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Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.1 - INTRODUCTION

Case management of CPS ongoing cases includes all activities and resources the case manager purposefully uses to meet case plan goals and to help achieve change. It is directed at ensuring the child's safety, protection, well-being and at reducing risk of further maltreatment. It includes direct services, provided by the case manager, and other services, arranged by the case manager, that use professionals, para-professionals and volunteers.

The level of risk (high, moderate, low) determines minimum monthly contact requirements for implementing the case plan with the family and for providing case plan follow-up activities. Risk level determines parent, child and collateral contact requirements throughout the treatment process. Contact requirements decrease as risk level is reduced.

Case management Includes:

• Completion of strengths and needs assessment;
• Development and implementation of the case plan;
• Documentation of case plan goals and steps;
• Service delivery, including needed referrals to family preservation services;
• Scheduled reviews of case progress and current strengths/needs levels;
• Risk reassessment;
• Completion of revised/extended case plans as needed; and,
• Case closure.

Good case management assures that all required rules, policies, laws and procedures (both formal and informal) are followed. It utilizes social work judgment and decision making strategies, assuring that all work reflects care, logic, common sense and reasonableness. It documents that CPS work meets family needs, that CPS intervention does not contribute negatively to children and their families and that any professional providing services to a family is of acceptable reputation and credibility.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.2 - CPS TARGETED CASE MANAGEMENT TEARSHEET

Requirement

Complete a TCM (Targeted Case Management) tearsheet for each substantiated case that remains open for ongoing CPS services. Indicate the initial risk level of the case on the tearsheet.

Procedures/Practice Issues

Record one of the following risk levels on the TCM tearsheet:

• L1 Low - Court Ordered
• L2 Low - Closure
• M Moderate
• H High
• OM Override to Moderate
• OH Override to High

The assigned risk level reflects risk level of the case on the date of the TCM service. Once a risk level is assigned and recorded on the tearsheet, it will appear on each subsequent tearsheet. If risk level changes during the month, it may be modified on the tearsheet, but only if there is a TCM service date on or after the date the risk level changed. See Appendix A of Chapter 60, Section 3 for a copy of the CPS TCM tearsheet.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.3 - CASE CONTACT

Requirement

Contact requirements begin immediately upon completion of the risk assessment scale.

A family's assessed risk level of low, moderate or high determines contact requirements for ongoing protective services. If Form 457 (Risk Assessment Scale) is completed between the 1^st and 15^th of the month, meet case contact requirements by the end of the month. If the risk assessment scale is completed between the 16^th and the last calendar day of the month, full case contact requirements begin the following month.

Procedures/Practice Issues

The risk assessment scale provides reliable and valid information on the risk to children of continued abuse or neglect. Using this assessment data is key to ensuring better protection of children; therefore, the risk level is used to determine the minimal monthly contacts required with the family. The chart on the next page shows required contacts for each risk level. Contact requirements change as the risk level changes.

The case manager is responsible for all required face-to-face contacts with children. On a case rated high risk (only), a face-to-face contact by a Homestead provider may be substituted for one required face-to-face monthly contact with the parent. Arrange for the Homestead therapist to provide regular documentation back to the assigned case manager.

Reclassifying risk level is done at case reassessment (See 2105.18) and only with the approval of the supervisor.

MINIMUM MONTHLY CASE CONTACT REQUIREMENTS
Risk Level	Minimum Number of Face to Face Contacts Required	Contact Requirement	Collateral
Low Risk	1	1 Face-to-face with child 1 Face-to-face with parent(s)*	1 Collateral
Moderate Risk	2	1 Face-to-face with child 2 Face-to-face with parent(s)*	2 Collaterals
High Risk	3	1 Face-to-face with child 3 Face-to-face with parent(s)*	3 Collaterals

This chart represents the minimum number of required contacts. Using good CPS practice judgment helps determine when more contacts are needed for specific cases.

The case contact standard, as determined by risk level, does not change while a child is temporarily outside the home, even though the Safety Assessment (Form 255A) shows the child is conditionally safe (See 2104.33).

*When a child is seen with parents, two required contacts are satisfied; however, if only the child is seen, there must still be a face-to-face contact with all parents. Likewise, if only the parents are seen, the face-to-face contact with the child is still a requirement. Meeting contact standards with parents means having face-to-face contacts with all parents and caretakers who are alleged maltreaters. Seeing these parents together for required face-to-face visits counts toward meeting the standard. When parents who require face-to-face visits are seen separately (and this may be according to case plan), meet the face-to-face standard for each. It is also important to maintain contact with a parent in the home who is not an alleged maltreater and to make this parent part of the ongoing case plan.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.4 - FACE-TO-FACE CONTACTS

Requirement

Meet minimum monthly face-to-face contact requirements with parents and with each at-risk child.

Procedures/Practice Issues

Consider individual case circumstances when determining when, where and how often to see children.

• Children often need to be seen more than once every month, e.g. young children or children with disabilities who are in abusive or very neglectful homes where the risk level is high and where other responsible family members, neighbors, teachers, etc., who would report concerns to CPS, are not available to see the children on a regular basis.
• See children within the home setting, as this is where most family interactions take place and is therefore the location where the most accurate observations of parent/child interactions are likely found. This is especially important for contacts with young children and for situations where serious neglect is substantiated.
• See children who are considered vulnerable because of age or disability and who are part of a household with an active CPS case, even though not the subject of a substantiated incident of maltreatment.

Observe children in the presence of parents because this allows for:

• Direct observation of parent and child interactions: What is the quality of the parent and child bonding? Does the parent engage the child in developmentally stimulating activities? Does the parent handle the child roughly or is there an apparent comfort level in providing for the child's needs? Does the parent identify the child's needs and respond to them in a nurturing way?
• Hearing and seeing how the parent and child communicate: Is communication verbal, non-verbal, physical, positive, negative, passive, more negative than positive?
• Determining progress on the specified steps of the case plan are met: What changes in the parent's interaction with a child are observed since the previous meeting? Is the parent learning and practicing better ways of parenting?

These are only a few of the many insights that may be gained from direct observation of parent and child interactions. Using what is directly observed as a major component of case decision making is vital. A case decision based only on what is reported by the parent is never sufficient. This is especially true for CPS where the ultimate goal of all case plans is to change the behaviors that led to child maltreatment and placed a child at risk.

Seeing a child away from the parent is advantageous. A child is often hesitant to talk in the presence of parents. Note when, from direct observation, the child appears hesitant or unwilling to talk because of a parent's controlling actions (e.g. using eye contact to ``dare'' a child to talk, not allowing the child to be alone with the case manager, etc.). Although it is advisable to sometimes see some children away from the parent, plan some joint contact with both the parent and child present to gauge the case plan's effectiveness.

When an out-of-home placement results in parents and children living in separate counties, the county of the parent's residence has case management responsibility. This includes:

• Complying with the monthly face-to-face contacts with parents;
• Requesting the county of child's residence to provide services to the child, including the required monthly face-to-face visit with the child and documenting this for the county with case management responsibility; and,
• Encouraging parents to maintain ongoing visits their children.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.5 - COLLATERALS

Requirement

Make monthly collateral contacts, as required by the assigned risk level (See 2105.3). Make additional collateral contacts, as needed, to obtain information from all service providers who work with the family in the various case plan components (See 2104.21).

Procedures/Practice Issues

Contact requirements for collaterals remain in place until the risk level changes or the case is closed. Select collaterals based on the different types of information they can provide. Neighbors often have the best knowledge about children's supervision; medical providers provide better knowledge about how a child's medical needs are met, etc. When selecting collaterals, consider the case plan steps and who can most accurately provide feedback on progress toward meeting the case plan steps.

Obtain a variety of information from several collaterals to fully gain a clearer picture of family dynamics. Collateral contacts need not be face-to-face. Some examples of collateral contacts are talking with a teacher, a school counselor, family service worker, parent aide or Homestead vendor, an extended family member or a service provider.

If there is active involvement of medical providers, school personnel, outside vendors, etc., scheduling a staffing or team meeting is an effective way to bring these professionals together. This allows persons closely involved with the family to evaluate a child's current safety level, case plan progress or lack of progress and ways to further assist the family move toward goal accomplishment. For situations where a decision is made to file a deprivation complaint, the team is the prime source for witnesses who can provide evidence to support the complaint.

Mandated reporters who continue to have involvement with a child are an excellent resource for discussing changes they have observed (See 2104.21).

When using a family member or a neighbor as a collateral, select persons who will not give a biased opinion or information based on what a parent might have instructed this collateral to share. Interview collaterals, living in the home, out of the presence of parents and children being investigated.

The same collateral may be used for more than one monthly contact; however, contact this person at different times in the month (e.g. talking with a child's teacher two times in the same month but with an interval of a couple of weeks between contacts). Using the same collateral in a time frame so short that the collateral's information is based on the same observations does not meet the collateral requirement.

Information to obtain from a collateral includes:

• What is the collateral's current knowledge of the situation?
• When did the collateral last see the child?
• What changes has the collateral seen in the child, in the parent and in family functioning?
• Are these changes positive or negative?
• What is the collateral's opinion about the child's care, protection and safety?
• Does the collateral have any recommendations?

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.6 - STRENGTHS/NEEDS ASSESSMENT AND CASE PLAN PREPARATION

Requirement

Prior to beginning the strengths and needs assessment and the case plan, complete a desk review of the entire investigation. This includes:

• Reviewing the safety assessment, safety plan and risk assessment;
• Reviewing all other available written information, records and documents;
• Securing professional evaluations and other reports on family members as needed; and,
• Having additional interviews, as needed, with immediate family members, extended family members and other significant individuals for any needed clarification of old information and to gather new information.

When beginning the strengths and needs assessment and case planning phase, discuss ongoing services and describe to the family the case manager's role. Discuss a summary of reviewed information with the family in preparation to beginning the strengths and needs evaluation and case planning phase.

Procedures/Practice Issues

In counties where cases are transferred to an ongoing case manager, transfers usually occurs after the completion of risk assessment but prior to the completion of a strengths and needs assessment. A complete review of the investigation is fundamental to beginning case planning for the ongoing phase of casework if the case is transferred for ongoing services. Identified problems are of primary significance.

Regardless of when a transfer occurs, the case manager responsible for ongoing services assists the family to make the shift from focusing on the investigation to focusing on making changes that will ensure future protection and safety of children.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.7 - STRENGTHS AND NEEDS

Discussion

Families have both strengths and needs. Strengths are usually positive qualities that help with parenting and other life skills. A need is a behavior or condition that may cause or contribute to risk to a child. A need is an area to be strengthened. The mix of strengths and needs within families vary greatly. Families who come to the attention of CPS often have a disproportionately large number of needs. It is often difficult to identify strengths in families where multiple needs exist; however, it is crucial for the case manager to pursue the identification of strengths with the family. Strengths, no matter how seemingly insignificant, are the beginning point for case planning and the building blocks on which any necessary behavioral changes will be made.

Completing a strengths and needs assessment is a process of working with a family and for better understanding, based on the identified strengths and needs, how the family can make internal changes that will lead to future protection of children. Identified change becomes the factor that will later help determine a family's readiness for case closure.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.8 - FORM 458 (STRENGTHS/NEEDS ASSESSMENT SCALE)

Requirement

Complete a strengths and needs assessment on Form 458 (Strengths/Needs Assessment Scale), within 90 days of the date the report was received, on every case that remains open for ongoing treatment services (See Section X for instructions). Justify each strength and need decision with documentation on Form 452 (Contact Sheet) of how each decision was made. Do not complete Form 458 on closed investigations or when the maltreater in a substantiated case is a day care provider, school employee or foster parent.

Procedures/Practice Issues

Twelve categories of information are rated on Form 458 (Strengths/Needs Assessment Scale). This assessment scale helps identify the critical problems to address in the case plan.

Close unsubstantiated cases immediately upon completion of the investigation and do not complete Form 458. A court-ordered supervision case, however, requires completion of both Form 458 and a case plan.

When the maltreater is a day care provider or school employee, CPS remains involved only if the parent has failed to protect the child, leaving the child at risk.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.9 - CASE PLAN - INITIATION AND TIME FRAME

Requirement

Initiate the case plan immediately upon completion of the strengths and needs assessment.

Develop and document the case plan within a maximum of ninety (90) calendar days of the date the report was received.

Procedures/Practice Issues

When possible, complete the case plan in a shorter time frame. Cases that require the full ninety days to complete the strengths needs assessment and case plan should be only those cases that present the case manager with unexpected challenges and time demands.

Contact requirements begin immediately upon completion of the risk assessment scale. The more quickly the case plan is in place, the more quickly contacts and time with the family will become focused on goal-oriented behavior (better use of case manager time). Having less elapsed time between a substantiated determination and the beginning of agreed-upon steps toward goal accomplishment helps avoid, for case plan participants, the loss of momentum that occurs when the case plan process is unnecessarily extended to the outside allowable time limits.

• 2105.10 Form 387 (Social Services Case Plan)

Form 388 (Case Plan: Goals / Steps)

Case Plan Development

Requirement

Develop the case plan on Form 387 (Social Services - Case Plan) and Form 388 (Case Plan: Goals / Steps).

Substance abuse, if identified as a need on the Strengths and Needs Assessment, becomes a primary need to address in the initial case plan.

Involve parents in the development and implementation of the case plan. The case plan is signed by plan participants (parents, case manager, supervisor). Provide parents with a copy of the signed case plan, even if they have refused to sign the plan.

Procedures/Practice Issues

List all identified strengths and needs from Form 458 (Strength/Needs Assessment Scale) on the strengths and needs section of Form 387 (Social Services - Case Plan).

For some families, there are only one or two needs to address; for others, there are many. Identify with the family which needs are priorities for beginning changes necessary to ensure the safety and protection of children. Discuss all needs that must be addressed prior to case closure.

It is difficult for a family to tackle changes relating to more than two or three needs at one time. Where there are multiple needs to address, it is advisable to deal with no more than three on any one case plan. When only highest priority needs are targeted for a first case plan, help the family understand that the other identified needs will be the focus on future plans. It is easier to add other needs that must be addressed as the family progresses and the numeric ratings for targeted needs are lowered at reassessment. Case reassessment reviews the changes made and determines, where appropriate, whether the family is ready to tackle other needs (See 2105.18 and 2105.19).

When addressing substance abuse, the goal is for the parent to deal effectively with the addiction as well as those emotional and environmental factors that contribute to relapse, enabling them to meet their children's needs for nurturing and protection. Goals and steps associated with substance abuse issues may include:

• Successful completion of a recommended alcohol and/or other substance abuse treatment program;
• Compliance with at least two (2) random drug screens per month while the case is open (See 2104.26 for drug screen requirements);
• Relapse planning, to include the identification of an alternative placement for the children in the event that the relapse is serious and the children cannot safely remain with the parent (See 2104.33 and 2105.3 for information about voluntary placement of children with relatives and 2105.15 for information about substance abuse relapse issues);
• Efforts to change the living environment (e.g., significant others/friends who use drugs, residence in known drug affected areas); and,
• Demonstration of drug-free living for a specified period of time.

Case planning includes determining what activities, services or treatment will expedite changes for targeted needs. Although Form 458 (Strengths/Needs Assessment Scale) is the basis for the case plan, all family knowledge collected during the investigation is important to the formation of the case plan. Information gathered throughout this process helps with understanding:

• The extent of the problems that led to the maltreatment;
• How long these problems have existed in the family;
• The family's awareness and concern about the origin and extent of these problems;
• The family's awareness of its strengths and needs;
• How the family has tried to cope with or change these problems;
• The family's history and pattern for coping with or for changing problems that create risk; and,
• What must change for continued risk of maltreatment to the children to be reduced and their protection ensured.

The case plan can address the identified needs of any family unit member (primary caretaker, secondary caretaker, maltreated child, etc.) who has contributed to the identified problems and who is identified as a factor in a successful case outcome.

THE CASE PLAN INCLUDES:

• Outcomes - Protection/Risk Reduction (CPS) or Permanency (Placement)

Protection - The most common case outcome is to protect children from further maltreatment and to work with the family to change the behaviors or circumstances that created the risk, thus assuring children's safety.

Permanency - This is most often used in the placement or foster care program. In choosing permanency, decide how permanency will be achieved by selecting one of the following five alternatives: reunification, long term foster care, emancipation, adoption or other.

• 2. Goals - behaviorally stated actions that a person will perform to reach the selected outcome.

Goals are specific, behavioral, positively stated, measurable and written in clear and simple language.

After outcome identification, develop with the family the goals needed to achieve the overall case outcome. Select goals from the numerically highest rated needs on Form 458 (Strengths/Needs Assessment Scale). Substance abuse, when identified, is always among the first needs targeted, as its existence will likely inhibit progress on goals related to all other needs. Family involvement in the development of goals is critical. Successful case plans are developed with families, not for families.

Indicators of a good case plan goal are:

• It is behaviorally specific. It specifically identifies what behavior or circumstance needs to be learned and/or demonstrated. Changing that behavior or circumstance is directly related to lowering the risk of maltreatment to the children;
• It is realistic and within the family's capacity to achieve;
• It is measurable. Measurable achievement criteria indicates how the case manager and the family will know that the goal is achieved;
• It is needs related. Families often have many problems. Relate goals to the numerically rated needs chosen for inclusion in the case plan. Consider whether the highest numerically rated needs are the ones most related to the identified maltreatment; and,
• It is positively stated in terms of what new behavior the family will learn and demonstrate. An example of this is: Ms. Smith needs to stop whipping Johnnie as discipline (negative) vs. Ms. Smith will learn and demonstrate methods of non-harmful discipline with Johnnie (positive).

A common difficulty with writing goals is listing a step (task, activity or service) as a goal. Example: It is substantiated that Ms. Smith whips Johnnie with a belt and leaves marks. A common error is to state the goal as a step: ``Ms. Smith will attend parenting classes.'' The goal statement is ``Ms. Smith will learn and demonstrate methods of non-physical discipline with Johnnie.'' Steps are the activities, such as attending parenting classes, that help move the family toward the goal achievement of learning and demonstrating methods of non-physical discipline.

• Steps - the specific activities that outline who will do what, when, how often and where.

Once a goal is developed with the family, identify with the family the specific steps required to assure goal achievement. Steps are like good directions to an unfamiliar place. They identify the specific tasks, activities and services that are required for goal achievement. Each goal usually requires several steps. Steps designate who will do what, when, where and how often. Steps build on each other. Steps are small and very specific. Steps are assigned specific time frames for achievement. Include case manager involvement as part of step development.

An example of steps for meeting a goal is:

• Ms. Smith will attend the Positive Parenting Class at Hope Church every Wednesday evening at 7:00 p.m., beginning November 6 and continuing for the next eight weeks. This specifies who (Ms. Smith) will do what (attend Positive Parenting Classes), where (Hope Church), when (every Wednesday at 7:00 p.m.) and how often (for eight weeks).
• Ms. Smith agrees to use new disciplinary procedures she learns at parenting classes.
• Ms. Smith agrees to keep a daily log that lists every incident when she disciplines Johnnie and what kind of discipline she uses.
• Case manager will review the incident list with Ms. Smith each month, beginning with their meeting scheduled for March 19, 1999.
• Case manager will discuss Ms. Smith's class participation with the Positive Parenting Class instructor after classes 4 and 8, beginning April 9, 1999.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.11 - JOINT CPS/TANF CASES

Requirements

Provide a copy of the CPS case plan to the family independence case manager (FICM) for TANF. Maintain regular communication with the FICM case manager.

Procedures/Practice Issues

It is a TANF personal responsibility requirement that a recipient/family with an active services case comply with the services case plan. Incorporate any relevant parts of a TANF recipient's personal responsibility plan and personal work plan into the services case plan. Provide a copy of the current services case plan to the FICM case manager. Notify the FICM case manager when the recipient is not complying with the services case plan.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.12 - SERVICE SELECTION

Requirement

Direct services toward achievement of the outcome and goals identified in the case plan. Provide and/or facilitate the services outlined in the steps of the case plan.

Procedures/Practice Issues

Services are activities that help achieve the steps and goals of the case plan. They are tailored to the individual and to resource availability in the community. Always relate services to the attainment of a selected step and goal. Examples of services are:

• Family Service Workers provide in-home help for:
• - Parenting education/modeling and child care
• - Home and financial management to assist in reducing risk to children
• - Shopping, meal planning/preparation to meet nutritional needs of families
• - Families needing support, guidance, structure, respite
• Employment services, based on:
• - Lack of sufficient income to provide for basic needs
• - A desire for employment
• Individual counseling or psychotherapy help for:
• - Unresolved individual issues that are incapacitating
• - Poorly developed interpersonal relationships
• - Other serious mental health disorders
• Group counseling, to help with:
• - Difficulty in social relations and those needing group support
• - Strong character defenses such as projection
• - Need for confrontation from a number of people
• - Child development
• Marital and family counseling, to help with:
• - Families with destructive relationships
• - Generational conflict
• - Blended families
• - Child development
• - Role reversal, boundary issues, scapegoating
• Educational services, to help with:
• - A learning deficiency
• - Employment enhancement
• - Completion of school or GED
• Parent Aide services / Parenting Skills training, to help with:
• - The socially isolated
• - Those needing parenting skill development
• - Parents needing to improve parenting, nurturing skills
• - Parents needing to understand discipline issues
• - Parents needing to learn child development
• Day care/child development services, to help with:
• - Observing and monitoring a child's behavior and physical condition
• - Day care for a parent's employment
• - Child needing developmental stimulation or socialization
• Homestead services, to help with;
• - Families in crisis with children at risk of foster care placement
• - Families in need of intensive counseling
• - Families needing support and counseling for reunification
• Prevention of Unnecessary Placement (PUP), to help with;
• - CPS case where a family is in crisis with children at risk of entering foster care
• - Short term, crisis-oriented services to prevent out-of-home placement
• - Immediate reunification of foster children returned to their parent or relative
• Foster care or shelter, if;
• - Parent is unwilling to protect and/or provide safe environment
• - Children at risk of maltreatment when in-home services do not reduce risk
• - Overwhelmed parents or families in crises, unable to cope
• - Children who provoke their parents to the extent that an unstable atmosphere prevails

The case manager:

• Assures that services identified in the case plan are provided;
• Discusses with the family and the service providers the effectiveness of provided services toward goal achievement (see 2105.5);
• Documents on Form 452 (Contact Sheet)all contacts and activities regarding services; and,
• Reviews services and progress toward goals in all contacts with the family.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.13 - SERVICE PROVISION

Requirement

Plan monthly contacts that meet the required contact standard and that provide for all required information gathering activities.

Procedures/Practice Issues

Risk level determines the minimum number of monthly face-to-face contacts with children and parents and the number of monthly collateral contacts required throughout the service delivery phase. Monthly case management activities include:

• assessing protection and safety of children;
• providing/arranging for the provision of services and assuring that they relate to the incidents of substantiated child maltreatment;
• assuring that services are and remain realistic for the family;
• assessing the family's use of services and progress toward goal achievement;
• assessing the family's continued need for the provided services;
• assessing all participants' involvement in the case process (case manager, family, service providers);
• assuring that acceptable CPS practices are followed;
• assessing level of compliance with case plan time frames;
• assuring timely case documentation, record keeping and report preparation; and
• filing a deprivation complaint and requesting court-ordered treatment when parents cannot/will not assure protection and safety of their children.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.14 - USE OF DRUG SCREENS IN ONGOING CASE MANAGEMENT

Requirement

A minimum of two drug screens per month is required when substance abuse is part of the case plan. Ask parents to obtain drug screens within twenty-four hours of the request. Evaluate with the supervisor the existing evidence of substantiated maltreatment, as a basis for filing a deprivation complaint requesting court-ordered drug screens as part of the case plan for ensuring the protection and safety of the children.

Procedures/Practice Issues

Most drug treatment programs offer two drug screens per month; however, when the parent is not involved in a program, make arrangements for the parent to obtain the required screens. Request drug screens in a random manner without prior notice to the parent. Be educated and knowledgeable about the quality of drug screens obtained, especially if purchased through PUP funds, and be able to interpret the results (See Section IV, Appendix A). When requesting drug screens, contact the vendor and specify what drugs to include in the screen. Various properties of different substances may affect whether the drug will be detected in the system by the screen, if not obtained timely. In addition to random screens, obtain drug screens within 24 hours of the request and request screens on days when detection of a drug is more likely, such as after a weekend or holiday. Family service workers may assist with additional contacts required for obtaining drug screens.

• 2105.15 Relapse Issues in Substance Abuse Cases

Requirement

Evaluate each occurrence of relapse individually, on a case-by-case basis. File a deprivation complaint if safety of a child cannot be ensured in the home or through other controlling safety interventions. If a child is not at imminent risk and/or safety is controlled through other means, evaluate the existing evidence of substantiated maltreatment with the supervisor to determine whether court-ordered intervention is necessary for compliance with services. If the court is already involved, notify the court of any significant changes to the case plan resulting from the relapse.

Procedures/Practice Issues

Relapse is defined as a falling back or sliding into a former state. Within the context of substance abuse, relapse is marked by a subsequent occurrence of drug use following a period of abstinence/sobriety. Relapse occurs in varying degrees, ranging from a single instance of drug use to an extended episode of binging that lasts for several days. Relapse is most often triggered by physical, emotional and/or psychological cues in the environment (e.g., the smell and/or sight of the drug, a former ``hangout'' where the person used drugs, interaction with people with whom the person commonly used drugs, etc.).

Signs of relapse:

• increasing lack of cooperation/avoiding behavior;
• deterioration in daily living activities;
• increasing self-pity;
• increasing depression;
• setting expectations that are too numerous or unrealistic;
• distancing from friends who are clean and sober; and,
• re-establishing old relationships with drug-using acquaintances

Relapse planning involves the identification and development of a plan of action that the family agrees to follow in the event that relapse occurs. This may include outlining who will contact the DFCS case manager, participation in AA or NA, weekly telephone contact with an identified family member or friend, a temporary care giving resource for the children, etc. Discuss these plans with family members so that roles and responsibilities are clearly defined.

The best predictor of whether a person will recover from an instance of relapse is how much that person perceives he/she has to lose by continuing to use drugs. When there is no progress in other life areas (e.g., improved parenting competency, financial stability, positive relationships, etc.), there is also a lack of necessary motivation to regain control over the addiction. To prevent the risk of relapse, address all of these factors in case management.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.16 - PURPOSE OF CASE CONTACTS

Requirement

Make each contact with the family goal oriented and include:

• a review of case plan progress;
• a review of children's safety;
• a review of the steps in place for goal attainment;
• helping the family relate to where it is in the process;
• helping the family determine what progress is expected prior to the next contact; and,

Procedures/Practice Issues

Many contacts are planned. A meeting time is scheduled with the family, and the family is aware of steps to be accomplished by that meeting. Other contacts may be unannounced, as some families need to be seen on an unscheduled basis. Tell the family during case planning that, in addition to the scheduled contacts, there will be unscheduled contacts and why these are also important.

Help family members maintain focus on where they are in the change process. At each contact, review with parents and others involved in the plan the accomplishments (or lack of) made toward reaching the goals since the last contact. Always review:

Goal Steps

• Are steps moving family members toward goal accomplishment, according to the case plan?
• Do steps need to be smaller and more specific?
• Are time frames for accomplishing the steps realistic for those who must comply with them?
• Should time frames be lengthened to allow better compliance with the case plan? If so, will this change in time frame affect in any way the safety of children?

Children's Safety

• Are safeguards still in place and being followed? Has any component of the plan changed (e.g. babysitter no longer able to care for children, school is out for summer break and teacher no longer sees child on daily basis, parent spanked child with a belt after agreeing to not discipline child physically, etc.)?
• Has a child's protection and safety been compromised in any way by lapses in following the plan?
• Can a child still be protected under current/changed circumstances?
• If there have been changes, assess the current safety level and whether child can continue to be protected.

When a new child is born into an active CPS case, assess the parent's ability to protect all children by:

• informally determining whether the family situation needs a reassessment;
• completing a safety assessment and a safety plan for the new child, if the current plan does not protect the new child; and,
• determining whether a readjustment of the case plan will conditionally protect the child.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.17 - CASE MANAGEMENT DOCUMENTATION

Requirement

Record all case events in the case record within 30 days of occurrence.

Document each month the current safety of children and case plan progress, which includes progress on goal attainment, step implementation and accomplishment.

Procedures/Practice Issues

Complete case documentation on Form 452 (Contact Sheet) and clearly describe:

• Who made the contact and where it occurred;
• Purpose of contact;
• Who was seen and what was discussed;
• Progress individual family members have made toward goal accomplishment;
• Adjustments to goal steps, if any;
• Child safety factors and protection plan;
• Changes (both positive and negative) observed or discussed;
• Next scheduled contact with family and what is to be accomplished prior to that time;
• Collateral contacts; and
• All other contacts related to the case.

Document monthly TCM (Targeted Case Management) documentation in the margin of Form 452 (Contact Sheet) next to an entry that meets the requirements for this documentation (See Social Services Manual, Chapter 60, Section 3, 62.4).

• 2105.18 Case Reassessment

Requirement

Complete a case reassessment every 90 days following completion of the initial case plan, or more often as necessary, with the family and provide a signed copy of the resulting case plan to the family. Assess any change in family circumstances and determine whether a change in the case plan is needed.

Reassessment requires:

• Form 460 (Risk Reassessment Scale);
• Form 458 (Strengths/Needs Assessment Scale); and,
• Forms 387 and 388 (Case Plan), when risk level is determined Moderate or High.

For no change or little change situations, determine whether the current plan is still applicable or whether a new plan is needed to begin movement toward goal accomplishment. If there continues to be no change or little change at a subsequent reassessment, determine with the supervisor whether the parent has the ability to make changes. The likelihood that change is not going to occur requires other decisions for the protection of children.

Reclassification of risk level is done at reassessment with the supervisor's approval.

Procedures/Practice Issues

Reassessment is a continuing part of case management that includes:

• Observing how the family is completing steps to meet the stated goals;
• Determining whether to continue with the current plan or a revised plan, where no progress or little progress is measured;
• Determining whether case progress is sufficient to incorporate goals to address additional needs; and,
• Determining, based on above observations, whether the case is ready for assignment to a lower risk level or is ready for closure because children are now protected.

Case reassessment steps:

• Reevaluate safety when risk level has increased since the previous plan. Complete a new Form 455A (Safety Assessment), Form 455B (Safety Plan), Form 387 (Social Services - Case Plan) and Form 388 (Case Plan: Goals / Steps). Involve the supervisor when determining whether a child can be protected in the home;
• When there is no change or little change (risk remains High or Moderate), and the same goals and steps remain satisfactory, a case plan may be used for one reassessment only. Even if the plan is unchanged, write in the new dates and obtain new signatures. Dates and signatures from the previous plan must remain visible. Give a copy of the plan to the family; and,
• When the risk level is lowered, determine whether family contacts may be lowered (family now rates Moderate) or whether the case may be closed (family now rates Low); however,
• Some families will never score below the moderate risk level, because the responses to historical items do not change; although, risk scores for all other risk categories drop to no risk or low risk. When this occurs, make the closure decision based on the reduced scores of the nonhistorical questions. This decision requires the supervisor's documented agreement .
• Override risk level to a higher risk level when risk level scores Low, but certain conditions (e.g. maltreater in home or has access to child) are present.

It is sometimes necessary to make a decision, owing to lack of progress or to insufficient progress toward attaining goals, that alternative solutions are needed. Lack of progress may indicate that the previous plan did not address the right needs or include the right resources. Continued safety issues and/or lack of protection may require Juvenile Court involvement (See 2102.1).

Are there additional goals that need addressing? Because it is not advisable to involve the family with more goals and steps than it can handle at one time, incorporate secondary (less critical) goals into the case plan at subsequent reassessments. Evaluate the family's ability to take on any additional goals/steps. Do not add these when the family is making little or no progress on the primary goals.

Reassessment is an opportunity to help a family focus on the full scope of accomplishment, sharing an overview of where the family is in the change process and keeping the family on track. Give positive feedback for all accomplishments made toward goal attainment. Case review is also a tool for keeping the case manager on track.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.19 - COLLECTING INFORMATION FOR CASE REASSESSMENT

Requirement

Gather current information from everyone who is an active participant in the case plan when reassessing the plan.

Procedures/Practice Issues

Information gathering for the reassessment includes a review with parents, with children who are old enough to actively participate and with service providers. Use this information to measure progress toward attaining the goals of the case plan.

Ask the following questions:

• How has the parent addressed each safety issue, the case plan goals and steps? Assess each safety issue, case plan goal and step and determine (1) whether it meets plan compliance, (2) whether progress is satisfactory, (3) whether the plan needs improvement and (4) if any issues were not addressed, why?
• Has the parent changed? How?
• If expected change did not occur, what prevented this?
• Is the case manager providing needed support and guidance to the parent to help the parent understand how to comply with the plan?
• Are others who are providing services/assistance as part of the plan fulfilling their agreements?
• Did the plan address the right needs and include the right resources?
• Does the plan need adjusting?
• Will adjustments assure that the parent will begin to make agreed upon changes?
• Do the children remain protected?
• Are other actions, such as law enforcement or court involvement, necessary?
• Can the case be moved into community support or closed?

Complete the following steps at reassessment:

• Review the expiring case plan with the parent;
• Review the child's safety with the parent and determine that the child remains safe/conditionally safe and is protected;
• Review the contribution of other professionals (including mandated reporters who remain involved with the child), para-professionals, volunteers and agencies who are providers designated by the case plan. Are they adequately doing what they have agreed to do, and what are the results of their involvement? Are they providing agreed-upon reports in a timely manner? Are they communicating any observed negative changes?
• Assess whether case plan goals and steps (1) are completed, (2) are progressing satisfactorily, (3) are in need of improvement or (4) not yet addressed;
• Complete Form 460 (Risk Reassessment Scale) and Form 458 (Strengths/Needs Reassessment Scale). If there are still needs that have not been addressed, but the risk level has moved to low, consider a referral to parent aide or other available resources;
• Review the case plan progress and any new or adjusted case plan with the supervisor;
• Obtain signatures of case manager, supervisor and parent; and,
• Provide a copy of the new case plan to the parent.

Complete a new case plan whenever the reassessment indicates that goals were not reached and/or additional goals/steps are still necessary to assure that progress is being made toward children being adequately protected. Reduced risk is the expected outcome.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.20 - CASE CLOSURE DECISION

Requirements

Make the decision to close a case at reassessment when goal attainment and/or acceptable risk reduction is observed and documented. Case closure requires completion of Form 460 (Risk Reassessment Scale) and Form 458 (Strengths/Needs Reassessment Scale).

The decision to close a case is made only when all indicators show that risk of further maltreatment is sufficiently reduced and when there is no evidence that the child is unsafe or unprotected.

Make all case closure decisions with the supervisor's approval and signature.

Procedures/Practice Issues

Complete a new Form 460 (Risk Reassessment Scale), with closure reason included, Form 458 (Strengths/Needs Reassessment Scale) and document on Form 452 (Contact Sheet) the supporting information that justifies the case closure.

Supporting information for case closure, in cases that have substance abuse involvement, may include:

• verification from the treatment provider of successful program completion;
• statement from the therapist/counselor regarding the parent's level of functioning and ability to parent effectively;
• development of relapse planning strategies;
• verification of parent's involvement in a support group or formal after-care program;
• demonstration by parent that child's basic needs are consistently being met; and,
• parent's ability to consistently manage daily living responsibilities.

Case closure for any reason other than goal attainment or reaching acceptable risk level should be extremely rare (See 2104.40 and 2104.41). If, at reassessment, the risk level rates low but there are remaining needs not yet addressed, determine whether there are available community resources that can be helpful to or provide support to the family. Make referrals as necessary prior to closing the case.

[Chapter Index] [Main Index]

Social Services Manual Chapter 2100 Child Protective Services: 2105 - CASE MANAGEMENT, September 2000

PLEASE NOTE: Our copy of these policies is badly out of date (last updated November, 2000).

2105.21 - CASE CLOSURE REQUIREMENTS

Requirement

Case closure requires a face-to-face meeting with the family.

Notify any service provider actively involved in the case plan (e.g., Homestead, Parent Aide) of the case closure decision.

The supervisor signs the closure decision on Form 460 (Risk Reassessment Scale)and on Form 452 (Contact Sheet) or local county closure form.

Procedures/Practice Issues

Discuss with the family why a case closure decision is made and how family members contributed toward reaching this closure decision. Prior to case closure:

• Review with family members what is required to avoid future maltreatment of children and what steps to take should problems arise;
• Confirm that the family has any needed resource lists and knows how and when to use them;
• Consider whether a referral is needed for short term preventive services to help with the transition period; and,
• Document this visit on the Form 452 (Contact Sheet).
• If unsuccessful locating a family for a face-to-face visit, document all attempts made and notify the family by letter of the reasons for case closure.

Review 2104.24 for instructions on closing a case with a child fatality.