Module 12: Ongoing Assessment and
Safety Planning
Time: 9 hours
Module Purpose: In this module, participants review the purpose of the
Safety Plan and the ways that Safety Plans may be modified based on
changing circumstances. They further look at the critical thinking involved
in making child placement, and the tools to use for assistance in making an
informed and productive placement.
Demonstrated Skills:
1. Identify the key components and reassess the Impending Danger
Safety Plan at case transfer.
2. Apply specific safety considerations in cases of domestic violence,
substance abuse, and mental illness.
3. Determine if the child is safe or unsafe.
4. Determine when an in-home safety plan must be modified.
5. Evaluate danger threats utilizing the danger threshold.
6. Determine the actions and criteria for modifying an existing out of
home safety plan.
7. Demonstrate Present Danger Safety Planning.
1. Assess the added trauma in placement change.
2. Demonstrate the creation of a sexual safety plan.
3. Demonstrate interviewing a relative for a home study assessment.
4. Demonstrate documentation of the role play scenario.
5. Assess the caregiver's needs for managing the care of the child in
their home.
6. Demonstrate interviewing a relative for diligent search information.
7. FSFN- Review the documentation of a diligent search in FSFN.
8. FSFN - Demonstrate how to create and affidavit of Diligent Search
in FSFN.
There are 5 units in this module.
Materials:
 F.A.C. 65C-30, print or electronic access
 Flipchart paper
 Markers
Agenda:
Unit 12.1 Modification of the Safety Plan
Unit 12.2 Temporary Removal Due to Present Danger
Unit 12.3 Placement Considerations
Unit 12.4 Unified Home Study
Unit 12.5 The Ongoing Diligent Search Process
Display slide 12.0.1: Modification of the Safety Plan (PG:X)
Display slide 12.0.2: Learning Objectives (PG:X)
Display slide 12.0.3: Agenda (PG:X)
Unit 12.1: Modification of the Safety Plan
Time: 2 hours, 30 minutes
Unit Overview: The purpose of this unit is to provide participants the
conceptual framework for ongoing safety management utilizing the safety
plan during ongoing case management, based upon safety planning
analysis, and managing the safety plan during treatment services.
Learning Objectives:
1. Evaluate safety planning knowledge.
2. Identify the safety plan requirements, according to Chapter 65C-30,
Florida Administrative Code (F.A.C.).
3. Define the need for modification of a safety plan.
4. Determine when to modify an insufficient ongoing safety plan
5. Define and craft a danger statement.
6. Demonstrate crafting a danger statement and exploring change
statements with a parent/ caregiver.
7. Apply specific safety considerations in cases of domestic violence,
substance abuse, and mental illness.
8. Modify the safety plan.
9. Ensure that any modifications to the safety plan is formally
executed and entered in FSFN.
Trainer Instructions and Script:
Display slide 12.1.4: Modification of the Safety Plan (PG:X)
Display slide 12.1.5: Learning Objectives (PG:X)
Ask: As a case progresses, when or why will you be concerned
with Impending Danger?
Solicit answers
Display slide 12.1.6: What Do You Remember? (PG:X)
Activity #1: Safety Plan Quiz
Purpose: The purpose of this activity is to review for case managers that
assessment of danger threats and safety must continue throughout the life
of the case.
PG:X
Materials: Participants Guide
Trainer Instructions:
 Refer the participants to PG x, Safety Plan Quiz.
 Allow 10 minutes for individuals to complete the quiz.
 When individuals have completed quiz, have them compare
answers at table groups.
 Review correct answers and further explain when needed.
Activity STOP
Safety Plan Quiz
Answer Key
Instructions: Read each statement regarding safety plans. Decide if the statement is
True or False and mark accordingly.
T F 1. The Safety Plan is a form created in FSFN by the Case Manager and the
signed
by the caregiver at the next home visit.
T
F 2. The safety plan must remain in effect and active until such time as the
children are able to be reunified.
T
F 3. The Safety Plan addresses both present and impending danger.
T
F 4. The safety plan should contain an elaboration of the impending danger in
terms that describe how the impending danger exists uniquely within the
given family.
T
F
5. The single purpose of the safety plan is to control or manage impending
danger. If any other purpose is included, it may not be a safety plan.
T
F
6. The Safety Plan considers separation only when necessary due to the
existence of present danger threats.
T
F
7. A full elaboration of the protective role of others who participate in the
safety plan should only be written out as it has to do with service providers
with multiple programs.
T
F 8. The Safety Plan can address a wide range of family needs. Activity and
services within the Safety Plan are dense which means there are a lot of
things going on frequently.
T
F 9. The Safety Plan should be acknowledged and agreed to by the caretaker.
T
F 10. The needs identified in the Safety Plan drive the Treatment Plan.
Display slide 12.1.7: 65C-30 Safety Planning (PG:X)
Activity #2: F.A.C. 65C-30
Purpose: This activity allows participants to become familiar with the legal
requirements of creating safety plans.
PG:X
Materials:
 Participant’s Guide
 F.A.C. 65C-30
 Flipchart paper
 Markers
Trainer Instructions:
 Refer participants to PG x, 65C-30.001 Definitions (123)(a-e); 65C30.007 Case Management Responsibilities (3)(b), (5)(a)
 Say: There are many references to safety and safety planning in
Florida Administrative Code.
 Divide the class into 5 small groups.
 Assign each group a section of the Code to review and prepare to
share with the class.
 Allow 10 minutes.
 Debrief by allowing groups to present the information from their
section.
Activity STOP
Display slide 12.1.8: Increase or Decrease (PG:X)
Say: As we discussed in the beginning of this session, the more we
get to know the family, the more we will find out about dangers,
risks and caregiver protective capacities. We will most likely need
to revise or modify the safety plan.
Ask: What type of information might you obtain that then
requires you to modify a safety plan?
Solicit answers.
Conduct a group discussion around these points.
 Increase Intrusiveness: Safety Plan is NOT working—children are
unsafe due to plan not controlling or new threats have manifested.
 Decrease intrusiveness: Conditions for Return have been achieved
and/or Caregivers Protective Capacities have enhanced, where they
are able to control the danger threat and/or threat is no longer
present.
 Ask participants for possible examples of these in our case scenario.
Ask: What types of conditions may present that would require
you to modify an in-home safety plan?
Solicit responses.
Potential answers:
 The parent or the caregiver responsible per a family arrangement is
no longer following through with their commitment to allow safety
services providers in the home; or
 One of the safety services providers is no longer available to provide
in-home safety plan services;
 A new danger threat has been identified; or
 Conditions in the home are becoming too chaotic to sustain current
safety plan actions.
Ask: What types of conditions may present that would require you
to modify an out-of-home safety plan?
Solicit responses.
Potential answers:
 Baby born into an active case.
 Change in service provider availability.
 Change in who lives in the birth home.
Activity #3: Safety Plan Modification
Purpose: This activity allows participants to identify when a safety plan may
need to be modified and the steps involved in doing so.
PG:X
Materials:
 Safety plan step cards
 Participants guide
Trainer Instructions:
 Randomly distribute the safety plan step cards to participants.
 Ask participants to work together to put the steps in order.
 Review the steps and discuss each.
1. Identify the specific danger threat that is not controlled by
the current safety plan.
2. Convene a safety plan conference to revise the safety plan.
3. The safety plan conference should minimally include: the
Case Manager, the parents, and any providers involved in
the formulation of the original safety plan. Other
participants may be invited as needed.
4. Identify whether there are ways to manage the identified
danger threat with the child in the home; and if yes,
5. Contact persons or providers who can participate in
providing safety services in an ongoing safety plan;
6. Consult with your supervisor if you need advice in developing
a sufficient ongoing safety plan.
7. Revise the ongoing safety plan, and obtain signatures of all
safety plan participants.
8. Obtain the approval of your supervisor before implementing
a revised ongoing safety plan.
Ask: What should be done if the Case Manger no longer believes
that an in-home safety plan is sufficient to ensure safety?
Solicit answers.
Potential answer:
 If the Case Manager believes that continuation of an in-home safety
plan is not viable to ensure for the child’s safety, there should be
immediate actions taken to develop an out-of-home safety plan
which might include sheltering the child.
Activity STOP
Display slide 12.1.9: The Danger Statement (PG:X)
Ask: What is a danger statement?
Solicit responses.
Ask: What is the purpose of a danger statement?
Solicit responses.
Ask: When does a Case Manager create a danger statement?
Solicit responses.
Activity #4: Danger Statements
Purpose: This activity allows participants to further practice understanding
and creating danger statement.
PG:X
Materials:


Danger Threats Table
Participants Guide
Trainer Instructions:
 Create a flip chart with the following information as a point of
reference.
o What is happening that requires DCF involvement?
 What is the threat?
 What has been happening?
o What must be different?
 What must you do?
 What can you do?
o What are you willing to do?
o What will be necessary for you to do what you must do?
 Divide class into small groups.
 Instruct groups to choose a danger threat and then work together to
create a scenario based on the danger threat. When they have
created the scenario, they are then to create a danger statement
based on that scenario.
 Remind class that danger threats should be family centered, child
centered and conversational.
 The danger statements should be written out neatly on a clean piece
of paper.
 Allow 10 minutes.
 Allow each group to read their danger statement to the class.
 Debrief by allowing the other groups to:
o Identify the danger threat
o Briefly describe the scenario as they understand it from the
danger statement.
Activity STOP
Activity #5: Family Change Statements
Purpose: This activity allows participants to further practice understanding
and creating a family change statement.
PG:X
Materials:
 Danger Threats Table
 Participants Guide
 Danger statements from Activity #4


Flipchart paper
Markers
Trainer Instructions:
 Ask: What is the point of a family change statement?
 Solicit responses.
 Ask: What questions should the family change statement answer?
 Solicit responses and record on flip chart.
 Keep the class in small groups.
 Randomly redistribute danger statements that were crafted in
Activity #4. Ensuring that each group has a new one to work with.
 Instruct groups to create a plausible family change statement based
on the danger statement that they have received.
 Remind class that danger threats should be family centered, child
centered and conversational.
 Allow 10 minutes.
 Allow each group to read their danger statement followed by their
family change statement to the class.
 Debrief by allowing the other groups to:
o Identify the direct correlation between the danger statement
and the family change statement.
o Explain how the strengths and needs of the statement.
o Ensure that solution focused language is evaluated.
Activity STOP
Activity #6: DV, SA and MH
Purpose: The purpose of this activity is to allow participants to review the
safety considerations involved in domestic violence, substance abuse and
mental health.
PG:X
Materials:
 Participants Guide
 Flipchart
 Markers
Trainer Instructions:
 Say: Let’s review a few of the topics that will give us special
concerns when drafting a danger statement, a family change










statement and assessing safety in general: domestic violence,
substance abuse and mental illness.
Have participants count off from 1 – 3.
Ask participants to join the group with their number.
Distribute flipchart and markers to each group.
Assign the groups as follows:
1. Domestic violence
2. Substance abuse
3. Mental illness
In their groups, participants are to recall every possible safety
consideration for their topic and write them on the flipchart paper.
Allow 10 minutes.
Ask each group to create 3 danger statements connected to 3 of
their safety concerns identified.
Allow 15 minutes.
Have each group present their list of safety considerations and
danger statements to the class.
Debrief.
1. Remind participants that alleged batterers need to be held
accountable regarding domestic violence incidents.
2. Review techniques and tools from the Mandel Safe and
Together Model.
3. Are there any discernible patterns of ‘out-of-control’
behaviors in prior maltreatments (i.e., domestic violence,
substance abuse, unmanaged mental health condition, etc.)?
Click hyperlink on PPT 9 and display safety plan eLearning course.
27 min
http://centervideo.forest.usf.edu/fsfnenduser/caselifesafe/start.html
Unit 12.2: Temporary Removal Due to
Present Danger
Time: 1 hour, 30 minutes
Unit Overview: In this unit, participants analyze the factors that determine
that a child is in present danger and the actions to be taken as a result.
Learning Objectives:
1. Determine when a child is in present danger, or when there must
be immediate actions taken to remove the child.
2. Describe the actions to be taken by Case Manager when there is
uncontrolled present danger and the child must be temporarily
removed from their home.
3. Identify the legal basis for emergency removals under Chapter 39.
4. Review the Case Manager responsibility for establishing
reasonable efforts.
5. Explain the benefits of working together as a team with the Child
Protective Investigator.
6. Define ‘Child Resource Record’ & Statute.
7. List and explain each of the required documents of the Child
Resource Record.
Trainer Instructions and Script:
Display slide 12.2.10: Unit 12.2: Temporary Removal Due to Present
Danger (PG:X)
Display slide 12.2.11: Learning Objectives (PG:X)
Say: In this module we will:
1. Determine when a child is in present danger, or when there
must be immediate actions taken to remove the child.
2. Describe the actions to be taken by Case Manager when there
is uncontrolled present danger and the child must be
temporarily removed from their home.
3. Identify the legal basis for emergency removals under Chapter
39.
4. Review the Case Manager responsibility for establishing
reasonable efforts.
5. Explain the benefits of working together as a team with the
Child Protective Investigator.
6. Define ‘Child Resource Record’ & Statute.
7. List and explain each of the required documents of the Child
Resource Record.
Display slide 12.2.12: Present Danger (PG:X)
Ask: When may a Case Manager be face with present danger?
Solicit responses.
Ask: What do you think a Case Manager would need to do in such
a situation?
Solicit responses.
Display slide 12.2.13: Actions to Shelter a Child (PG:X)
Say: When an in-home safety plan is no longer sufficient to manage
the identified danger threats to keep a child safe, and the Case
Manager has determined there are no other actions possible to
strengthen the safety plan, they must act immediately to shelter
the child. As Case Managers are not authorized to take children
into custody, there is a set of actions that must be followed.
Refer participants to PG:X, Present Danger and the Case Manager, and
review each section thoroughly.
Present Danger and the Case Manager
When the Case Manager determines that a child is in present danger, there must be
immediate actions to remove the child. A report to the child abuse hotline will only be
made when there are new incidents of harm. An insufficient safety plan does not
constitute a new incident of harm. A child protection investigator must be called to
the home to assist the Case Manager in developing an out-of-home safety plan to
protect the child. Both the investigator and the Case Manager will collaborate to
follow the requirements in Chapter 4, Present Danger Safety Planning.
When the Case Manager determines that a child is in impending danger, there must
be a staffing with an investigator and CLS to develop a placement plan and petition for
shelter. A child may only be taken into custody:
 When there is sworn testimony, either before or after a petition is filed,
provided by the Case Manager;
 By a law enforcement officer, or an authorized agent of DCF, if the officer or
authorized agent has probable cause to support a finding:
o That the child is in imminent danger of illness or injury as a result of
abuse, neglect, or abandonment;
o That the parent or legal custodian of the child has materially violated a
condition of placement imposed by the court; or
o That the child has no parent, legal custodian, or responsible adult
relative immediately known and available to provide supervision and
care.
If the facts are sufficient and the child has not been returned to the custody of the
parent or legal custodian after removal in response to present danger, DCF shall file
the petition and schedule a hearing, and the attorney representing DCF shall request
that a shelter hearing be held within 24 hours after the removal of the child.
While awaiting the shelter hearing, the authorized agent of DCF may place the child in
licensed shelter care, or in a short-term safe house if the child is a sexually exploited
child, or may release the child to a parent or legal custodian or responsible adult
relative or the adoptive parent of the child’s sibling who shall be given priority
consideration over a licensed placement, or a responsible adult approved by DCF if
this is in the best interests of the child. Placement of a child which is not in a licensed
shelter must be preceded by a criminal history records check as required under s.
39.0138.
When a child is taken into custody pursuant to this section, the Case Manager shall
request that the child’s parent, caregiver, or legal custodian disclose the names,
relationships, and addresses of all parents and prospective parents and all next of kin
of the child, so far as are known.
Twenty-four hours, after removal from home to a non-relative placement, the
investigator must appear in court, to allow a judge to review and approve the nonrelative placement. A non-relative placement must be for a specific and
predetermined period of time, not to exceed 12 months, and shall be reviewed by the
court at least every 6 months. If the non-relative placement continues for longer than
12 months, DCF shall request the court to establish permanent guardianship or
require that the non-relative seek licensure as a foster care provider within 30 days
after the court decision. Failure to establish permanent guardianship or obtain
licensure does not require the court to change a child’s placement unless it is in the
best interest of the child to do so.
The court may withhold adjudication on a petition for dependency and find that
supervision in the child’s home is required. The court may enter an order briefly
stating the facts upon which its finding is based and withhold an order of adjudication,
placing the child’s home under the supervision of DCF. If the court later finds that the
parents of the child have not complied with the conditions of supervision imposed,
the court may, after a hearing to establish non-compliance, but without further
evidence of the state of dependency, enter an order of adjudication. In such
situations, the Case Manager must:
o Modify the in-home safety plan to manage the diminished caregiver
protective capacities that are creating impending danger for the child.
o Ensure that withholding of adjudication occurs for no longer than 6
months by:
 Actively working with parents to achieve the outcomes stated in
the case plan;
 Keep CLS appraised of case plan progress or lack thereof;
 Request a team meeting with CLS when case plan progress is
not occurring at a pace that will lead to timely permanency
resolution for the child.
Display slide 12.2.14: Reasonable Efforts (PG:X)
Say: When it has been determined that a child is not safe at home,
Section 471(a)(15)(B)(i) of the Social Security Act requires a State to
make reasonable efforts to prevent a child's removal from home by
providing appropriate protective actions and services to improve
family protective capacities.
Reasonable efforts requirements include:
a. Identifying dangers to the child, and the family problems
precipitating those dangers;
b. Selecting services specifically relevant to the family's problems
and needs;
c. Diligently arranging services;
d. Providing appropriate services on a timely basis.
Activity #1: Reasonable Efforts
Purpose: This activity allows participants to review their knowledge of
reasonable efforts and practice skill application of what the law requires as
reasonable efforts prior to a removal.
PG:X
Materials: Participants Guide
Trainer Instructions:





Divide the class into small groups.
Refer participants to PG:X, Activity #1, Reasonable Efforts.
Ask groups to complete Activity #1 and prepare to share their
answers.
Allow 20 minutes.
Debrief
Activity Answers : Reasonable Efforts
Describe the grounds for removal that apply to this scenario.
 Child has been abused, neglected, or abandoned or in imminent
danger of injury. Child has spiral fracture, other evidence of
physical abuse; signs of neglect.
 Child has no parent, legal custodian, or responsible adult relative
immediately known or available.
 Child’s grandmother is unable to care for the child long term, has
medical and family issues; mother’s location is unknown; father’s
location is unknown; alleged perpetrator remains unknown.
Parents cannot be located to initiate services.
 Generally, the health and safety of the child cannot be ensured,
even with preventive services. Neither parent has been located to
assess for cooperativeness, etc. The grandmother advises that she
cannot provide a permanent placement for the child.
List the alleged maltreatment. Next to each, record the
evidence/information that you would gather and document to prove
each of the alleged maltreatments.
 Physical abuse – child has spiral fracture of the arm and evidence of
previous fractures of the upper arm and ribs (CPT referral; medical
records from hospital)
 Malnutrition – the hospital report stated that Buddy was low
weight for his age, malnourished, and showed evidence of
developmental delays (hospital records; CPT evaluation).
What reasonable efforts must be documented in the shelter petition?
 Reasons no services were offered or provided, refer to
39.521(1)(d)9. and (f)3. a.-d.
o Generally, the health and safety of the child(ren) cannot be
ensured, even with preventive services. Family was
previously involved with Non-Judicial In-Home services;
however, the case was closed after the family moved from
the area.
Is the evidence sufficient to establish probable cause? List the evidence
from the scenario and prepare to explain your answer.
 Yes, child has spiral fracture and evidence of past abuse.
 Alleged abuser is unknown at this time; mother has had no contact
with the child for approximately 1 year and has history of mental
illness; father left child and has not returned; father is possibly
involved with drugs; grandparents are not capable of providing
long term placement for child.
Dependency Petition: Yes
 Evidence to CLS: Hospital records; information obtained from CPT;
background checks; grandmother’s statement; prior investigation;
medical records on mother.
 Witness List: Hospital personnel; CPT; grandmother; grandfather;
school personnel; possibly law enforcement; previous providers of
the mother; previous Non-judicial In-Home services.
 Reasonable Efforts Documentation: The home situation presents a
substantial and immediate danger which cannot be mitigated by
provision of preventive services; that appraisal of the home
situation indicates a substantial/immediate danger, that can’t be
mitigated via preventive services. These statements indicate that
the Agency is advising the court that based on the circumstances
reasonable efforts are not required.
 Locating the Parents: Diligent search; research of telephone books;
local jails, hospitals; background checks; checks of local DCF
programs, etc.
 Documents to CLS: CPT findings and recommendations;
background checks; completed CSA; previous case plan; criminal
background checks; previous abuse intake.
Activity STOP
Display slide 12.2.15: Working Together (PG:X)
Say: As we all know, making the decision to remove a child from
their parents care is one of the most difficult decision that we make
in child welfare. This decision should never be made alone. One of
our main partners in this decision is the CPI staff. We work hand in
hand with them if this decision must be made after a case has been
referred to services.
Ask: What would be some of the benefits of working together
with a CPI if you feel a child can no longer be kept safe with an inhome safety plan?
Solicit responses.
Display slide 12.2.16: Child Resource Record (PG:X)
Trainer Notes: Be prepared to show at least one quality example of a child
resource record from your area.
Say: Remember we spoke briefly about the CRR in Module 9 when
we were learning about the child’s medical, dental and mental
health. When a child is removed, Code requires the completion of a
child resource record.
Say: Under Florida Administrative Code 65C-30.001 (24) a “Child’s
Resource Record” means a standardized record developed and
maintained for every child entering out-of-home care that contains
copies of the basic legal, demographic, available and accessible
educational, and available and accessible medical and psychological
information pertaining to a specific child, as well as any documents
necessary for a child to receive medical treatment and educational
services.
Ask: If your child was removed, what information would you want
to travel with him or her?
Solicit responses.
Allow participants to take turns reviewing the example CRR while this
discussion is held.
Say: I’m passing around a copy of a child resource record.
Refer participants to F.A.C. 65C-30.11(4) for a checklist of criteria for the
CRR.
Review the Child Resource Record contents.
Discuss the pertinent documents that are required to be in the resource
record.
Remind participants of the following:
 All information in the CRR must be reviewed with the caregiver
when the child is placed.
 Case Manager must ensure that the caregiver understands the
importance of the CRR.
 It must be reviewed at each visit to ensure that the child’s
appointments, medications, etc. are being recorded accurately and
legibly.
Unit 12.3: Placement Considerations
Time: 1 hour, 30 minutes
Unit Overview: In this unit, participants analyze the factors that determine
that a child is in present danger and the actions to be taken as a result.
Learning Objectives:
1. Discuss the protocol for placing children in out-of-home care as
outlined in Chapters 65C-30 and 65C-28, Florida Administrative
Code.
2. Assess the added trauma in placement change.
3. Identify the benefits of placing children in their home communities.
4. Identify the reasons to develop and maintain the child’s
connections when in out-of-home placement.
5. Explain Normalcy “Let Kids be Kids” Law.
6. Define and explain the purpose of normalcy in the life of a child in
out of home care.
7. Describe the placement requirements for sibling groups.
8. Describe the placement requirements and options for children who
have been sexually abused.
9. Demonstrate the creation of a sexual safety plan.
Trainers Instructions and Script:
Display slide 12.3.17: Unit 12.3 Placement Considerations (PG:X)
Display slide 12.3.18: Learning Objectives (PG:X)
Say: In this module we will:
1. Discuss the protocol for placing children in out-of-home care as
outlined in Chapters 65C-30 and 65C-28, Florida Administrative
Code.
2. Assess the added trauma in placement change.
3. Identify the benefits of placing children in their home
communities.
4. Identify the reasons to develop and maintain the child’s
connections when in out-of-home placement.
5. Explain Normalcy “Let Kids be Kids” Law.
6. Define and explain the purpose of normalcy in the life of a child
in out of home care.
7. Describe the placement requirements for sibling groups.
8. Describe the placement requirements and options for children
who have been sexually abused.
9. Demonstrate the creation of a sexual safety plan.
Display slide 12.3.19: Placement of Children in Out of Home Care (PG:X)
Ask: Why is it important to find the most appropriate placement
for a child as opposed to just finding a “bed space”?
Solicit responses.
Trainer Notes: While providing the information below on placement
considerations, stop frequently to ask meaningful questions and solicit
responses.
Say: The decision where a child is placed is as important as the
decision to place. Improper placements, that do not meet the
child's needs, greatly increase the likelihood of placement
disruption and trauma to the child. The following principles can
help assure that the most appropriate placement will be chosen for
each child.

Meet the child’s individual needs:
o If assessment reveals that the child cannot be protected in
the home, placement must be carefully planned to minimize
stress and subsequent trauma to the child.
o The success of the placement is greatly increased when the
child's family and caregivers are involved in the planning
and implementation of all aspects of the placement.
o You must carefully choose a placement setting that can
meet the child's individual needs and minimize the changes
to which the child must adapt.
o Children's needs, behaviors, and anticipated behavior
problems must be carefully assessed prior to choosing the
placement.

Placement must be in the least restrictive, most homelike
setting
o Children must not be placed in group homes, receiving
centers, or other institutional settings because appropriate
relative and licensed homes are not available.
o If no relatives or friends are available to care for the child,
locating a substitute caregiver within the child’s
neighborhood will allow the child to continue important
relationships in the school and neighborhood.
 Place the child as close to home as possible.
o Children must be placed as close to home as possible to
minimize the number of losses experienced unless safety is an
issue.
o Relatives, family friends, and neighbors must be assessed to
decide their willingness and ability to provide care for the child.

Minimize the number of changes.
o The fewer changes in lifestyle and environment, the better.
o If a child must be placed into any out-of-home placement,
when possible, the family must be of the same ethnic,
cultural, and socioeconomic class level as the biological
family to reduce the number of cultural changes and to
reduce the amount of changes the child must encounter.
Activity #1: Placement
Purpose: This activity allows participants to assess their beliefs regarding
placement changes.
PG:X
Materials:
 Participants Guide
 Flipcharts
 Markers
Trainer Instructions:
 Create flip charts with the following labels:
o Trauma of Placement Change
o Close to home
o Connections
o Normalcy
 Hang papers around the room.
 Inform participants that they will be completing a walk about
activity.
 Discuss the subject raised on each paper as follows to give
participants a better understanding.
o Trauma of Placement Change: Is it beneficial to change a
child’s placement to one that better addresses the child’s
needs or leave the child in the current stable placement?
o Close to home: What are the benefits of placing a child close
to their own homes?
o Connections: Why would it be important for us to maintain a
child’s connections as much as possible during a removal?
o Normalcy: What does it mean to be “normal” while placed
in out of home care?
 Invite participants to take 10-15 minutes to walk about the room
and write their beliefs or thoughts about the subject on each paper.
 Debrief by reviewing the comments listed on each sheet
Activity STOP
Activity #2: Connections
Purpose: This activity allows participants to visualize the number and type
of connections that a child may have.
PG:X
Materials:
 Flipchart paper
 Participants Guide
Trainer Instructions:
 Say: Let’s discuss connections a bit further.
 Identify a volunteer from the class that has at least one child.
 Use the information from that participant to complete a
connections chart.
 Debrief.
Activity STOP
Ask: I see what we all thought it meant to be “normal” while in
out of home care but how would you describe a “normal family”?
Solicit responses.
Ask: We have varying opinions on what a normal family looks like
and what is normal at all. So, how do we know what we can
consider “normal” for a child in out of home care?
Solicit responses
Display slide 12.3.20: Let Kids Be Kids (PG:X)
Activity #3: Let Kids Be Kids
Purpose: This activity allows participants to learn the requirements and
allowances afforded to children in out of home care based on the “Let Kids
Be Kids” law.
PG:X
Materials: Participants Guide
Trainer Instructions:
 Say: The “Let Kids Be Kids” Law went into effect on July 1, 2013.
This law recognizes the importance of allowing children in foster
care the ability to take part in everyday activities, without the
unnecessary involvement of case managers, provider agencies or
the court system.
 Say: The “Reasonable and Prudent Parent” standard incorporated
in the law allows foster parents to give foster children permission to
do daily, age appropriate, activities such as joining a school athletic
team, getting a driver’s license or going to the beach with friends.
 Refer participants to PG x, Let Kids Be Kids Law Summary.
 Allow 10 minutes for participants to review the information.
 Debrief by conducting a brief discussion of the law.
Activity STOP
Activity #4: Normalcy
Purpose: This activity allows participants to think further into the concept
of
“normalcy” for children.
PG:X
Materials:
 Participants Guide
 DVD, “A Journey to Normalcy”
 Audiovisual equipment
Trainer Instructions:
 Play the video, “A Journey to Normalcy”
 Ask participants to complete the chart on PG x with examples of
normal activities for the various ages of children.


Allow 10 minutes
Debrief.
o Ensure participants understand that normalcy includes ageappropriate and lie skill activities that we generally take for
granted.
Activity STOP
Say: One way that our children in care may act in a non-age
appropriate is in their knowledge and behaviors related to
sexuality.
Ask: What do you recall about the special needs of children who
have been sexually abused?
Solicit responses.
Record on a flip chart.
Activity #5: Reactions
Purpose: This activity allows participants to assess different reactions that
children may experience from their caregivers when sexually reactive
behavior is seen and how those reactions affect the children.
PG:X
Materials:
 Participants Guide
 Flipchart
 Markers
Trainer Instructions:
 Divide class into small groups.
 Participants are to listen to the scenario that you will give and then
write down reactions that they think the children may experience
from the caregiver(s).
 Scenario: Sally, age 5, who enters foster care as a result of her
mother’s on-going substance abuse and resulting neglect of the
children along with her brother, Dan, age 11, who had been
sexually abused (documented in a previous report that had been
closed with no indicators ). That information had not been shared
with the foster parents. One day, Dan forced Sally to perform oral




sex on him. The foster mom walked in and saw this. She
immediately called the Case Manager.
Allow 5 minutes.
Instruct participants to note the effects of these reactions on Sally &
Dan.
Allow 10 minutes.
Debrief
Activity STOP
Ask: How might these effects be mitigated for the children?
Solicit responses.
Say: There are 3 main ways that we can mitigate these effects
before they occur. 1) Ensure that all known information regarding
sexually reactive behavior is disclosed; 2) Ensure potential
caregivers are aware that we may not know about a child’s sexual
abuse past, so even if we have no known behaviors to report, the
caregivers should be prepared; 3) Work with the family to
complete a sexual safety plan prior to placement.
Refer participants to PG:X, Sexual Safety Plan, thoroughly review the
document.
Say: One of the ways we can prevent placement changes with
relatives and non-relatives is by performing a well-done home
study which gathers all of the information available to assess
whether the child will thrive in the placement.
Unit 12.4: Unified Home Study
Time: 2 hours
Unit Overview: In this unit, participants identify all elements of a Unified
Home Study, how to complete the tool, and the requirements for inclusion
in the study.
Learning Objectives:
1. Identify the purpose and key components of a Unified Home Study.
2. Explain the purpose of a Home Study.
3. Identify safety issues in a potential placement.
4. Identify the requirements of the background check.
5. Demonstrate interviewing a relative for a home study assessment.
6. Demonstrate documentation.
Trainer Instructions and Script:
Display slide 12.4.21: Unit 12.4 Unified Home Study (PG:X)
Display slide 12.4.22: Learning Objectives (PG:X)
Display slide 12.4.23: Unified Home Study (PG:X)
Say: The Home Study is an assessment used in a plethora of
different connotations. The UHS is designed to be progressive, in
that it can expand and change based on the home and the child’s
circumstances.
Ask: What are some of the times that we complete a home study?
Solicit responses.
Record on a flip chart.
Potential answers:
 Emergency placement (completed by CPIs)
 Initial license for foster home
 Re-license
 Relative placement
 Non-Relative placement
 Adoption
 Reunification
 ICPC (in addition to purpose type, check if placement is for ICPC)
Activity #1: The UHS
Purpose: This activity allows participants to become familiar with the UHS
document, content matter and allows an opportunity for skill
advancement.
PG:X
Materials:
 Participants Guide
 Unified Home Study printout
o One per participant
o Include Fire Arm and Water Safety
Trainer Instructions:
 Distribute a UHS printout to each participant.
 Complete a thorough review of the document, section by section,
noting what is required.
 The below are for your guidance.
o Answer the questions as completely as possible, giving
details of family history, physical environment, health issues,
ability to work with the professional team supporting the
child, etc.
o Use the sample questions provided as a guide; these
questions are not a limit to what can be asked.
o If there is a question that requires a more thorough
evaluation than sample questions provided, the evaluator
should continue questioning until the answer is complete
and useful for evaluating the caregiver’s ability in that area.
o Review the requirements for background checks as required
by statute and rule.
o Do not include social security numbers (SSN) anywhere on
the home study; verification should be done by examining
an official document listing the SSN of the individual.
 Examples: SS card, insurance policy, passport, other
government document listing identifying information
including SSN.
o Regular visitors to the home should have a background
check. Informal/infrequent babysitters do not have to be
background screened.
o Prospective Caregiver Attestation and Acknowledgement
o CF-FSP 5343, Acknowledgement of Firearms Safety
Requirements
o Water Safety Advisory
Activity STOP
Activity #2: UHS practice
Purpose: The purpose of this activity is to allow participants to practice
their interviewing skills in order to gather the needed information for a
UHS.
PG:X
Materials:
 Participants Guide
 UHS printout
Trainer Instructions:
 Ask participants to line up according to their birthdates (Month and
Day only).
 Pair first born with last born, then first born and last born of the
rest of the class, and so on.
 Tell participants that they have 15 minutes to gather as much
information as possible from their partner to complete a UHS.
 Allow 15 minutes.
 Switch interviewer and interviewee.
 Tell participants that they have 15 minutes to gather as much
information as possible from their partner to complete a UHS.
 Allow 15 minutes.
 Instruct participants to complete the UHS by hand that they have
with all of the information that they gained.
 Allow 20 minutes.
 Have participants give their UHS document to their person they
interviewed. The interviewee is to review what is written for
accuracy and thoroughness.
 Allow 10 minutes.
 Debrief.
Activity STOP
Refer participants to PG:# Unified Home Study How Do I Guide
Participants may follow along with the eLearning using this guide.
Advise participants to remove this guide and place in FSFN folder for later
reference.
Click hyperlink on Slide # 23 and display UHS eLearning
19 min
http://centervideo.forest.usf.edu/fsfnenduser/uhs/start.html
Unit 12.5: The Ongoing Diligent Search
Process
Time: 1 hour
Unit Overview: This unit stresses the importance of initial and on-going
diligent search, how to ask questions that may uncover leads, and how to
document the diligent search process.
Learning Objectives:
1. Describe the need for and components of an ongoing diligent
search.
2. Describe the Family Finding Philosophy.
Trainer Instructions and Script:
Display slide 12.5.24: Unit 12.5 The Ongoing Diligent Search Process (PG:X)
Display slide 12.5.25: Learning Objectives (PG:X)
Say: In this module we will:
1. Describe the need for and components of an ongoing diligent
search.
2. Describe the Family Finding Philosophy.
Display slide 12.5.26: Ongoing Diligent Search (PG:X)
Say: After a child is removed from their home, family and
neighborhood, and not placed with a relative. It is our
responsibility to that child to continually search for relatives.
Ask: If we have removed, and the caregivers could not or would
not divulge the names or contact information to the Department,
why would we need to go any further?
Solicit answers.
Ask: Why do you think a caregiver would not give the Department
information for relatives to care for their children being removed?
Solicit answers.
Ask: What do you think we could do to search for relatives? What
steps can we take?
Solicit answers.
Display slide 12.5.27: JFK (PG:X)
Display slide 12.5.28: Family Finders (PG:X)
Say: In Florida, we use the Family Finders strategies to assist us
with locating relatives. Family Finders is a set of strategies created
by Kevin Campbell to find life-long supports for children in the
system of care. Every year there are approximately 20,000 young
adults that age out of foster care. Many times those young adults
have no connection with their biological family or other adults who
can be long-term supports.
Display slide 12.5.29: The Right to Know (PG:X)
Say: Our right to search for relatives comes from the “Right To
Know”, Article 23 of the Geneva Convention of 1947. That article
states, “The primary need inevitably cited by the families of missing
persons is the right to know what happened to their relatives.”
Fostering Connections to Success and Increasing Adoptions Act of
2008. Also known as Public Law 110-351.
Notice to Relatives of Removal - section 471(a)(29) requires that
title IV-E agencies exercise due diligence to identify and notify all
adult relatives of a child within 30 days of the child's removal, of
the relatives' options to become a placement resource for the
child.
Say: As a brief overview, we are going to discuss some of the
activities that we can do to assist us with helping our kids. This is a
very high level overview. You will be able to practice the skills
later.
Display slide 12.5.30: Discovery Steps (PG:X)
Say: There are 4 basic steps that we should always do if a child is
not placed with a relative. They are:
1. Mining the file
2. Accurint Reports
3. Birth Certificate Searches
4. Mapping
Say: Mining the file means that we go back through the entire case
record from beginning to current looking for any relative or adult
connection that was ever mentioned. This is completed by literally
looking through the hard copy record of the case as well as reading
through FSFN notes, assessments, JRs, etc.
Say: Accurint reports are specialize background reports that can be
obtained through authorized personnel in your agency. These
reports search for a person by name, date of birth and or social
security number. But the report takes it one step further and gives
you information for people who may be associated with the person
you are searching for (ie: neighbors, spouse, children, people who
lived at the same address, etc).
Ask: How would that information be useful?
Solicit answers.
Say: Another activity that we can do is use FSFN to search for birth
certificates. A child’s birth certificate offers the name of the
mother (maiden name) and father’s name if known. A case
manager can then search for the mother as a child to find another
level of relatives. This can be used further to find the mother’s
siblings, any adopted relatives, etc.
Ask: Thinking of our discussions on ethics, what do we need to be
mindful of if we are doing this type of work?
Solicit responses.
Ask: So far, we’ve discussed asking the caregivers for information,
using computer generated reports as well as FSFN to research
information. What other ways can you think of to gain this
information?
Solicit responses.
Answer: We can gain information from the child if developmentally
appropriate.
Say: There is a technique that we can use with children when
developmentally appropriate to gain the information about
relatives and previous (and sometime current) adult supports. This
activity is similar to a cross between a timeline and an eco-map.
It’s called mapping.
Trainer Notes: If you are trained in Family Finding, you can demonstrate
the mapping technique with the class using a volunteer from the class.
Say: You will gain further training to these techniques and the
ability to put them into practice at a later date.
Ask: So, now what should we do?
Solicit responses.
Refer participants to PG:# for FSFN steps to document Diligent Search
activities
Provide a few minutes to review
Remind participants to place these pages in their FSFN folder
Display slide 12.5.31: Knowledge Assessment
Display slide 12.5.32: Q1
Answer C
Display slide 12.5.33: Q2
Answer D
Display slide 12.5.34: Q3
Answer A
Display slide 12.5.35: Q4
Answer A
Display slide 12.5.36: Q5
Answer E
Display slide 12.5.37: Q6
Answer C
Display slide 12.5.38: Q7
Answer C
Display slide 12.5.39: Q8
Answer A “entering out of home care”
Display slide 12.5.40: Q9
Answer A