Harris Price
Case Video
FACILITATOR GUIDE
A supplement to National CASA Pre-service Volunteer Manual Materials
Texas CASA – CASA College
Our Mission
Texas CASA partners with the CASA community to be a voice for abused and
neglected children through the power of volunteer advocacy and change in the
child protection system.
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Table of Contents
How to use the Facilitator Guide ……….………………………………………………………………. 2
Harris Price Video Overview…………………………………………………………………………………3
Harris Price Case History………………………………………………………………………………………5
Fact Pattern Differences in Trail Skills Training and Harris Price Case Video……….13
Facilitator Guide Activities
 Introducing the Law, CPS and the Courts………………………………………..14
 Cultural Competence………………………………………………………………………15
 Understanding Families – Strengths and Weaknesses…………………….16
 Understanding Families – Substance Abuse……………………………………17
 Understanding Children………………………………………………………………….18
 Communicating as a CASA volunteer………………………………………………19
 Practicing the CASA Volunteer role…………………………………………………20
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How to use the Facilitator Guide
This Facilitator Guide was created to introduce the video Children and Their Families – A
Journey Through the Texas Child Welfare System. The first two discs of this series cover the
Harris Price Case that is referred to in the National Pre-Service Volunteer Manual. This guide
includes all you will need to use the visual representation of the Harris Price Case as a tool
while covering the material in the national volunteer curriculum.
As the facilitator for your local program’s pre-service volunteer trainings, it is suggested that
you familiarize yourself with the overview and detailed case history on pages 3-12. You are
then offered an activity for each of the chapters 2-9 that includes viewing a portion of the video
and bringing it in as a teaching tool for the subject matter for that chapter.
Each program should have a copy of the DVD series and it can also be viewed on our website.
There is a judicial perspective section on each disc that could be viewed by your students and
used to facilitate discussions on your local court practices. In addition, available on our
website, are Trial Skills Training materials, created by the Children’s Commission, that include
legal documents, criminal history, medical reports, assessments and all documents involved in a
case based on the Harris Price Case. Included in this guide is a brief Fact Pattern Differences
document to explain the changes that were made in the Harris-Price case for the purposes of
the trial skills training.
A facilitator guide for the additional 2 discs in this series, Harris Case and Garcia Rivera Case,
will be available on our website in early 2014. If you need any support with these activities
please contact Leslie Palmer at [email protected].
Harris Price Case Video Facilitator Guide is a product of CASA College
The video, Children and Their Families – A Journey Through the Texas Child Welfare System, was created
by Texas CASA. The Funding was provided by the Children’s Commission, Blue Cross Blue Shield and
Texas Bar Foundation.
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Harris Price Case Video Overview
This case study portrays a complete TMC case. It is based upon the case study developed for
the National CASA Volunteer Training curriculum. The story of three children - Ben, Robert and
baby Rose - was expanded and further developed to portray 12 months of a TMC case with final
hearing and CASA volunteer assignment and work. The hearings shown are:
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Ex Parte Hearing
Adversary Hearing
Status Hearing
Initial Permanency Hearing
Second Permanency Hearing
Merits
Harris Price Case Video –Total Run Time: 73 minutes
Disc #1 Chapters
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Ex Parte Hearing
Adversary Hearing
o Mom’s Story
o CPS Case
o Judge’s Orders
o CASA Accepts Case
Judicial Perspective
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Harris Price Case Intro
Critical Information Needed
Texas Child Welfare System Challenges
Family Connections
Kinship Placements
Disc #2 Chapters
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Status Hearing
o Court Hearing
o CASA’s Advocacy
o Family Group Conference
o Initial Permanency Hearing
o Court Hearing
o Next Steps
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o Second Permanency Hearing
o Merits Hearing
Judicial Perspective
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Mediation in CPS Cases
o CASA’s Role in Mediation
o Harris Price Case Mediation
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Termination of Parental Rights
Time Disparities
Time Needed for Recovery vs. A Child’s Need for Permanency
o Impact on Harris Price Case
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Importance of CASA
Harris Price Case Video offers opportunities to discuss the following activities
and issues in a case:
o Legal time frames, types of hearings and requirements for these hearings in a TMC case
o How CASA staff and volunteers will work together on a case – local CASA program
volunteer policies and procedures
o A CASA volunteer’s advocacy in a TMC case (Minimum Expectations of Service)
o Gathering, assessing and advocating for the medical, mental health and educational
needs of children – access to records, reports, and participation in meetings/staffings
o How to prepare and write a court report
o The roles and responsibilities of other system stakeholders
o Developing a collaborative and strong working relationship with others, particularly CPS
o CPS practice, policies and processes
o Risk vs. Safety
o Family Group Conferences – family strengths; family history; genograms
o FASD and the impact of parental substance abuse/addiction
o Impact of trauma/trauma informed services and interventions
o What the Texas Family Code says about “best interests”
o CASA’s participation in mediation
o Preparing for a trial on the merits/testifying
o Kinship placements
o Sibling bonds and siblings with very different needs
o Monitored returns
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Harris Price Case History
CPS History
At the time this case is opened, CPS has a long documented history of referrals beginning with Ben’s
birth. This is the first legal intervention however Kathy Price has been offered services following
previous referrals and investigations. Some of the referrals were Unable to determine as the family
moved following some referrals; some were reason to believe for neglect and neglectful supervision;
one reason to believe for physical abuse of Ben with additional documentation related to domestic
violence with Ben’s biological father. Following this investigation, Kathy and Ben moved in to live with
her sister Carol as outlined in a safety plan developed by CPS.
The referrals reflect reports from 5 different counties in which the family has lived since Ben’s birth.
School attendance records identify 4 different school districts for Ben, with the majority of referrals
regarding only Ben coming from schools about medical neglect. School records for Ben and Robert
indicate consistent and at times, considerable amount of school time being missed by Ben and Robert.
Referrals:
Ben – Neglect, neglectful supervision, medical neglect and physical abuse
Robert – Neglect, neglectful supervision
Rose - Baby born underweight and referred from hospital for services
Kathy (Mom’s) Criminal History
Kathy has juvenile history records that have been sealed. (She has truancy and runaway reports as well
as two minor theft charges.) Kathy has a history while with Ben’s father, Jason Harris, of domestic
violence and 4 police responses to the home. Kathy also has a number of DUI and one DWI conviction.
At the time the case opens, she is on probation for writing hot checks. She had one arrest for selling
drugs, but charges were dismissed.
Jason Harris (Ben’s Dad) Criminal History
Jason has juvenile history records that have also been sealed. Jason has no other criminal history other
than the domestic violence reports by Kathy. Jason’s father and his two brothers however, have drug
related criminal charges and all three have served time in jail.
Ernie Price (Robert’s Dad) Criminal History
Ernie has no criminal history, nor do any members of his immediate family.
Unknown Dad for Rose
No information is ever provided or discovered about Rose’s Dad .
Kathy’s Family Tree
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Jason’s Family Tree
Ernie’s Family Tree
Kathy’s Story
Kathy’s story from the National CASA training curriculum:
“Every day I wake up at 5 a.m.so I can get Rose, my baby, dressed and get Ben and Robert up and ready
for school. I take Rose to daycare and make sure the boys leave for school. Ben’s a big help sometimes he has dinner ready when I get home. I work long days. I clean at a motel and I also wash
dishes at the restaurant around the corner. I get minimum wage. My jobs aren’t so great, but I need
every penny and can’t miss a day. Sometimes after the kids go to sleep I have a drink or two. It helps me
sleep and is the only thing that helps my aching back - cleaning is hard work. My sister nags me about
it, but it’s not like alcohol is illegal or anything.
The day CPS took my kids was awful. The night before, I had run out of formula for Rose, so after I put
her to bed I went to get some. The boys were watching TV and Ben was in charge. That formula is really
expensive. I was out of vodka, too, and so I stopped to buy some. After that, I didn’t have enough
money for the formula. So I took a can - no big deal!!But the lady saw me and they called the cops.
They arrested me - for a can of formula!! Worst of all, I was already on probation, so I’m really afraid
they’re going to throw the book at me.”
“I’m in jail and find out that CPS has taken my kids. I went to the motel to report for work, but that jerk
of a manager fired me for being late again. Then, I have to go to court. That judge wouldn’t let my kids
come home with me! I couldn’t believe it. He said I could visit them. My own kids! “
Childhood:
When Kathy was 10 and Carol was 15, their parents were killed in a car accident. Kathy’s Dad was an
alcoholic but at the time of the accident had been “sober” for almost 2 years. The family had struggled
over the years with financial issues and Dad’s unemployment due to his drinking. Their Mom was a hard
worker, uneducated and employed in mostly minimum wage job positions. Prior to their parent’s death,
both Kathy and Carol were considered good students, with consistent school attendance. Carol was
more outgoing and socially involved in extra -curricular activities.
After their parent’s death, the girls went to live apart with grandparents. Carol went to live with her
paternal grandparents and Kathy went to live with her maternal grandparents. Although the maternal
grandparents lived in the same county as the children had lived with their parents, they could not take
both girls, as the MGM had cancer and the MGF did not feel he could manage both. Although both girls
were traumatized by the early and dramatic loss of their parents, it was Kathy who was younger and also
felt she lost her sister too that was most affected.
Kathy – age 12: After being with her MGM, Kathy made an outcry to her grandfather about her “uncle”
– her Dad’s older brother sexually abusing her. Her grandfather did not believe her and told her not to
tell her grandmother as she would be too upset to hear this. Kathy’s behaviors began to decline and
when she did visit her sister Carol on weekends, holidays and during summer vacation, Carol and the
paternal grandparents were very concerned, however, because the girls seem to fight so much they did
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not ask to have Kathy come live with them. Their maternal grandmother passed away shortly following
Kathy’s outcry to her grandfather.
Kathy – age 17: Kathy’s grades continued to deteriorate. She began drinking, using drugs and was
truant often with juvenile intervention for truancy. Her grandparents “threw up their hands” in despair
and when she ran away with her boyfriend Jason as a junior in high school they did little to try to get her
back home and finish school.
Adulthood: After running away her junior year in high school, Kathy moved in with Jason and soon
became pregnant. Kathy and Jason have a troubled relationship from the start. During her pregnancy,
Kathy called the police on numerous occasions alleging domestic violence. After Ben is born, Jason is
absent most of the time, alleges that Kathy drinks too much, and does not taking care of the baby. He
leaves and moves away when Ben is just months old.
Soon after he leaves, after CPS intervenes following a series of referrals related to the domestic violence
calls and reports to the hotline of neglectful supervision, Kathy and Ben move in with Carol. Carol is
married and has two young children. For almost a year, Kathy stays in Carol’s home, obtains her GED
and enrolls in a technical school.
When Kathy moves out on her own, she finds it very difficult to care for an infant, work and continue
school. She becomes very depressed and again begins drinking. Kathy’s sexual abuse has never been
disclosed to others and she has had not therapy related to this trauma.
Kathy meets Ernie at a party and becomes pregnant before the two have known each other for more
than a few months. Ernie agrees to marry however he is in the military and soon to have his first
deployment. Once Robert is born, Ernie lives with all of them as a family for two brief periods of time –
the rest of the time he is deployed and then “separated”. He and Kathy had no real relationship prior to
the pregnancy and he” just can’t deal with her lifestyle”. They divorce, and Kathy gains custody as Ernie
is again deployed. During this time Kathy’s prescription drug use, alcohol and substance use/abuse
escalates. Kathy moves frequently, and distances herself and the children from Carol and Ernie’s family.
Rose’s father is unknown. Kathy alleges that she “has no idea who he might be”.
Kathy’s story related to the “beginning of the case and removal of all 3 children” from the National CASA
training curriculum:
“Every day I wake up at 5 a.m.so I can get Rose, my baby, dressed and get Ben and Robert up and ready
for school. I take Rose to daycare and make sure the boys leave for school. Ben’s a big help sometimes he has dinner ready when I get home. I work long days. I clean at a motel and I also wash
dishes at the restaurant around the corner. I get minimum wage. My jobs aren’t so great, but I need
every penny and can’t miss a day. Sometimes after the kids go to sleep I have a drink or two. It helps me
sleep and is the only thing that helps my aching back - cleaning is hard work. My sister nags me about
it, but it’s not like alcohol is illegal or anything.
The day CPS took my kids was awful. The night before, I had run out of formula for Rose, so after I put
her to bed I went to get some. The boys were watching TV and Ben was in charge. That formula is really
expensive. I was out of vodka, too, and so I stopped to buy some. After that, I didn’t have enough
money for the formula. So I took a can - no big deal!!But the lady saw me and they called the cops.
They arrested me - for a can of formula!! Worst of all, I was already on probation, so I’m really afraid
they’re going to throw the book at me.”
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“I’m in jail and find out that CPS has taken my kids. I went to the motel to report for work, but that jerk
of a manager fired me for being late again. Then, I have to go to court. That judge wouldn’t let my kids
come home with me! I couldn’t believe it. He said I could visit them. My own kids! “
Kathy during the TMC case:
Adversary to Status
 Uncooperative, defiant, does not engage in services as ordered by the court
Status to Initial Permanency
 Robert returned to his DAD on a monitored return after completed, positive homestudy on his
Mom where he is living
 Ben placed with Aunt Carol
 Rose continues in foster home
 Kathy has minimum engagement; visits are disruptive reported both by Carol and Ernie
Initial Permanency to 2nd Permanency
 Kathy “disappears” and does not visit or participate in services
 Prior to the 2nd Permanency CPS secures Kathy’s agreement to give Ernie custody of Robert
2nd Permanency to Merits
 Returns right before 2nd permanency; asks to engage and goes into inpatient drug treatment;
tells Ben he should plan to stay with Aunt Carol
Merits
 Kathy has agreed to give Carol PMC; fights only for custody of baby Rose
Jason Harris story (Ben’s Dad)
From the National CASA Training Curriculum:
“Ben is my son. He’s a good kid and all, but I have a new family now - my wife and I have a new baby. I
can’t get involved in Ben’s life and support my wife and baby. They have to come first. I know it’s not
Ben’s fault that his mother is so messed up, but I want to steer clear of anything having to do with
Kathy.”
Jason has had no contact and has paid no child support throughout Ben’s life. He moved away and
works in the oil industry. He refuses to participate in this case and although provided an attorney only
asks to relinquish parental rights. Because of his absence Ben has no memory of his Dad and share’s his
Mom’s negative perception of Jason.
Jason never appears in the video – declines to attend any hearing. (Will need to build a “family tree” for
Jason’s family – but plan to build a dysfunctional family with no real options for placement for Ben)
Ernie Price story (Robert’s Dad)
From the National CASA Training Curriculum:
“I just got back from being overseas. I sent money to Kathy while I was gone - to help her out with
Robert. She moves so much, though, that it came back to me. I didn’t know where else to send it. I’ve
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been looking for work since I got back, but it’s hard to find a job. I’m living with my mother. I don’t even
know if Rose is mine. She has my name, but this is the first I’ve even heard about her. Kathy and I
divorced a year and a half ago - about the time I left to go overseas again. I love Robert, though. He’s
my boy. I want him to come live with me and my mom. If Rose is mine, I’ll take care of her, too.”
Ernie is the youngest of 4 children. His father was career military and his two older brothers are also in
the military. His sister is a teacher in Houston. His Dad is deceased. His Mom recently retired from
working in a school administration office. Ernie graduated high school and immediately enrolled in the
service. He met Kathy while in boot camp, and married her once she was pregnant. He is deployed
during most of her pregnancy and when Robert was born. He and Kathy had a troubled marriage – he
was deployed a great deal of the time – her drinking and drug use were troubling – and he also felt she
continued to see other men during the marriage. He was a stabilizing influence when he was there, as
no CPS referrals can be matched to the dates he says he lived with Kathy and the children. He is living
with his Mom, receiving medical and therapeutic services due to PTSD and injuries from a bomb
explosion. He is sad over the recent death of his father. He is seeking employment and job training.
Child Profile:
Ben Harris
Age 14 when the case opens; has chronic asthma; artistic child; withdrawn; not many friends at school;
very protective of his Mom; bright, but significantly behind in school due to many school changes and
bad attendance; has very few friends because he is ashamed of his situation at home – Mom’s drinking –
no Dad around. Ben’s Dad is African American like Robert’s but he has no relationship/contact/sense of
racial identity with his Dad or Dad’s family.
From the National CASA training curriculum - “That night, Mom left to go to the store and didn’t come
home. I didn’t know why. I went to bed, but when I woke up she still wasn’t there. I know I would be in
big trouble if I missed school, and Mom would be in trouble too. But I couldn’t leave Rose at home alone!
I called the school and pretended to be my dad and said I was sick. It was true - I have asthma and I
was having trouble breathing. I know I’m supposed to take some stuff for it, but Mom can’t pay for it. I
don’t think my dad helps her out at all. Anyway, that morning Rose was crying and crying. I tried to
change her diaper, but I don’t think I did it right and we didn’t have any formula for her. I tried giving her
some of my cereal, and she ate a little. I was really scared. I didn’t know where Mom was. “
Robert Price
Age 9 when the case opens; more outgoing than Ben; doesn’t get that involved with his Mom’s
problems; wishes his Dad could be around more; identifies with his Dad and talks a lot about his Dad
being in the military with friends; one grade level behind and a struggling C student mostly due to
many school changes and disruptions in attendance with different schools.
From the National CASA training curriculum “I was scared that day, too. Ben was made about missing
school, but not me. The other kids tease me a lot - probably because I’m “mixed”. My mom is white
and my dad is Black. My dad is a soldier and just back from Iraq. I think he’s living with my
grandmother. “
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Rose
Rose is 9 months old when the case opens. Rose does not appear to be Ernie’s child. Rose has many
developmental delays and during the case doctors will focus on a diagnosis of fetal alcohol spectrum
disorder. Kathy is unable to provide any prenatal care information and will tell others that she was
pregnant with Rose for awhile before she realized she was pregnant. “Rose has always been a very fussy
baby. I don’t know why. Sometimes she just screams to scream.” Hospital records show an
underweight baby with report to social services for parenting and screening for the baby.
Older sister Carol Hill:
Carol graduated high school and attended community college achieving a 2 year associate degree. Carol
married while attending community college, and worked in a dental office in accounting/billing; her
husband work in construction with TDOT. They have 2 children. At the time the case opens, Carol is 38,
and her children are late teens – both girls. Carol has great sympathy and love for her sister, but the
two fight and argue a lot and Carol is extremely angry with Kathy about her drug use and care of her
children.
From the National CASA training curriculum - “I am happy to take Ben - he’s a good kid. I can’t take
the others, though. I’ve got two other kids of my own and we live in a small place. Kathy’s trouble. She
drinks too much. I only hear from her when there’s another crisis.”)
Professionals’ profiles:
Police Officer (responding to call from neighbor along with CPS Investigator) Officer Gooden
“We got a call from a neighbor who said there was a lot of noise in the downstairs apartment. When I
got there, it was pretty sad. Both the boys were crying and scared and the baby was hollering like crazy.
She stank - her diaper was dirty. I felt sorry for those kids. I know their mom, and she just disappears
sometimes. She always comes back though. There was nothing I could do for them - CPS has to step
in.”
CPS Investigative Caseworker - Bob Johnson
“I’ve been a CPS caseworker for five years. Officer Gooden and I responded together. Officer Gooden
had gotten their names from the neighbor and I quickly looked into our records before I left the office.
We had a file on them. Earlier in the year, Kathy Price had signed an agreement that she wouldn’t leave
the baby without an adult present. While I was at the apartment, I asked Ben about his Mom’s sister as
her name was in the file. Ben couldn’t give me a phone number – or wouldn’t - couldn’t tell. Ben has
obviously been told not to provide much information to anyone. I took the children to a shelter and went
back to the office to write an affidavit to give to the Judge. These kids have a lot of history in our files.
The oldest looked so scared .”
Attorney ad litem
Tenured attorney that represents many children in the CPS system; occasionally will represent parents;
works collaboratively with CASA as the GAL; understands the difference in the AAL and GAL role; is
appointed at the ex parte hearing to represent all three children. Supports the appointment of CASA at
the 14-day Adversary hearing.
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CPS Conservatorship Caseworker – Teresa Greenburg
Tenured worker; has been in the field 6 years - respected by the Judge and other attorneys and CASA.
CASA Supervisor – Barbie Ott
Has been with her CASA program for many years; works well with others and is respected by the Judge
and other attorneys.
CASA Volunteer – Norma Jackson
Tenured volunteer; has been involved with the CASA organization for 10 years
“My supervisor at the CASA office called to tell me about the Harris-Price children and to ask if I could
take the case. She said CASA was appointed at the Adversary Hearing. I agreed to do it. My CASA
supervisor told me that at the Adversary Hearing Judge Romero had found that reasonable efforts had
been made to prevent the need to remove the children, and that given Kathy’s Price’s current
circumstances and past history on this family, there was sufficient reason to remove the children. Judge
Romero ordered a home study for the little boy Robert’s grandmother – Anita Dashee. The judge also
ordered a home study for the Mom’s sister, Carol Hill. I understand that the boys are at a shelter and
that the baby has been placed in a foster home.”
With my CASA Supervisor I have outlined my first steps in beginning my work on the case:
a. I will contact CPS - the investigative caseworker and the conservatorship worker – to talk with
them about the case, and to read the CPS file
“When I met with Bob Johnson (investigative worker) he said that his first priority was trying to
get Kathy Price sober and into some sort of treatment. I brought up the fact that she’d been
working pretty steadily and always had an apartment. Still, Bob said, her drinking and drug use
was problematic. He’d gotten police reports where she’d been arrested for public drunkenness,
and this wasn’t the first time she’d left the kids alone. The nigh she was arrested, she hadn’t tol
the police the kids were at home – this was abandonment, he said. And he pointed out that
she’d failed to get medical car for Ben’s asthma that was pretty severe. He also said that she
hadn’t completed paperwork to get kids Medicaid or to get child support. “
b. I will also contact the parents – their attorneys first, to advise of my accepting the case – and to
set up a visit with the parents and gain their perspective at this time.
“When I talked with Kathy, I asked her about what had happened the day CPS took her kids. I
also asked her about Ben’s asthma. She told me she had taken him to the clinic, but that the
appointment time had changed. She really couldn’t afford his meds anyway. “
c. I need to talk with the children’s placements - The foster mother, Ann Franklin that has Rose,
and the shelter staff where the boys are.
“When I spoke with Ann Franklin she said Rose was doing okay. Had a terrible diaper rash,; she
is terribly worried about Rose - she is 9 months old, but isn’t sitting up or crawling, and never
makes a sound except when she’s crying. Taking her to the doctor as soon as she can get an
appointment”
d. I will need to see how the children are doing and their history - their education and school, any
medical needs; see if any assessments have been done
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e. After I have gained some insight and information, I will get back in touch with my CASA
Supervisor, ask a few questions, and talk about preparing for my first CASA report at the Status
hearing.
Mom’s Attorney – Karen Langsley
Attorney with great respect of others in the system; known as a strong advocate for parents;
understands and admires work of CASA advocates in their role as GAL but works hard for parents. Is
appointed at the ex parte hearing by the Judge to represent Kathy Price. Is diligent in her work;
contacts Mom quickly; offers support and assistance; asks for appropriate services
CPS Attorney – Shane Britton
Works with Judge Romero in other counties; has represented CPS for a number of years. Is passionate
about finding permanency for children in care; is responsive and has regular staffing’s with his CPS
caseworkers;
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Fact Pattern Differences
in The Children’s Commission Trial Skills Training
and Texas CASA’s Harris-Price Case Video
1. In Trial Skills Training, Jason Harris and Ernie Price are presumed fathers and facts are added to
have Kathy Price formerly married to them.
2. In Trial Skills Training, Rose Price’s father will emerge during the case, he will be incarcerated,
and he will be opposed to PMC to CPS at the merits trial, instead arguing for PMC to a relative.
3. Trial Skills Training will have detailed CPS history and criminal history for the parents.
4. Trial Skills Training will have the children taken to the hospital after being found in the
apartment by Officer Gooden, followed by CPS notification and the investigator meeting the
children at the hospital. This fact deviation generates physician reports into the case scenario.
5. In Trial Skills Training, Kathy Price provides some information at the first CPS interview with the
investigator. This deviation facilitates enough information gathering to include information for
Jason Harris and Ernie Price into the Original SAPCR Petition.
6. In Trial Skills Training, Rose Price is found to have bruising. This fact deviation generates a
physician report and facilitates expert witness testimony regarding injury to a child at trial.
7. In Trial Skills Training, the investigative worker completes the affidavit on his own. He receives
information from the police officer that is included, although the affidavit is done individual
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Facilitator Activity Guide
The Law, CPS and the Courts
Video: Harris Price Case
Activity: Chapter 2 – Activity 2G - Who Participates in a Case?
Goal: - To give students a visual context for the roles of the participants in a case, shown in an
actual courtroom setting, using the Harris-Price Case Study.
Activity Instructions:
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Make sure the volunteers have read the Harris-Price Case on pgs V1-17 thru V1-21.
Begin the activity by briefing the participants on the purpose of the video and the brief
history of the Harris-Price Case.
On Disk #1 – watch the chapters – approximately 34 minutes
o Adversary Hearing – meeting outside courtroom
7:23
o Mom’s Story
11:34
o CPS Case
6:36
o Judge’s Orders
8:39
o CASA accepts case
1:10
Ask advocates to note the players from video that are represented in the case.
Have advocates reflect on the perception they had of each character after reading the
case vs. viewing the video – DISCUSS
Proceed to Activity 2G, pg V2-19 of the volunteer manual
Facilitator Note:
The 35 minute viewing of DVD can be divided between Chapters 1 and Chapters 2 for the sake
of time. The value, from a trainer’s point of view, for having a visual representation of the legal
process for volunteers is priceless. Have them view as objective observer and then reflect on
how it might be different as they view from the perspective of a volunteer.
Discussion points:
o
o
o
o
Process for a CASA to accept and begin work on a case
How a case enters the system
Juvenile Court process
Family dynamics
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Cultural Competence
Video: Harris Price Case
Activity: Chapter 3 – Activity 3D – Everybody has a story
Goal: - For students to become aware of how their own personal values and the “stories” of
their past might impact their advocacy of a case.
Activity Instructions:
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If needed, review Mom’s story on Disc #1 – Adversary Hearing.
Proceed to Activity 3D, pg V3-10. After you have explored what it must be like to
disclose personal information to a stranger in a case, put yourself in Kathy’s shoes. Take
a few minutes as a group to discuss what it must be like to “BE” Kathy. Reflect on the
pressures of being a single mother with a low paying job and no strong support system.
Use your imagination and discuss examples of scenarios that someone in her position
would face.
In this facilitator guide, go to pg. 5, Harris Price Case History, and read aloud (ask for
volunteers for each paragraph) the section “Kathy’s Story”. Have each student spend a
couple of minutes writing about their perception of Kathy now that they know her
history. (Writing will not be shared, object is to give them time to reflect on their new
understanding)
“Everybody has a story.” When we understand someone’s history we will often be more
empathetic. Whether we know the story or not, and we often won’t know the real back
story of the parents involved in a case, we can remember that “Everybody has a story”.
Discuss the following questions/comments
o Would knowing Kathy’s story have you do anything different in the case?
o Are there events from your past, whether personal or involving family, friends or
people you have known that impact your feelings about Kathy’s past?
o Are there events from your past, whether personal or involving family, friends or
people you have known, that impact your feelings about Kathy’s parenting?
o Can you put aside your personal feelings and values to be an impartial advocate?
Facilitator Note:
It will be important to gently guide your volunteers in understanding how to set aside the
impact of personal events in their lives to be healthy balanced advocates. These discussions
will offer you as a staff member insight on your volunteer’s abilities to be balanced advocates.
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Understanding Families- Strengths and Weaknesses
Video: Harris Price Case
Activity: Chapter 4 – Activity 4C – Resources vs. Deficits
Goal: - To learn a strength-based approach to understanding families.
Activity Instructions:
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On Disc #2 – Watch the chapters – Status Hearing, CASA Advocacy, Family Group
Conference – Approximately 24 minutes.
Proceed to Activity 4C, pg V4-4. After you have completed the exercise and the
students have an understanding of “Resource” vs. “Deficit” lens you will complete the
following activity using that understanding as a basis.
Write Strengths and Weaknesses on the top of 2 flip chart pages. From the information
you have to date on the Harris Price case make a list of the strengths and weaknesses of
the family. Do this exercise using the “Resource” lens. Discuss how the 2 lists would be
different if you had used the “Deficit” lens.
Discuss the following questions/comments
o After viewing the Family Group Conference, what are some possible outcomes
you would like to see happen?
o As a CASA volunteer, what is your role moving forward from the Family Group
Conference to the next hearing?
o What are some challenges you face in relation to biases you might have against
Kathy and possible reunification?
o Discuss how to balance desire for parent reunification and concerns about the
well-being of the children in care.
Facilitator Note:
At this point in the case there are still many things that must happen before Kathy could be
reunified with her children. Promote conversation on all possibilities and take note of the
tendency of students to use a “resource” or a “deficit” lens.
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Understanding Families- Substance Abuse
Video: Harris Price Case
Activity: Chapter 5 – Activity 5B- Substance Abuse & Parenting
Goal: - To understand the effects of substance abuse on everyone involved in a case and learn
different methods for dealing with this issue when it concerns a parent or caregiver.
Activity Instructions:
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On Disc #2 – Watch the chapter – Initial Permanency Hearing – Approximately 17
minutes.
Proceed to Activity 5B, pg V5-9. After you have completed the exercise have the
students circle all the ways that Kathy’s alcoholism has affected her ability to parent and
any other effects on her children.
Discuss the CASA volunteers report to the court. Ask the students to share any
questions, fears or concerns about the information the volunteer shared or the court
presentation. Share any differences there might be for your local program in how the
volunteer speaks in the courtroom.
Discuss the following questions/comments
o Discuss resources and challenges around treatment
o What do you need to know about Fetal Alcohol Syndrome?
o What does the child experience as a result of a parent’s substance abuse?
o Are the challenges with Ben stealing and struggling in his Aunt’s home related to
the alcohol abuse of his mother?
Facilitator Note:
There are many issues that were covered in the Initial Permanency Hearing that are wonderful
talking points for preparing your students to be great advocates.
 Discuss the different responses from CASA, CPS, Attorney’s, and the Judge. How do
they compare to the cases in your local program.
 Discuss Ben’s conversation with the Judge and how that would be beneficial in making
recommendations to the court.
 Give the students an opportunity to share how they feel about Ben’s situation with Aunt
Carol.
It is always a good teaching moment when you ask the students “what would you have done
differently in the case?” This will allow you an opportunity to guide them in an appropriate
direction and allow them to share their potential frustrations.
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Understanding Children
Video: Harris Price Case
Activity: Chapter 6 – Activity 6B- The Needs of Ben, Robert & Rose
Goal: - To understand the needs of children in care and to be able to differentiate between the
ideal and the legal standard – the minimum sufficient level of care.
Activity Instructions:
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On Disc #2 – Watch the chapter – Secondary Permanency Hearing – Approximately 9
minutes.
Proceed to Activity 6A, pg. V6-4. When the list of “all things children need” is created
and discussed, divide the students into 3 groups – one group each for Ben, Robert and
Rose. Have each group make their own list for their assigned child, using info from the
group list that includes everything that child will need to meet the minimum sufficient
level of care. Then ask that they add anything that is missing including special age
appropriate needs.
Discuss the following questions/comments
o The challenges in recommending that a child be returned to its’ home when only
minimum sufficient level of care is given and the foster home can offer so much
more.
o What recommendation do you give when a child’s special needs are more than a
parent can handle?
o What are the needs of older children in care?
o What are the needs and resources for children aging out of the system?
Facilitator Note:
There are many emotional parts to this section of the video. It is suggested that you allow the
students to freely express their concerns about Kathy and the possibilities of the children being
returned OR not being returned. Discuss their perception or “judgments” of Kathy and Aunt
Carol and Ben. What thoughts do the students have about the advocacy of the CASA
volunteer? Could she have done more or should she have handled things differently?
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Communicating as a CASA Volunteer
Video: Harris Price Case
Activity: Chapter 7 – Activity 7A- Ways People Communicate/Listening skills
Goal: - To understand the many ways people communicate and use this knowledge for
interviewing and observing those involved in your case.
Activity Instructions:

Begin with Activity 7A and expand by having the students discuss the different ways that
the participants in this case communicated. Write the name Ben, Kathy and CASA
Volunteer (Ms. Jackson) on the top of a flip chart. Have the students brainstorm on
what they noticed when each party was speaking and listening. (ex. Head down, rolling
of eyes, walking away)
 Listening Activity – The success of a CASA volunteer can greatly depend on their ability
to listen. Listening involves more than just the words that are being said. In this activity
we will practice the art of Generous Listening. A good listener will make eye contact as
appropriate with the speaker, keep an open body position (no arms crossed) and make
appropriate head nods and verbal affirmations. When someone who is speaking feels
that they are REALLY being listened to, they will tend to relax and share more
information. Generous listening also includes, “listening to the music behind the
words.” In addition or often in spite of the words that someone is speaking, what is the
meaning that they are conveying in other ways (tone, body language). When you kindly
address “the music” instead of just the words, you can often get to the true thoughts of
another.
 In this activity, everyone will choose a partner. One person will be Partner A, the other
will be Partner B. Partner A will start by sharing something that occurred in the last 24
hours or week that caused them frustration, anger, joy, - some tangible emotion.
Partner B will listen generously. Then switch – Partner B will share and Partner A will
listen.
 Have the students share with the group:
o What it felt like to share when someone was generously listening.
o Did the person sharing say more than planned?
o Did the listener hear the music of what was being said (the emotion, the untold
feelings)?
o Discuss how generous listening could affect CASA’s work on the Harris Price
Case.
Facilitator Note:
These activities provide an opportunity for you as a facilitator to really coach the students with
their communication styles and help them to feel comfortable in sharing their stories and
connecting as a listener to their partner.
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Practicing the CASA Role
Video: Harris Price Case
Activity: Chapters 8/9 - CASA role
Goal: To use the characters in the Harris Price Case as examples in how to interview and
investigate a case.
Activity Instructions:
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On Disc #2 – Watch the chapter- Merits Hearing – Approximately 18 minutes
After the viewing, take a few minutes to discuss the conclusion of the case. There will
probably be many different reactions to the decision by the jury. Allow everyone to
voice their opinions and use this time to discuss the ending of a case and CASA’s role
moving forward.
The National CASA Volunteer Manual introduces the Kaylee Moore case in chapter 8
and also uses it for activities in chapter 9. Since you have a visual representation of the
Harris Price case you may choose to continue to refer to it for all appropriate activities.
Discuss the following questions/comments
o After viewing the Merits Hearing, if you had been the CASA in the case, would
you have made the same recommendation? How would you have felt about the
verdict?
o What role as a CASA will you play moving forward?
o As you discuss interviewing and investigating techniques, critique the methods
used by Ms. Jackson, the CASA volunteer and have the students make
suggestions on other actions the volunteer might have taken.
Facilitator Note:
At this point in your volunteer training you will be able to use the story in the Harris Price Video
as a reference point for all aspects of the CASA volunteer role. Take care in allowing your
students to debrief from all they have experienced as a spectator in this case. This should open
the door for conversations about other types of cases and outcomes. Be sure to discuss the
need for the volunteers to take care of themselves and to debrief with their supervisors. Those
who have been doing this work for a long time can often forget how disturbing it can be when
you first become a volunteer.
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