2.5.1 Professional Family Development Plan (PFDP)

Within 30 days of the family becoming licensed, the worker is to schedule a meeting to develop a Professional Family Development Plan (PFDP) with the foster/kinship family.  A new PFDP must be developed when the foster/relative/kinship family license is renewed and this plan must be reviewed annually.

NOTE:  Refer to the STARS Resource Development Specialist’s Handbook, Step 11

This plan should be a joint process between the foster/relative/kinship parents and worker that assesses the parents’ learning needs in an ongoing, proactive, and purposeful way.

The PFDP has four components:

• assessment of the foster family’s present level of competencies,
• their annual educational goals,
• methods of reaching those goals, and
• a way to determine if goals have been met.

Performance Based Criteria have been established to help staff assess the present level of competencies for foster/relative/kinship parents.  These criteria are:

Competency – Protecting and Nurturing:

• Accepts placements on an emergency basis with little notice.
• Maintains confidentiality of case information for children placed in their home (currently and previously).
• Maintains foster child’s belongings and assures those belongings go with the child when they move/return home.
• Does not discuss any permanency plan with the child until this plan becomes the case goal (i.e. discussing adoption while case goal remains reunification).

• Makes and keeps all medical, psychiatric, counseling, dental, and rehabilitation appointments including all required and emergency appointments.
• Maintains contact with the therapist on a regular basis for each child placed in the home.
• Knows and follows the treatment plan developed by the therapist for each child.
• Provides information on the child’s behavior to the worker and Family Support Team.
• Attends all IEP meetings and keeps the worker informed of the school plan for the child.
• Works with the biological family to help them understand and meet the special needs of the child.

• Cooperates with the family and sibling visitation plan.
• Is respectful of the birth family by not making derogatory comments about the family to the child(ren).
• Supervises visitation between the child and family/siblings when necessary and available.
• Provides mentoring to the birth parents to help work toward reunification.
• Provides transportation to and from visitation with the family as needed.
• Keeps birth parents informed of all appointments and school functions and invites them to these as appropriate.

• Starts and maintains a life book on each child in their care to be sent with the child when they move or return home.
• Finds opportunities for the child(ren) to participate in activities in the community, school, church, etc.
• Supports the child’s involvement in activities outside of the foster home.
• Supports transitions into other settings such as adoptive placement, kinship/relative placement, reunification, or an independent living arrangement.

• Attends Family Support Team Meetings or provides written report on the child(ren).
• Knows and follows the Children’s Division policies and procedures.
• Supports the case plan developed by the Family Support Team even if they are not in agreement with the plan.
• Expresses their concerns regarding the case plan with the child’s worker and during team meetings.
• Keeps the case manager or service worker informed of all the child’s activities.
• Allows items purchased for the child to go with the child when they move or return home.
• Provides or makes arrangements for transportation for the child(ren) as needed.

This is not a comprehensive list.  Other criteria may be found in the STARS curriculum for each of the competencies.  These criteria should be utilized in evaluating the performance of foster/relative/kinship parents during their license renewal process and are an integral part of developing an appropriate Professional Family Development Plan.

2.5.2 In-Service Training Hours, Requirements , and Process

Enroll licensed foster parent in nearby in-service training sessions, as appropriate and approved by the local office.  Available in-service training is listed in the next section, of this chapter.

1. Licensed foster/kinship parents are required to complete the following number of in-service training hours.
   • Professional foster/kinship are required to complete 15 hours annually (30 hours per two-year licensure period.)
   • Career foster parents are to complete 16 hours annually (32 hours per licensure period).
   • Behavioral foster parents are to complete 15 hours annually (30 hours per licensure period).
   • Medical care foster parents are to complete 15 hours annually (30 hours per licensure period).
   • All licensed homes must complete the following training.  It is preferred that these hours are obtained within the first year of licensure.  However, may be completed any time during the first two years of licensure.
     1. HIPAA (Health Insurance Portability and Accountability Act) training
     2. Ready, Set, Fly training – for all homes accepting placement of a child age 14 or older (Ideally, this training would be completed prior to the placement of a child age 14 or older in the home.)
        • All licensed foster homes should complete the following trainings, as funding and/or other resources are made available:
          1. Cardio Pulmonary Resuscitation (CPR) – certification is not required
          2. First Aid – certification is not required
2. The majority of training should come from traditional classroom training, however, some other approved in-service training may be allowed.  Other approved in-service training must be approved by the Regional Director or designee.  Other approved in-servicetraining must address some aspect of foster care.  The information regarding the requested other approved in-service training must be given, in writing, to the provider licensing worker to obtain approval.  The licensing worker will submit the request to the Regional Director or designee for approval.  The approval notice for other approved in-service training must include the subject of the training and the number of training hours approved.  The approval should be obtained prior to the completion of training, if possible.  The intent is that the training will address areas identified within the foster/relative/kinship care provider’s PFDP.  The total amount of other approved in-service training accepted per licensing period is to be determined by the Regional Director based upon the availability of training and the training needs of the region.

   Related Subject: See section 2.6 Other Approved In-Service Training for more information.

3. Credit for educational/informational meetings (less than 8 hours) may be given, following the guide contained in Attachment D.  The curriculum and number of hours must have prior local office approval.

   Arrange reimbursement of childcare expenses ($2/child/hr), mileage and meals, if necessary, at current state rates through the SAM II.  The cost ($2/child/hr) is to be applied to all children in the foster home, including the biological children of the foster parent(s).

   NOTE:  Special expenses (i.e., registration fees) may be approved by the Regional Office and paid through the SAM II.

   Evaluate use of training experience with foster parent and training facilitators.

   Verify training hours completed.

   Record required information on SS-60B, Foster Parent Training Attendance Record.

2.5.3  In-Service Training Modules

NOTE: In-Service Training Is A Requirement For Continued Foster Parent Licensure. Training Hours Are To Be Checked At The Time Of Re-licensure. Please refer to the previous section for the number of hours required.

The foster parent may choose from the following selections:

1. STARS In-Service Training
   10 Modules (93 Hours)
   
   Module 1:  The Foundation for Meeting the Developmental Needs of Children at Risk.  (12 hours)
   Session 1 Understanding and Assessing Self-esteem
   Session 2  Building Self-esteem and Understanding Behavior
   Session 3  Communicating with Children and Youth (Part 1)
   Session 4  Communicating with Children and Youth (Part 2)
   
   Module 2:  Using Discipline to Protect, Nurture and Meet Developmental Needs.  (6 hours)
   Session 1  Promoting Positive Behavior
   Session 2  Promoting Self-responsibility and Responding to Unacceptable Behavior
   Session 3 Responding to the Challenges
   
   Module 3:  Addressing Developmental Issues Related to Sexuality.  (3hours)
   
   Module 4:  Responding to the Signs and Symptoms of Sexual Abuse.  (6hours)
   Session 1  Understanding Sexual Abuse
   Session 2  Responding to the Issues of Sexual Abuse
   
   Module 5:  Supporting Relationships Between Children and Their Families.  (9 hours)
   Session 1   Respecting and Supporting Child/Birth Family Ties
   Session 2  Supporting Contact Between Children and Their Families
   Session 3  Becoming Partners in Parenting
   
   Module 6:  Working as a Professional Team Member.  (9 hours)
   Session 1  Strengthening Teamwork Skills
   Session 2  Developing Your Professional Role
   Session 3  Conflict as Opportunity
   
   Module 7:  Promoting Children’s Personal and Cultural Identity.  (6 hours)
   Session 1  Valuing and Making a Commitment to Cultural Competence
   Session 2  Helping Children Develop Lifebooks
   
   Module 8:  Promoting Permanency Outcomes.  (9 hours)
   Session 1  Providing Children Safe and Nurturing Lifetime Relationships Through Reunification
   Session 2  Providing Children Permanent Families Through the Goal of Adoption
   Session 3  Providing Permanency through Guardianship, Long-term Foster Care and Independent Living
   Session 4 Foster Parent Adoption
   
   Module 9:  Managing the Impact of Placement on Your Family.  (6 hours)
   Session 1 Managing the Change in Your Family
   Session 2  Managing the Impact of Child Abuse/Neglect Allegations
   
   Module 10:  Understanding the Effects of Chemical Dependency on Children and Families.  (15 hours)
   Session 1 Understanding Risk and Protective Factors
   Session 2 Understanding Chemical Dependency
   Session 3  Recognizing the Impact of Parental Chemical Abuse on the Child and Family
   Session 4  Understanding the Implications of Prenatal AOD Exposure for Parenting Young Children
   Session 5  Developing Partnerships with Birth Parents and Working with the Team to Strengthen Families
   
   Module 11:  Understanding and Promoting Infant and Child Development. (6 hours)
   Session 1  Where It All Begins
   Session 2  Toddlers, Preschoolers, and School-Aged Children
   
   Module 12:  Understanding and Promoting Positive Teen Development.  (6 hours)
   Session 1  Identity, Self-Esteem, and the Pre-Teen Years
   Session 2  Positive Teen Development 
2. Self-Awareness Tool; Transracial Parenting Project:  The Transracial Parenting Project, developed by the North American Council on Adoptable Children, is a voluntary resource for those considering parenting children of a different race, culture, or ethnicity.  The project was developed to provoke thought and discussion by parents making that decision.  It is not to be used as a tool to assess a parent’s ability to foster or adopt transculturally.

   The Transracial Parenting Project is comprised of three components:  Self Awareness Tool, Training Curriculum, and a Parenting Resource Manual.

   Foster/Adopt training hours will be awarded only for the hours spent in the group session.  The group session is to be facilitated by a non-agency person and someone not connected with the assessment process.

3. Local training resources may also be used to help a foster/adoptive parent participate in needed training.  Examples of such training are Infant CPR (available through the Red Cross), Systematic Training in Effective Parenting (S.T.E.P.), Parent Effectiveness Training (P.E.T.), Nutrition, and Locating Community Resources for Foster Children and developing a resource directory for your own county.

   Other approved in-service training must have prior approval by the Regional office if the placement provider is requesting the Division cover the cost, or if they are requesting the training hours be counted toward meeting in-service training hours requirements.

   Staff should consult with their Regional office to determine if the training fulfills the competencies required in Division policy and how many hours of other approved in-service hours will be permitted. 

   Related Subject: See section 2.6 Other Approved In-Service Training for more information.