you aware of neopronouns and non-pronouns prior to this presentation?

4.  What does the phrase “You don’t have to keep up dear, you just have to keep open” mean to you?  Can you abide by this phrase?  Why or why not?

5. Did you find the section on gendering affirming responses helpful?  If yes, will you put these responses to use?  If not, what further information do you want?

6. What did you learn in the section about gender affirming language?  How will you use the information from this section?

7.   Phi presented a section about “Calling Out, not Calling In.” What was the most idea important in this section?

8.  What is your biggest take away from this webinar?

Collaborative Decision-Making

REACHING FOR A COMMON GOAL

INTRODUCTION

Collaborative decision-making (CDM) is a process that involves cooperation between two or more parties to achieve a common goal. While closely tied to effective communication, it extends past simply transmitting information between parties. Certainly, CDM is a broad practice with a potential application at multiple levels: interpersonally, interinstitutionally, in community-level processes, public policy, and beyond (A). Likewise, CDM plays a pivotal role in the foster care system, particularly in the context of court-appointed special advocates (CASAs). These advocates serve as vital links between the courts, child welfare systems, and the families involved, ensuring that the best interests of children are prioritized. In a system often characterized by complexity and high stakes, CDM aims to foster a cooperative environment where multiple stakeholders—including but not limited to CASAs, social workers, and child protective services—can come together to share insights, perspectives, and interdisciplinary expertise.

The unique nature of foster care demands a nuanced approach to decision-making, as it involves navigating the emotional, legal, and social dynamics surrounding a child’s well-being. By engaging in collaborative processes, stakeholders can collectively assess each child’s needs, risks, and resources, ensuring that decisions are informed by a far-from-one-sided understanding of the situation. This collaborative spirit not only enhances the quality of the decisions made but also helps build trust among the parties involved, creating a supportive network around the child.

Defining clear roles of the parties involved is key in engaging in CDM. With this in mind, CDM empowers CASAs to voice the perspectives of the children they advocate for. With their unique position, CASAs can bridge the gap between the child’s experiences and the decisions made by adults. By actively involving CASAs in collaborative discussions, the foster care system can better align its interventions with the lived realities of the children it serves, which can otherwise be treated as a secondary matter in these complex cases. Through collaboration, stakeholders can work toward a common goal: providing safe, nurturing, and permanent homes for children in foster care.

EDUCATIONAL MATERIALS

Reading and watching this media counts as .5 hour of in-service training.

A. Highlighted sections in article – (10 minutes)

Chrislip, D. D. (n.d.). Chapter Four: Essential Concepts of Collaboration. In The Collaborative Leadership Fieldbook.

https://files.constantcontact.com/53f43a2d401/84e50a75-8edf-451e-bc68-db3667898717.png

B. What Is Collaborative Decision Making? – (5 minutes, 7 seconds)

IIDM. “What Is Collaborative Decision Making?”

https://youtu.be/jv3IZi89Hj8?si=-CmEUipfqChjL4lC.

DISCUSSION QUESTIONS

You can add another 0.5 in-service training hours by journaling your answers to these questions.

1.A key component to begin a process of collaborative decision-making (CDM) is defining clear roles: who participates and to what extent. In the setting of a child’s case, list out who you consider to be the participants in the CDM process (people, organizations, etc.).What roles do each of these participants have? Draw from your experiences at CASA.

2.In addition to defining the participants and their roles, a successful CDM process alsorequires learning from those involved. What can a CASA potentially learn from each ofthe participants from the list in question 1 in order to enrich the CDM process as awhole?

3.Refer to the document by Chrislip (A). This chapter focuses on collaboration in a largelypolitical context but is still useful in providing a general scope of collaboration as aconcept beyond this application. In this chapter, the author claims that “the quality of[public] decisions stems directly from the quality of the engagement used to make them.”In other words, willingness to participate in CDM is considered key in reaping its benefits(ej, reaching a common goal).

Many of the children’s cases at CASA can bring with them a high emotional burden and difficulty for all parties to define a uniform “common goal” due to conflicting views. For these reasons, there can be a relative unwillingness to engage fully in CDM. In layman terms, a sort of “wall” can be hit, where a lack effective communication between parties(the child(ren) involved, foster family, parents, etc.) occurs. What are some ways that a CASA can try to intercede and “bridge the gap” in a situation like this?

4.Almost invariably, the common goal at hand is the best interest of the child. Chrislip quotes another author: “…to make progress, not only must intervention and action change circumstances to align with values, but the values themselves may also have to change.” Regarding collaborative decision making to reach the common goal of securing a foster child’s wellbeing, what are some compromises or changes that might have to be made by each of the parties involved in the case?

5.On a similar note, Chrislip also notes that “in order for collaboration to work, all participants must engage as peers.” This statement hints at the agency of each of the participants. Children, while limited in their decision-making capacities both developmentally and legally, manifest agency by expressing preferences, and engage indecision-making, even if those choices are limited by their developmental stage and the context in which they live.

Certainly, the child is central in the case he/she is involved in. What role does the child play in the CDM regarding his/her case? Do you think that the quote by Chrislip applies to a child?

6.Watch the clip of the video seminar by the International Institute of Directors and Managers (B). Here, Michelle Gibbings suggests that “consensus doesn’t mean that everyone has to agree with every element of the decision, but it is something that everyone is willing to live with.” What are your thoughts on this statement? Is it realistic in the setting of the decisions made in the case of a child in the foster care system?

Collaborative Decision-Making

REACHING FOR A COMMON GOAL

INTRODUCTION

In 2015, researchers introduced the term “sexual abuse-to-prison pipeline” to describe how systems meant to protect vulnerable girls were instead punishing them—especially girls of color. Victims of abuse were being criminalized: girls running away from dangerous homes were arrested for truancy, and trafficking survivors were jailed for prostitution. A report by Georgetown University and Rights4Girls exposed this injustice, sparking nationwide discussions, influencing policy proposals, and even being cited by President Barack Obama.

However, nearly a decade later, little has changed. A 2023 report, Criminalized Survivors: Today’s Abuse-to-Prison Pipeline for Girls, reveals that outdated laws, harmful policies, and systemic failures continue to trap abuse survivors in the justice system. This study packet explores how these patterns persist and what can be done to break the cycle.

EDUCATIONAL MATERIALS

Your training time depends on how much of the Georgetown study you read.

•If you read the highlighted sections of the Georgetown Law study, the Washing Post article, and watch both videos, you can log 1 hour.

•If you read the entire Georgetown Law study, the Washington Post article, and watch both videos, you can log 1.5 hours.

How Sexually Abused Girls Are Still ending Up In Jails and Prisons

Criminalized Survivors: Today’s Abuse to Prison Pipeline for Girls Yasmin Vafa & Rebecca Epstein Reading Time of Highlighted Sections: 32 minutes Reading Time of Entire Report: 1 hour

They Never Saw Me as a Child TEDx San Quentin Xavier McElrath-Bey

Jailed Rape Victim Lawsuit KPRC2 Houston

You can add an additional 2 hours of training time if you read the following study and the article.

Sex Abuse to Prison Pipeline: The Girl’s Story Malika Saada Saar, Human Rights Project for Girls

Rebecca Epstein, Georgetown Law Center on Poverty and Inequality Lindsay Rosenthal, Ms. Foundation for Women Yasmin Vafa, Human Rights Project for Girls

Raped then Thrown in Jail: A Teen’s Abuse to Prison Pipeline Phoenix News Times Hannah Critchfield

DISCUSSION QUESTIONS

You can add another 0.5 in-service training hours by journaling your answers to these questions.

1.How would you critically assess the value of this study, articles and videos for a fellow CASA advocate? What specific insights or arguments make them essential for advocating for abused and neglected children?

2.How can you apply the key takeaways from these articles to improve advocacy strategies for vulnerable children?

3.Analyze the systemic barriers that have prevented significant change in the number of girls entering the sex abuse-to-prison pipeline. What policy or societal shifts are needed to disrupt this cycle?

4.Evaluate the most surprising fact from these articles and explain its broader implications for child advocacy and justice reform.

5.How will you integrate this information into your advocacy work? Propose a specific action plan or initiative that could help address these issues.

Assessing the Needs of Infants in Foster Care

INTRODUCTION

Infants entering the foster care system face unique challenges that require thoughtful, informed, and compassionate responses from caregivers, advocates, and professionals. The early months and years of a child's life are foundational, shaping everything from brain development to emotional resilience. For infants in foster care—who may have experienced trauma, disrupted attachment, or inconsistent caregiving—the need for timely, developmentally appropriate assessment is even more critical.

This self-study packet is designed to deepen your understanding of how to assess and respond to the needs of infants in the child welfare system. Through a variety of instructional media, you will explore perspectives that bridge research, policy, and practice. The materials include 3 articles and a TEDx talk.

As you move through this packet, consider how each resource enhances your ability to recognize the unique developmental and emotional needs of infants in foster care. Reflect on how you can apply these insights in your work to promote stability, healing, and healthy attachment for the youngest and most vulnerable members of our community.

EDUCATIONAL MATERIALS

Reading these articles and watching the TEDx talk will give you 1 hour of in-service training.

A Disorganized Toddler in Foster Care: Healing and Change From an Attachment Theory Perspective

People Not Programs, Change People

Securing A Bright Future: Infants and Toddlers in Foster Care

Tips and Tricks for Advocating for Babies

ADDITIONAL RESOURCES

Click on the links below to learn more about each app that offers tips and suggestions childhood milestones and development.

CDCs Milestones Tracker App

https://www.cdc.gov/ncbddd/actearly/milestones-app.html

What to Expect App

https://www.whattoexpect.com/mobile-app/

Bright by Text Sign Up

https://mylantern.org/families/

Vroom

https://www.vroom.org/ or  https://www.vroom.org/tools-and-resources

DISCUSSION QUESTIONS

Journaling your answer to the questions below will give you an additional 0.5 hours of training time.

1. Based on what you learned from the article on Janet Mann, how would you apply her insights about infant and toddler-caregiver attachment to assess bonding challenges in a foster care setting?

2. How do the points made in Janet Mann’s TEDx talk deepen or shift your understanding of infant needs in foster care compared to the article? Analyze how the two sources complement or contradict each other.

3.Using information from the Zero to Three article, how would you structure a developmental assessment for an infant entering foster care?

4. Analyze how the 101-sheet helped clarify key terms, assessment tools, or processes related to infant needs in foster care. What connections did it help you make?

5. Evaluate how the information you gathered from all sources could strengthen your ability to advocate for infants in foster care. Which resource do you think is most impactful, and why?

Children of Coercive Control 

INTRODUCTION

As a CASA volunteer, your role in advocating for a child's best interests often means navigating the complex realities of family dynamics and domestic violence. This self-study packet focuses on coercive control—a form of abuse that may not leave physical marks but causes lasting harm, especially to children. Understanding this dynamic will help you better identify risks and advocate for safer, more stable environments for the children you serve. 

What’s Included in This Packet:

• 10 Takeaways from Children of Coercive Control
  This summary highlights key points from Evan Stark’s most recent book, which focuses on how abusers target children as part of their broader efforts to control their partners. Stark’s work sheds light on the hidden ways children are harmed by living in controlling and abusive homes. 

• Interview with Evan Stark
  An in-depth conversation with the expert who introduced the concept of coercive control, offering insight into how this form of abuse operates, why it often goes unnoticed, and the significant impact it has on survivors and their children. 

• Does Anger Management Really Stop Domestic Violence?
  This article examines why anger management programs are often ineffective in addressing domestic violence. It explains that abuse is driven by a need for power and control—not simply by anger—and that without addressing that root cause, these interventions often fall short. 

• Local Resources for Families and Advocates
  A curated list of community resources that can support families impacted by domestic violence, as well as tools to assist CASA volunteers in identifying services that promote safety and stability. 

Why This is Important for CASA Volunteers:
Even when physical violence is absent, coercive control can create a toxic, frightening environment for children. Recognizing these patterns will help you advocate more effectively for safety, stability, and healing for the families you work with. 

EDUCATIONAL MATERIALS

Reading these articles and watching the interview will give you 0.5 hours of in-service training.

10 Important Takeaways from 'Children of Coercive Control'

Coercive Control and Children

Does Anger Management Really Stop Domestic Violence?

DISCUSSION QUESTIONS

Journaling your answer to the questions below will give you an additional 0.5 hours of training time.

1. What are some signs of coercive control that you might observe in a family situation? 

2. How might living with coercive control affect a child’s emotional well-being and development? 

3. Why is it important to understand the difference between anger and control when assessing domestic violence situations? 

4. How can this information help you advocate better for the children on your case? 

5. What questions do you still have about coercive control or its impact on families? 

How Trauma Affects School Performance 

INTRODUCTION

For some students in our state, the 2025-2026 school year has been underway for several weeks, while others are just beginning. As we welcome the start of a new academic year, it's important to remember that for many students affected by trauma—whether past or ongoing—school can mean very different things. For some, it is a safe space, a much-needed refuge from the chaos or fear in their homes. For others, heightened vigilance and anxiety follow them through the classroom doors as they work to protect themselves from real or perceived threats. 

This self-study packet examines how trauma affects student learning and school performance through a variety of resources. You’ll begin with a Mental Health Primer developed by the American Psychological Association, which includes a short podcast and transcript. Following that, you’ll explore three brief lectures by Joel Ristuccia, Ed.M., from Trauma Sensitive Schools, offering deeper insight into how trauma shapes students' ability to learn and engage in the classroom. 

As a Court Appointed Special Advocate, understanding how trauma impacts school performance is critical to effective advocacy. When you recognize the signs of trauma and how it shows up in academic settings, you are better equipped to support the child’s educational needs, communicate concerns to the court, and help ensure every child has access to a safe, supportive learning environment.

EDUCATIONAL MATERIALS

Reading the article, listening to the podcast, and viewing the lectures counts as 1 hour of in-service training.

American Psychological Association 

Podcast Listening Time: 38.5 minutes 

The Impact of Trauma on Learning

Trauma Sensitive Schools 

Part 1: https://www.youtube.com/watch?v=UPwdWLWYqBI

Part 2:

https://www.youtube.com/watch?v=dw1R_tlWE04

Part 3:

https://www.youtube.com/watch?v=to8MhwP8zZQ

DISCUSSION QUESTIONS

Journaling your answer to the questions below will give you an additional 0.5 hours of training time.

1. Review the “Do and Don’t” chart on page 2 of the Students Exposed to Trauma article. Can you recall a time when you unintentionally used one of the “Don’t” responses with a child or youth? Analyze what was happening, how did you respond, and how did it impact the child? Based on what you've learned, what specific approach could you use instead if a similar situation occurs? 

2. Think about the examples shared by Joel Ristuccia in the three video lectures. Can you apply one of those examples to help you better understand a child you advocate for? How does recognizing that behavior through a trauma-informed lens change how you might approach your advocacy for them? 

3. Reflect on the child or children you advocate for. Based on your knowledge of their circumstances, do they experience school as a safe and supportive environment? What factors—whether people, routines, or settings—contribute to or undermine their sense of safety? How might you apply this understanding to better support them? 

4. What were your most significant takeaways from The Impact of Trauma on Learning lecture series? How do these insights deepen your understanding of the challenges your CASA children may face? How might these insights influence your approach when advocating for educational stability or support? 

5. Considering the article, podcast, and lecture series together, what specific strategies or changes will you apply to your advocacy work? How do you believe these trauma-informed practices will improve the outcomes for the children you serve?