Supervised Visitation and Exchange Services

Transcription

1 Services DEFINITION Services arrange for non-residential parents to have access to their children in a safe and impartial setting under the observation of a third party who is responsible for intervening as needed to promote safety. Services are typically ordered by the court or another referring agency in dependency or family law cases when contact with the non-residential parent may present a risk to the child or to the other parent. In some cases supervised contact may be arranged with other non-residential family members, such as grandparents or siblings. Services can be provided on- or off-site, and may include: Supervised Visitation: Personnel providing supervised visitation observe parent-child visits and protect children and parents from physical and emotional harm by enforcing certain ground rules and safety measures. This includes both one-to-one supervision, in which personnel are assigned to supervise one family at a time, and group supervision, in which personnel may supervise several families at a time. While basic supervised visitation is often focused only on preventing harm, some organizations may be more facilitative in their interventions in an effort to create opportunities for change. Supportive Supervised Visitation: This type of supervised visitation includes a structured program of feedback, discussion, and education specifically designed to support the parent-child relationship by helping parents improve their parenting skills and abilities. Therapeutic Supervised Visitation: This type of supervised visitation employs therapeutic and educational interventions in order to support the development of healthier parent-child relationships. Please note, therapeutic supervised visitation is only to be provided by licensed or registered mental health or social work professionals. Supervised Exchange: This involves the supervised transfer of children from a parent or caregiver to the other parent immediately before and after an unsupervised visit. Interpretation: The precise purpose of services may vary somewhat depending upon the type of case served. For example, within the context of child protection visitation is mandated in order to support the ultimate goal of reunifying the child with his or her parents. In contrast, in family law cases there is no goal of reunifying the family. Similarly, the purpose of service may also differ based on the type of supervision provided. For example, while the most basic level of supervised visitation simply prevents harm during parent-child contacts, supportive supervision is designed to help parents improve their parenting skills and abilities. Page 1

2 Services Note: The term "caregiver" is used throughout the standards to refer to a non-parental caregiver. This can include a relative or other kinship caregiver, a guardian, a foster parent, or a residential treatment service provider. COA also recognizes that in some instances organizations may only have contact with the child's caseworker, rather than the child's caregiver. Note: Please see CA-SVE Reference List for a list of resources that informed the development of these standards. Table of Evidence Self-Study Evidence - Provide an overview of the different programs being accredited under this section. The overview should describe: a. the program's approach to delivering services; b. eligibility criteria; c. any unique or special services provided to specific populations; and d. major funding streams. - If elements of the service are provided by contract with outside programs or through participation in a formal, coordinated service delivery system, provide a list that identifies the providers and the service components for which they are responsible. Do not include services provided by referral. - Provide any other information you would like the peer review team to know about these programs. - A demographic profile of persons and families served by the programs being reviewed under this service section with percentages representing the following: a. racial and ethnic characteristics; b. gender/gender identity; c. age; d. major religious groups; and e. major language groups - As applicable, a list of groups or classes including, for each group or class: a. the type of activity/group; b. whether the activity/group is short-term or ongoing; c. how often the activity/group is offered; d. the average number of participants per session of the activity/group, in the last month; and e. the total number of participants in the activity/group, in the last Page 2

3 Services month - A list of any programs that were opened, merged with other programs or services, or closed - A list or description of program outcomes and outputs being measured On-Site Evidence No On-Site Evidence On-Site Activities No On-Site Activities Page 3

4 Services CA-SVE 1: Service Philosophy The program's service philosophy: a. articulates a commitment to keeping children and families, including victims of domestic violence, safe; b. promotes the fair and respectful treatment of all service recipients; c. recognizes that each family served presents unique risks, needs, and strengths; d. stipulates that the program will not represent service recipients; e. establishes that the program will not conduct evaluations or provide opinions or recommendations regarding treatment, custody, or access; f. sets forth a logical approach for how services will meet families' needs; and g. guides the development and implementation of services based on the best available evidence of effectiveness. Interpretation: A program model or logic model can be a useful tool to help staff think systematically about how the program can make a measureable difference by drawing a clear connection between the service population's needs, available resources, program interventions, program outputs, and desired outcomes. Interpretation: An exception to element (e) may occur during therapeutic visitation, where personnel may provide an opinion or recommendation regarding future treatment. Personnel providing therapeutic visitation will also typically conduct targeted assessments geared towards improving the parent-child relationship, but these assessments will not be considered to be evaluations that violate this standard. See CA-SVE 9.02 and 9.07 for more information regarding evaluations, opinions, and recommendations. Rating Indicators 1) All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g., Â - Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or - Written service philosophy needs improvement or clarification; or - Procedures need strengthening; or - With few exceptions procedures are understood by staff and are being used; or Page 4

5 Services - Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (CA-HR 6.02) and training (CA-TS 2.03); or - In a few rare instances required consent was not obtained; or - Monitoring procedures need minor clarification; or - With few exceptions the policy on prohibited interventions is understood by staff, or the written policy needs minor clarification. 3) Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g., - The written service philosophy needs significant improvement; or - Procedures and/or case record documentation need significant strengthening; or - Procedures are not well-understood or used appropriately; or - Documentation is inconsistent or in in some instances is missing and no corrective action has not been initiated; or - Required consent is often not obtained; or - A few personnel who are employing non-traditional or unconventional interventions have not completed training, as required; or - There are gaps in monitoring of interventions, as required; or - Policy on prohibited interventions does not include at least one of the required elements; or - Service philosophy is not clearly related to expressed mission or programs of the organization; or - One of the Fundamental Practice Standards received a rating of 3 or 4. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g., - There is no written service philosophy; or - There are no written policy or procedures, or procedures are clearly inadequate or not being used; or - Documentation is routinely incomplete and/or missing; or  - Two or more Fundamental Practice Standards received a rating of 3 or 4. Table of Evidence Self-Study Evidence - Service philosophy Page 5

6 Services On-Site Evidence No On-Site Evidence On-Site Activities - Interview: a. Program director b. Personnel c. Service recipients Page 6

7 Services CA-SVE 2: Referral and Screening Cases are screened promptly and thoroughly. Rating Indicators 1) All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g., - Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or - Procedures need strengthening; or - With few exceptions procedures are understood by staff and are being used; or - Referrals procedures need strengthening; or - For the most part, established timeframes are met; - Active client participation occurs to a considerable extent. - In a few rare instances urgent needs were not prioritized. 3) Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g., - Procedures and/or case record documentation need significant strengthening; or - Procedures are not well-understood or used appropriately; or - Urgent needs are often not prioritized, or - Services are frequently not initiated in a timely manner; or - Applicants are not receiving referrals, as appropriate; or - A number of client records are missing important information  or - Client participation is inconsistent; or - Screening and intake done by referral source and no documentation and/or summary of required information present in case record; or - One of the Fundamental Practice Standards received a rating of 3 or 4. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g., - There are no written procedures, or procedures are clearly inadequate or not being used; or - Documentation is routinely incomplete and/or missing; or  Page 7

8 Services - Two or more Fundamental Practice Standards received a rating of 3 or 4. Table of Evidence Self-Study Evidence - Procedures for collaborating with the court or referring agency - Screening procedures, including criteria for assessing risk and rejecting cases On-Site Evidence No On-Site Evidence On-Site Activities - Interview: a. Program director b. Relevant personnel c. Service recipients - Review case records CA-SVE 2.01 The organization collaborates with the court or other referring agency to insure that it receives critical information about the case, including: a. the reasons for referral; b. the specific services to be provided (i.e., supervised visitation or supervised exchange); and c. any background information pertinent to keeping children and families safe during supervised contact. Interpretation: Relevant background information includes information about past abuse, arrest and criminal history, and orders for protection. When a protective order is in effect, the organization should be provided with a copy. While it may be difficult for some organizations to obtain all the information referenced in the standard, organizations are still expected to advocate with the court or referring agency in an effort to achieve this goal. Research Note: Most families utilizing supervised visitation or exchange have been mandated to receive services, and literature suggests that courts and other referring agencies often fail to provide sufficient information about the circumstances that led to the referral. This is problematic given that Page 8

9 Services information about safety concerns and any history of abuse or violence is crucial to helping an organization determine whether it is capable of handling the risks associated with a particular case, as addressed in CA-SVE Note: See CA-SVE 3 and 10 for additional details regarding information that should be obtained from the court or referring agency. CA-SVE 2.02 Prompt, responsive screening practices insure equitable treatment, and support timely initiation of services. (FP) CA-SVE 2.03 The organization: a. screens for safety risks prior to providing supervised contact; b. rejects any case it cannot safely supervise; and c. notifies the family of the rejection and the reason the case cannot be served. Interpretation: A case should only be accepted when there is a match between the type of service requested, the risks and needs presented by the family, and the capacity of the provider. Accordingly, cases should be declined if the organization is not reasonably prepared to promote safety during supervision. A case might be declined, for example, because the organization's facilities are not adequate to provide the necessary level of security, or because personnel are not trained to handle the identified risks or needs of a particular family. For example, if the child to be supervised is autistic, personnel should have some understanding of the condition if they are to recognize what is safe for the child and interpret his or her behavior. Similarly, a case might be rejected if the level of risk associated with the case suggests that one-to-one or on-site supervision is necessary, but the organization provides only group or off-site supervision. A referral might also be declined if the family cannot or will not speak English and an independent interpreter (i.e., not a family member or friend) cannot be located, since this too will compromise the safety of the visit. CA-SVE 2.04 When a case is deemed appropriate but cannot be served promptly, the Page 9

10 Services organization: a. notifies the family; and b. provides for placement on a waiting list. Interpretation: If there will be a long wait for service it is important for families and their attorneys to know about the delay due to potentially contentious or even dangerous circumstances. Page 10

11 Services CA-SVE 3: Intake and Orientation Service recipients participate in intake and orientation sessions that prepare both the organization and family for services. Research Note: Literature emphasizes that, rather than simply serving as a process for completing forms and negotiating schedules, intake should be designed to build trust, determine the safety risks and needs of each family member, and truly prepare both the organization and family for supervised contact. Rating Indicators 1) All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g., - Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or - Procedures need strengthening; or - With few exceptions procedures are understood by staff and are being used; or - For the most part, established timeframes are met; or - Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (CA-HR 6.02) and training (CA-TS 2.03); or - Active client participation occurs to a considerable extent. 3) Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g., - Procedures and/or case record documentation need significant strengthening; or - Procedures are not well-understood or used appropriately; or - Timeframes are often missed; or - A number of client records are missing important information  or - Client participation is inconsistent; or - One of the Fundamental Practice Standards received a rating of 3 or 4. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g., Page 11

12 Services - No written procedures, or procedures are clearly inadequate or not being used; or - Documentation is routinely incomplete and/or missing; or  - Two or more Fundamental Practice Standards received a rating of 3 or 4. Table of Evidence Self-Study Evidence - Intake and orientation procedures On-Site Evidence - Materials provided to service recipients during orientation, including program rules - List of community resources - Procedures for determining fee allocation, as applicable On-Site Activities - Interview: a. Program director b. Relevant personnel c. Service recipients and their children - Review case records CA-SVE 3.01 When serving family law cases, visiting and custodial parents participate in face-to-face intake and orientation sessions that: a. occur prior to the first supervised contact; and b. are conducted with each party separately, and at different times, so visiting and custodial parents do not come into contact with one another. Interpretation: If an organization is unable to provide in-person intake and orientation sessions due to distance or geographic isolation, it is sufficient to conduct intake and orientation via telephone. NA The organization does not serve family law cases. CA-SVE 3.02 Page 12

13 Services When serving child protection cases, face-to-face intake and orientation sessions: a. occur prior to the first supervised contact; and b. involve both the visiting party and the child's caregiver. Interpretation: The degree to which the child's caregiver is involved in intake and orientation may depend upon the type and willingness of the placement. For example, if the child has been placed in a residential treatment program, the organization may only be able to provide program staff with its policies and procedures regarding visitation and exchange. In contrast, foster parents may be more willing to play an active role in service delivery. In some cases an organization may only be able to communicate with the child's caseworker. NA The organization does not serve child protection cases. Note: See the Interpretation to CA-SVE CA-SVE 3.03 During intake the organization obtains the following information: a. reasons for referral; b. copies of any current court orders, including protective orders; c. legal representation; d. status of custody determinations; e. other persons authorized to visit, if applicable; f. records or allegations of child abuse or neglect, including the type of abuse or neglect and the alleged perpetrator; g. records or allegations of domestic violence, including the nature of the abuse and the alleged perpetrator; h. photographs of children and adults who are authorized to participate in visits or exchanges; and i. relevant financial data, if applicable for determining program fees. Interpretation: Intake is a process, and information may be obtained at multiple points; some information may also be provided by the court or referring agency prior to intake. As addressed in CA-SVE 2.03, the organization should not provide services if it is not reasonably prepared to address the safety risks and needs associated with a particular case. If information arises during intake that changes the outcome of the risk assessment that was conducted upon referral, the case should be rejected. Research Note: There is no privilege of confidentiality for individuals participating in supervised visitation or exchange, which means that the Page 13

14 Services records of a provider can be subpoenaed by the court or another party. Accordingly, literature emphasizes the importance of advising service recipients, prior to the disclosure of confidential information, that the information they reveal is not protected. This may be especially important in cases involving domestic violence, since a perpetrator can subpoena records to find out what a victim has disclosed to staff. Note: See also CA-CR 2.01 regarding the importance of informing service recipients of any limits on confidentiality prior to the disclosure of confidential or private information. CA-SVE 3.04 Intake is used to explore: a. the parents' relationship with the children; b. the parents' relationship with one another, including marital status; c. the date and nature of the last contact between the visiting party and children; d. any issues or special needs of parents or children that may impact visits or exchanges, including physical, emotional, mental health, or substance use needs or issues; e. parents' views about their situations and any needs or concerns they may have, including concerns about safety and whether they need protection from the other parent; f. any topics that should not be discussed with or in front of the children; and g. current living situation of the children. Interpretation: Please note that element (f) addresses topics specific to individual children and families, such as specific family members or activities. Topics that should not be discussed across the board are covered in CA-SVE 6. Note: See also the Interpretation, Note, and Research Note to CA-SVE CA-SVE 3.05 The organization uses the information obtained during intake, along with the reason for referral, to make determinations regarding specific service issues related to the case. Interpretation: Rather than simply gathering information, the organization will also make decisions about how to plan for safety and structure service Page 14

15 Services delivery based on the information gathered. For example, element (e) of CA-SVE 3.03 and element (f) of CA-SVE 3.04 indicate that the organization should collect information about whether other persons can participate in visits and whether certain topics should not be discussed with children. In making decisions about these issues the organization should consider the information obtained from different parties along with the reason the case has been referred for service, and the risks presented by family members, in order to maximize safety. CA-SVE 3.06 Orientation for parents and caregivers is focused on the family's unique risks, needs, and circumstances, and includes: a. a tour of the facility; b. an overview of the role and goals of the program, as well as what to expect during visitation or exchange; c. a discussion of the needs of each family member, including needs and concerns related to safety; d. an explanation of program rules and the consequences for breaking them; e. a description of the security measures and safety features in place at the program; f. an explanation of how observations will be recorded, what records will be kept, and what information may be reported to the court or referring agency; g. a discussion of how children may react to visitation or exchange, including help preparing children for services; and h. an opportunity to have questions answered. Related: CA-CR 1 Interpretation: Given the distinct goals and purposes of services for child protection and family law cases, it is important that parents be helped to understand the nature of the services to be provided. Families should be made aware, for example, if services will simply allow for parent-child contact despite the presence of parental conflict, or if services are part of a path to family reunification. Similarly, when an organization serves child protection cases and is expected to report on the achievement of defined behavioral goals that will be criteria for reunification, parents should be informed about what those goals are, and how their achievement will be determined and documented, before the start of services. Page 15

16 Services Note: Please note, if an organization covers these topics during the intake interview instead of during orientation, COA will still consider the organization to be implementing the standard. CA-SVE 3.07 Parents sign a service agreement indicating that they have been oriented to service and agree to comply with the program's rules and requirements. Interpretation: When the organization serves child protection cases, the service agreement should also typically be signed by the child's caregiver and/or caseworker. CA-SVE 3.08 A plan for contact: a. specifies the start date, frequency, time, length, and location of visits or exchanges; b. identifies who will be present for the visit or exchange; c. considers the child's needs and daily schedule; d. accommodates the schedule of both the visiting parent and the custodial parent or caregiver, to the extent possible; and e. designates responsibility for paying fees associated with visits or exchanges, if applicable. Related: CA-CR 1.08 Interpretation: Some of the factors to be set forth in the plan, such as visit length and frequency, will likely be determined by the court or referring agency. The referral order should also ideally specify responsibility for paying program fees; however, the organization should have a process for determining the allocation of fees for service in cases where the referral order does not include such a determination. In dependency cases, the plan for contact should be closely connected to the permanency plan developed by the caseworker. Note: See CA-CR 1.08 for more information regarding program fees. CA-SVE 3.09 Children participate in an age-appropriate orientation that is focused on the unique risks, needs, and circumstances of the child and family, and: a. provides an opportunity to meet program personnel and tour the facility; Page 16

17 Services b. explains why supervised contact is being provided; c. describes what to expect during supervised visitation or exchange; d. explains program rules and safety protocols, as well as why those rules have been made; e. allows them to express concerns and ask questions; and f. ensures them that the involvement of the organization is not their fault. Interpretation: When the children served are very young (e.g., infants) it will not be possible to engage them in an orientation. However, even children as young as two or three can be at least somewhat prepared for visitation, for example, by using simple words and puppets to explain what will happen. Given that services sometimes fall through even after the intake process has begun, it may make sense to hold off on conducting the child orientation until after parents have gone through intake and it is clear that service provision will proceed. Research Note: Research indicates that many children do not understand why services are being provided, and that some may be confused and anxious if they do not receive an age-appropriate explanation about services. Similarly, some literature suggests that children may assume that they are being supervised because they have done something wrong. Accordingly, providers can support children and families by both (1) providing an orientation for children, and (2) helping parents to understand their children's concerns and prepare them for supervised contact, as addressed in CA-SVE CA-SVE 3.10 Personnel communicate and interact with service recipients in a fair, sensitive, courteous, and respectful manner. Interpretation: The organization cannot ignore the circumstances and safety concerns that resulted in referral for services, but should still strive to establish an atmosphere of trust and respect that extends to all parties. For example, even when cases involve allegations of domestic violence personnel should still ask perpetrators how they wish to be addressed, acknowledge their life circumstances and cultural backgrounds, emphasise that rules are to keep people safe rather than to punish, and allow them to tell their own stories, albeit without validating their point of view regarding the family violence. Thus, even though parents may be treated differently, and subject to different rules, based on the safety risks they present, they can and should still be treated fairly and respectfully. Page 17

18 Services CA-SVE 3.11 When intake reveals unmet needs, parents are referred to appropriate resources. Interpretation: Relevant resources may include, but are not limited to: counselling and mental health services, services for substance use conditions, parenting classes, domestic violence safety planning and advocacy services, batterers intervention services, education and employment services, and immigration legal services, as well as resources providing linkages to housing, food, clothing, or medical care. It is important to note that appropriate resources are not limited to those directly pertaining to the issues that prompted the referral for supervised contact. If unmet needs are discovered later in the course of service provision, referrals may also be provided after intake. When needs are identified in active dependency cases, the organization is typically expected to inform the case worker assigned to the case rather than providing referrals directly. Page 18

19 Services CA-SVE 4: Service Environment Services are provided in a comfortable, welcoming setting that protects the safety of children, families, and personnel. NA The organization provides only off-site supervision. Note: Additional standards addressing the service environment are included in ASE. Rating Indicators 1) All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g., - Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or - Procedures need strengthening; or - With few exceptions procedures are understood by staff and are being used; or - For the most part, established timeframes are met; or - Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (CA-HR 6.02) and training (CA-TS 2.03); or - Active client participation occurs to a considerable extent. 3) Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g., - Procedures and/or case record documentation need significant strengthening; or - Procedures are not well-understood or used appropriately; or - Timeframes are often missed; or - A number of client records are missing important information  or - Client participation is inconsistent; or - One of the Fundamental Practice Standards received a rating of 3 or 4. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g., - No written procedures, or procedures are clearly inadequate or not being Page 19

20 Services used; or - Documentation is routinely incomplete and/or missing; or  - Two or more Fundamental Practice Standards received a rating of 3 or 4. Table of Evidence Self-Study Evidence - A description of how the program's physical environment promotes safety and security - Pertinent safety and security procedures and protocols - Procedures for maintenance of the site On-Site Evidence No On-Site Evidence On-Site Activities - Interview: a. Program director b. Relevant personnel c. Service recipients - Observe facility (FP) CA-SVE 4.01 In order to promote safety and security on site: a. the organization employs safety features sufficient to address the level of risk of the cases served, and inspects any items brought in by children, parents, or caregivers; b. visitation and waiting areas are child-proofed and free of potential safety hazards; and c. when the organization serves family law cases, the physical layout of the premises is designed to prevent visual, auditory, and direct contact between visiting and custodial parents, for example, with separate parking lots, entrances, waiting rooms, and bathrooms. Related: CA-ASE 4 Interpretation: Organizations employ different types of safety features. Examples of relevant safety features may include, but are not limited to: security officers, metal detectors, breathalyzers, automatic locking doors, Page 20

21 Services panic buttons, cameras, intercom systems, and adequate lighting. It is also important to note that physical security measures are only one aspect of on-site safety - also key are screening cases for level of risk, developing respectful relationships with service recipients, staggering arrival and departure times, training staff to supervise appropriately, and establishing agreements with law enforcement regarding emergency assistance, as addressed in CA-SVE 2, 3, 6, 10, and 12. Research Note: Given the histories of child abuse, domestic violence, and conflict that have led judges to refer families for services, it is crucial that organizations be vigilant about safety. CA-SVE 4.02 Visits occur in a welcoming, homelike setting that is child-friendly and supports parent-child interaction. Interpretation: The facility should include comfortable furniture, age-appropriate toys for children, and activities for families. Décor, toys, activities, and resources should also reflect the different cultures and genders of the individuals served. NA The organization provides only supervised exchange. CA-SVE 4.03 When the organization serves child protection cases, the physical layout of the premises is designed to allow for contact between visiting parents and caregivers. NA The organization does not serve child protection cases. Page 21

22 Services CA-SVE 5: Off-site Supervision Organizations that provide supervision at community locations implement protocols to maintain safety off-site. Research Note: Because off-site supervision is provided at unsecured locations, organizations have less control over both the environment and ensuing events. For example, it will likely be more difficult to detect concealed weapons, hear and see everything going on, ward off intervening persons, prevent child abductions, and get help quickly in case of emergency. Accordingly, some literature emphasizes the importance of carefully considering the risks involved before offering the service, and developing enhanced protocols specific to maintaining safety and security off-site. NA The organization does not provide off-site supervision. Rating Indicators 1) All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g., - Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or - Procedures need strengthening; or - With few exceptions procedures are understood by staff and are being used; or - For the most part, established timeframes are met; or - Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (CA-HR 6.02) and training (CA-TS 2.03); or - Active client participation occurs to a considerable extent. 3) Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g., - Procedures and/or case record documentation need significant strengthening; or - Procedures are not well-understood or used appropriately; or - Timeframes are often missed; or - A number of client records are missing important information  or Page 22

23 Services - Client participation is inconsistent; or - One of the Fundamental Practice Standards received a rating of 3 or 4. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g., - No written procedures, or procedures are clearly inadequate or not being used; or - Documentation is routinely incomplete and/or missing; or  - Two or more Fundamental Practice Standards received a rating of 3 or 4. Table of Evidence Self-Study Evidence - Screening procedures, including criteria for assessing risk and rejecting cases - Procedures for selecting sites - Safety procedures and protocols, including procedures for addressing risks associated with off-site supervision - Table of contents of training curricula - List of program personnel providing off-site supervision that includes: a. name; b. title; c. degree held and/or other credentials; d. FTE or volunteer; e. length of service at the organization; f. time in current position On-Site Evidence - Documentation of training - Training curricula - Current insurance policies, with descriptions, amounts, and dates of coverage On-Site Activities - Interview: a. Program director b. Relevant personnel c. Service recipients Page 23

24 Services - Review case records - Review personnel files (FP) CA-SVE 5.01 The off-site program has been developed with the specific goal of keeping children and families safe given the unique security issues associated with off-site supervision, and services are provided only when: a. specifically approved by the court or referring agency; and b. the organization determines that the level of risk presented by the family is an appropriate match for the level of safety and security provided during off-site supervision. Interpretation: As addressed in CA-SVE 2.03, there should be a match between the type of service needed, the level of risk present, and the capacity of the provider. Given the increased risks associated with providing services off-site, there will typically be a higher barrier to entry for off-site supervision. (FP) CA-SVE 5.02 To promote safety and preparedness, sites are selected in advance of the visit or exchange. Interpretation: The planned locations for visits or exchanges should be specified in the case record. Some organizations have a list of pre-approved off-site locations that personnel and families may choose from, and do not permit visits or exchanges to occur in other locations. (FP) CA-SVE 5.03 In evaluating sites for off-site supervision, the organization considers: a. environmental characteristics of the site that can impact safety or increase the risk for abduction, including lighting, location of entrances and exits, public access to the site, open spaces, crowding, and the type and configuration of bathroom facilities; b. proximity to a police station; c. the extent to which the site will be free of safety hazards for children; d. the extent to which contact between visiting parents and custodial parents or caregivers can be minimized, in cases where there is conflict between the parties; and Page 24

25 Services e. the availability of bathrooms. Interpretation: The organization should have written protocols for evaluating the appropriateness of potential sites. (FP) CA-SVE 5.04 Written protocols guide the organization's practice and address issues specific to off-site supervision, including: a. procedures for bathroom use that are specifically designed to lessen the risk of abduction; b. seating arrangements, including procedures to encourage parent/child bonding in reunification cases, or to seat parents and children separately in cases where abduction is a concern; c. dealing with intervening persons; d. accessing emergency assistance; and e. minimizing adverse events while transporting service recipients, when applicable. Interpretation: Given that complications surrounding the logistics of bathroom use can present an opportunity for child abduction, it is especially important to develop procedures designed to minimize this risk. Organizations should: (1) encourage personnel to minimize their fluid intake prior to visits in order to decrease the chance that they will need to use the bathroom during the visit; (2) prohibit the visiting parent from accompanying a child to the bathroom; and (3) consider the age and gender of children, along with the type of bathroom facility available at the site, when assigning personnel to supervise visits or exchanges. For example, if a visit will occur at a site with a multi-stall bathroom rather than a single-use bathroom, the organization would want to insure that the supervisor monitoring the visit is of the same gender as the child participating in the visit, to avoid a situation where the visiting parent might need to accompany the child to the bathroom. (FP) CA-SVE 5.05 Personnel are experienced in providing supervised contact and trained to manage the risks and issues associated with off-site supervision, including: a. use of bathrooms by both service recipients and personnel; b. seating arrangements; c. dealing with intervening persons; Page 25

26 Services d. recognizing when a person may be in an agitated state or present a danger; e. accessing emergency assistance; and f. transporting service recipients, when applicable. Note: Personnel providing off-site supervision should receive at least 40 hours of training, as addressed in CA-SVE See CA-SVE to for additional topics to be covered during training. CA-SVE 5.06 Personnel promote safety off-site by planning in advance for the specifics of the visit or exchange. Interpretation: While personnel training and the organization's general protocols will guide the supervisor during the contact, it may also make sense for personnel to consider the nuances of a specific location or family prior to the supervised contact. This may be especially important in terms of seating arrangements and bathroom use. (FP) CA-SVE 5.07 In case of emergency personnel bring a phone, identification, money, and copy of the court order to the visit or exchange. (FP) CA-SVE 5.08 The organization's liability insurance specifically includes coverage for off-site supervision. Page 26

27 Services CA-SVE 6: Visit and Exchange Management The personnel monitoring parent-child contacts enforce ground rules and intervene to protect safety, as needed. Rating Indicators 1) All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards. 2) Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g., - Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or - Procedures need strengthening; or - With few exceptions procedures are understood by staff and are being used; or - For the most part, established timeframes are met; or - Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (CA-HR 6.02) and training (CA-TS 2.03); or - Active client participation occurs to a considerable extent. 3) Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g., - Procedures and/or case record documentation need significant strengthening; or - Procedures are not well-understood or used appropriately; or - Timeframes are often missed; or - A number of client records are missing important information  or - Client participation is inconsistent; or - One of the Fundamental Practice Standards received a rating of 3 or 4. 4) Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g., - No written procedures, or procedures are clearly inadequate or not being used; or - Documentation is routinely incomplete and/or missing; or  - Two or more Fundamental Practice Standards received a rating of 3 or 4. Page 27

28 Services Table of Evidence Self-Study Evidence - Procedures for observing and monitoring contacts, including for intervening in and terminating contacts - Procedures for working with children - Procedures for staggering arrival and departure times - Policies regarding prohibited behaviors and practices - Procedures for the communication of critical information - A description of ways personnel provide feedback and education and facilitate discussion, if applicable; or, a description of interventions provided during supportive supervised visitation, if applicable - Procedures regarding the provision of intermittent supervised visitation, including criteria for assessing risk, if applicable On-Site Evidence No On-Site Evidence On-Site Activities - Interview: a. Program director b. Relevant personnel c. Service recipients and their children - Review case records (FP) CA-SVE 6.01 When one-to-one supervision is provided, parent-child contacts are observed and monitored by personnel who can see and hear all aspects of the interaction. Interpretation: Contacts must occur in a language spoken by personnel or, if necessary, an interpreter who accompanies personnel. Typically organizations do not allow participants to whisper, pass notes, or use hand signals to communicate. Supervision is considered to be one-to-one as long as there is one supervisor assigned to each individual family, regardless of the number of families present. For example, if three different families are supervised by three different supervisors, that is considered to be one-to-one supervision even if all three visits are occurring simultaneously within the same room. In contrast, when one staff member supervises three different families at the same time, that is considered to be group supervision. Page 28

29 Services NA The organization does not provide one-to-one supervision. Note: This standard may not always be met during intermittent supervision. See CA-SVE 6.11 for more information about intermittent supervision. (FP) CA-SVE 6.02 When group supervision is provided, parent-child contacts are monitored by personnel who can see all aspects of the interaction and remain within hearing distance at all times. Interpretation: As addressed in CA-SVE 2.03, there should always be a match between the risks associated with the case and the type of service provided. Since personnel providing group supervision will not be able to hear every aspect of every parent-child interaction, group supervision should only be provided if it is not necessary to do so. When hearing all that is said is required, organizations that provide only group supervision will have to make a decision about whether the case can be served. As noted in CA-SVE 6.01, contacts must occur in a language spoken by personnel or, if necessary, an interpreter who accompanies personnel. Typically organizations do not allow participants to whisper, pass notes, or use hand signals to communicate. NA The organization does not provide group supervision. Note: This standard may not always be met during intermittent supervision. See CA-SVE 6.11 for more information about intermittent supervision. (FP) CA-SVE 6.03 Personnel supervising visits and exchanges are aware of and familiar with any safety-related issues identified during referral and intake, including any orders for protection. (FP) CA-SVE 6.04 Personnel protect physical and emotional safety during visits and exchanges by: a. recognizing and stopping behaviors that violate program rules or present a risk to physical or emotional safety; and b. terminating the visit or exchange if safety cannot be maintained. Interpretation: As addressed in CA-SVE 3.06, parents should be informed of all applicable rules at intake. As long as it is safe to do so, personnel Page 29

30 Services should typically attempt to stop or redirect problematic behavior prior to terminating an entire visit. Research Note: Some literature suggests that establishing respectful relationships with parents, as addressed in CA-SVE 3.10, may encourage parents to respond better when limits are set. Note: When an organization provides therapeutic visitation, or when personnel incorporate feedback and discussion into their interactions with families, the process of intervening to stop problematic behaviors may be more nuanced and complex. See CA-SVE 6.05 and CA-SVE 8 for more information. CA-SVE 6.05 Personnel support parents and children by incorporating feedback, education, and discussion into their interactions with families. Interpretation: For example, personnel may provide education about appropriate parenting skills and practices, suggest age-appropriate activities, model appropriate interactions with children, give feedback that is informed by child development, provide positive feedback, help parents and children work through difficult interactions, and talk with parents about why and how conversations may be re-directed. These strategies may be included both during visits and during check-in sessions that may occur before or after visits. While some organizations may provide this type of assistance within the context of a formal supportive supervised visitation program designed to help parents improve their parenting skills and abilities, others may simply allow personnel to incorporate these strategies in an informal manner in an effort to create opportunities for change. Although staff will facilitate and support the parent-child relationship, interventions should not rise to the level of those provided during therapeutic supervised visitation, as described in CA-SVE 7 and 8. When an organization serves family law cases and this type of assistance will be provided to the non-custodial parent during supervised visits, it may also be wise to work with the custodial parent, especially if he or she is opposed to the non-custodial parent receiving this support. If the custodial parent believes this type of assistance compromises the balance of services and the situation is not addressed, the child may experience a loyalty conflict that results in distress or refusals to visit. NA The program is not designed to incorporate assistance into supervision. (FP) CA-SVE 6.06 Page 30