The assigned worker is responsible for developing the case plan and family contact plan. The assigned worker is responsible in insuring that the child, the child’s parents, resource families and service providers are working to achieve the goals of the case plan. Additionally, the assigned worker is responsible for ensuring that all parties are following the family contact plan and that visits are occurring as scheduled.
Activities needed to achieve the goals in the case plan are clearly outlined. If you have questions about the child’s case plan, contact your assigned worker.
Assigned workers meet with the child every month, and more frequently, if needed, to help meet the child’s needs. As a primary care provider, you see the child every day and have important information about the child’s behavior, parental contacts, school progress and current health information.
It is important that you and your assigned worker have regular contact with each other through:
Contact the assigned worker when drastic changes in the child’s behavior occur, when you need help in getting services, or if you have questions about the child’s family. If you are unable to reach the child’s assigned worker, contact the assigned worker’s supervisor.
At the time of placement, or within five business days of placement in the foster home, you should receive the following documents in the Placement Packet:
The purpose of the Placement Packet is to provide a packet of data on the child (medical, social, educational, behavioral, etc.) which will accompany the child throughout out-of-home care. The packet helps workers and out-of- home caregivers in the placement and documentation/record-keeping process.
The Placement Packet begins when a child is initially placed in out-of-home care and then follows the child at every change of placement thereafter. With every move, the caregiver and worker have the responsibilities to replace needed forms and update information about the child. When the child leaves the caregiver’s home, the Placement Packet is to be given to the child’s worker.
If you do not get this packet, ask for it. It is in a red folder and should be used statewide by assigned workers.
The worker will discuss the contents of the Placement Packet with the caregivers and the child (if applicable), to address;
When a child first comes to your home, the child may be fearful and confused. It is hard for children to leave their homes and find themselves in strange new surroundings. The child needs your understanding, patience, and support when settling into your home.
Here are some ways to welcome a new child into your home:
A child in care may have many different feelings about their family. The child may feel sad, angry, embarrassed, or confused. A resource family can help a child with their feelings by keeping a nonjudgmental attitude about the child’s family, and the situation that brought them into care. If a child wants to talk about their feelings, listen and do not make assumptions, judgments or offer opinions.
A child’s family should be respected. If you have any negative feelings about a child’s family, do not relay these feelings to the child. Encourage the child to send birthday cards or take pictures or class work to show a parent at visitations. This keeps a good connection between a child and his family and will assist in the goal of reunification.
A child’s reaction to separation and loss varies from one child to another. Their emotional development is interrupted. They may feel abandoned, insecure, or responsible for the family’s breakup or getting the parents in trouble.
Children/youth may or may not react strongly to separation. Children may show signs of stress, depression, or anger. This may be expressed in:
If a child has to move from one foster home to another, the child again has to leave another family and attachment. If a child is showing signs of being depressed or is having difficulties adjusting to your home, contact your assigned worker about getting additional help or services for the child.
Children do best when they have predictability and routine and know what to expect in a typical day. Have regular mealtimes, bedtimes, chores, and expectations. This gives children a sense of security and helps your home operate more smoothly. Most children will need some time to watch, and become comfortable with, the family’s routine, and their space. Remember to have patience and understanding.
Bedtime and morning routines may be difficult times for a child placed in out-of-home care. Having a consistent routine for morning and bedtimes will assist children through these difficult transitions. You can help a child get to sleep by having a regular time for bed and a consistent routine such as:
For many children, a nightlight, soft stuffed animal and an open door may make them feel more comfortable. It is also important to give children permission to get up and use the bathroom in the middle of the night as part of the routines.
Sleep problems are common for children in care. Some children may have sleep disorders or disruptions as a result of trauma or separation from parents. Notify your assigned worker if you see the child experiencing chronic sleep difficulties.
Children who have experienced abuse or neglect and are placed in out-of-home care need limits and boundaries, just as all children do. A child in your care will need to know the rules in your home are consistent and predictable. Over time, knowing the rules and routines helps children feel more secure. They will come to trust you and other family members.
Children in care may come from a home with very different rules than those in your home. House rules that are simple and openly discussed as a family will greatly help your relationship with the foster child. There may be a fine line between routines and rules, especially some of the routines that set the pattern for informal rules. Informal rules may be things such as who sits where at the dinner table, not wearing shoes in the house, telling mom or dad if you use the last of something (i.e., toilet paper, toothpaste, etc.).
To learn more about what the regulations say, safe parenting guidelines, and positive parenting skills/tools contact the Alaska Center for Resource Families.
Children who are placed in care often have little continuity with their personal history and experiences. Usual family mementos such as photographs, cards, letters and other documents of personal memories can be lost to the child. In an effort to help a child build their history and document their memories, life books are developed so that the child has a meaningful history of life experiences.
A life book is a notebook or scrapbook that helps a child write and read about their life experiences.
Resource parents are encouraged to help the child/youth develop or maintain a “Life Book.” The best time to begin a Life Book is when a child is first placed in care.
The life book is considered to be a useful tool for the transition, whether the child is returning home, moving to another resource family home, or going to an adoptive placement. Be sure you also provide essential information for the next caregiver, including an update of everything in the packet, child information guide and the life book, a list of any future appointments and your name and number if you are willing to be contacted. You can be an ongoing resource to the child and his or her family.
There are websites available to assist you in creating a life book from both the adoption and foster care perspective. Here are a few examples:
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Birth Information |
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Child’s Family Information |
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Placement Information |
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Medical Information |
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School Information |
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Cultural Information |
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Religious Information |
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Other Information |
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