Permanence

If young people have permanence, they have family members — including at least one parenting adult — who intend to always be there for them.

There are two general ways to describe permanence: legal and relational. In legal permanence, a court order has cemented and validated a child’s relationship with a parenting youth. In relational permanence, a youth maintains lifel... more

Keeping the Family Conversation Alive: Supporting Permanence Among Youth in Foster Care

A new handout by the Annie E. Casey Foundation’s Jim Casey Youth Opportunities Initiative shares recommendations for promoting permanence among young people in foster care. This advice utilizes the latest research on adolescent brain development and apply even for young people who may have given up on the idea of legally joining a permanent family.

Engaging Kinship Caregivers With Joseph Crumbley

The Casey Foundation offers a five-part video training series: “Engaging Kinship Caregivers: Managing Risk Factors in Kinship Care.” Led by Joseph Crumbley, the series strengthens the skills of child welfare professionals in supporting kinship families to improve outcomes for kids.

ARC Reflections: Trauma Training for Foster Parents and Caregivers

Developed for child welfare agencies, a new skill-building curriculum to help foster parents, kin and other caregivers support children who have experienced trauma is now available.

ARC Reflections Facilitator Orientation and Handouts

The Casey Foundation and the Justice Resource Institute developed ARC Reflections, a training curriculum dedicated to developing foster parents and caregivers’ understanding of traumatic stress. This orientation document gives facilitators tips on implementing ARC Reflections and provides handouts with instructions for training.

ARC Reflections Facilitator Guide for Session One

Understanding Trauma

The ARC Reflections training curriculum walks a facilitator — slide by slide — through a session’s content. Session One focuses on understanding the types of trauma, how some trauma exposures are less obvious than others and how trauma influences the behaviors of kids and teens in foster care.

ARC Reflections Facilitator Guide for Session Two

Behavior Makes Sense

The ARC Reflections Training Curriculum walks a facilitator — slide by slide — through each session’s content. Session Two focuses on the three-part sequence for understanding trauma-related behavior: 1) the lens the child or teen is using to understand the world, 2) the need the child or teen is trying to meet with his or her behavior and 3) the child or teen’s ability to recover.

ARC Reflections Facilitator Guide for Session Three

Put on Your Oxygen Mask

This ARC Reflections Training Curriculum walks a facilitator — slide by slide — through each session’s content. Session Three helps facilitators teach participants how to understand their own responses to stress and trauma, identify their strengths and vulnerabilities and identify self-care issues.

ARC Reflections Facilitator Guide for Session Four

Cultivate Connection

This ARC Reflections Training Curriculum walks a facilitator — slide by slide — through each session’s content. Session four helps facilitators explain the range of strategies for building and sustaining relationships with children and teens who have experienced profound harm and loss in previous relationships.

ARC Reflections Facilitator Guide for Session Five

Mirror, Mirror

This ARC Reflections Training Curriculum walks a facilitator — slide by slide — through each session’s content. Session five helps facilitators encourage caregivers to be curious about children and teens’ communications style and learn to respond supportively.

ARC Reflections Facilitator Guide for Session Six

Mirror, Mirror

This ARC Reflections Training Curriculum walks a facilitator — slide by slide — through each session’s content. Session six helps facilitators encourage caregivers to build toolboxes for responding to children and teens in difficult moments and helping them develop their own self-regulation skills.

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