Youth who at risk of transitioning out of care because of their age may face many challenges. Some may not have had access to the same supports that their peers not in care have had and may be lacking

Helping Youth Prepare for the Transition to Adulthood

Youth who at risk of transitioning out of care because of their age may face many challenges. Some may not have had access to the same supports that their peers not in care have had and may be lacking in skills that will help them live successful, thriving, and independent lives as adults. Others may have had adverse childhood experiences that negatively affected their development. Foster parents play a crucial role in ensuring these youth learn the skills they need and in being a source of positive, stable support after their time in foster care has ended. FosterClub created an online course, <a href="https://www.fosterclub.com/foster-parent-training/course/helping-youth-prepare-transition-adulthood" rel="nofollow">&#34;Helping Youth Prepare for the Transition to Adulthood,&#34;</a> to better prepare foster parents for that role.
This course consists of five steps to help educate foster parents on the importance of helping youth build a strong foundation for a successful transition to adulthood. In this course, parents are expected to learn about the unique challenges that youth in foster care can face when exiting care, how they can mitigate some of these challenges, resources available to them, and the vital role that they play in helping youth in foster care prepare to transition to adulthood. Those who take this course are expected to do the following:
<ul><li>Read an article featuring a youth&#39;s perspective about aging out of foster care unprepared. The article details the hardships the youth faced after aging out without a support network or the required skills as well as what could be done to help prevent other youth from facing the same challenges</li><li>Review a list 21 items teens should accomplish before leaving care. It includes information about programs they could find useful, tips on what paperwork and documentation they should have, and more. It also emphasizes the importance of having and building a support network.</li><li>Read about the importance of involving youth in their transition planning and ensuring they are educated about the available benefits at the right time, how to balance relationships, and basic life skills.</li><li>Review Child Welfare Information Gateway&#39;s <a href="https://www.childwelfare.gov/pubs/youth-transition/" rel="nofollow">Helping Youth Transition to Adulthood: Guidance for Foster Parents</a>. This factsheet for families provides guidance on how to help youth transition, how the adolescent brain develops, how that development affects behavior and decision-making, and resources for concrete supports and more information.</li><li>Join the discussion and answer the question &#34;When do you think a young person should begin their transition plan?&#34; Foster parents can see what others in their position have learned and what their answers are, and they can contribute their perspective.</li></ul>
The FosterClub course is free and worth 2.5 credit hours.

March 2021

When youth begin the transition to independent living and adulthood, it is required that they have a transition plan in place at least 6 months before their 18th birthday. It is during this time that financial

Ensuring the Financial Well-Being of Youth Transitioning From Care

When youth begin the transition to independent living and adulthood, it is required that they have a transition plan in place at least 6 months before their 18th birthday. It is during this time that financial education can be most beneficial. A recent article on the MoneyGeek website aims to help youth aging out of care achieve financial security and self-sufficiency by addressing the roadblocks they may face and providing solutions, resources, and tools to help them overcome those challenges.
The article lists the five financial roadblocks youth aging out of care face and solutions for each:
<ul><li>Not being able to attend or afford a higher education. Youth who have recently exited care are often bombarded with additional responsibilities related to their day-to-day lives. For this reason, obtaining a higher education and a degree is often left by the wayside. The article suggests researching the financial aid opportunities for youth involved with child welfare, such as applying for the Education Training Voucher program.</li><li>Having inconsistent financial role models. Most children learn about financial responsibilities from their parents and other trusted adults. Unfortunately, many youth exiting care do not have these positive influences nor the opportunity to learn these skills. The article suggests that caregivers and caseworkers engage these youth in financial decision-making early on and teach them how to visit businesses, government offices, and banks to solve problems.</li><li>Experiencing greater economic hardships compared with their peers who were not involved with child welfare. Many youth who have exited care do not have enough money to pay rent and/or utility bills, have utilities shut off, and are evicted. The article suggests making sure youth learn to be financially capable by teaching them how to understand their paychecks, including taxes and other deductions; encouraging them to invest in an education; teaching them how to track their spending and live on a budget; and more.</li><li>Having higher levels of unemployment and lower annual earnings. The article suggests joining networking sites, such as LinkedIn, to &#34;build their brand&#34; and feature their resumes.</li><li>Not having a safety net from a biological family. Most youth and young adults have a parent, extended family member, or a sibling to reach out to when they need help. Having a strong safety net can help young adults get back on their feet when they experience hardship or distress. This security can allow young adults to learn from their mistakes and navigate their adult life with ease. The article suggests helping youth aging out of care develop a good support network of friends, caregivers, social workers, foster parents, mentors, and other trusted adults.</li></ul>
To learn more about how youth exiting care can maintain financial stability and security as they enter independent living, read the article <a href="https://www.moneygeek.com/financial-planning/resources-for-foster-youth-aging-out/" rel="nofollow">&#34;Financial Empowerment for Youth Who Age Out of Foster Care.&#34;</a>

COVID-19 has had a large impact on all levels of society. It has exposed weaknesses in systems and exacerbated disparities among the most vulnerable. The pandemic has had a disproportionate impact on older

The Experiences of Older Youth in and Aged Out of Foster Care During COVID-19

COVID-19 has had a large impact on all levels of society. It has exposed weaknesses in systems and exacerbated disparities among the most vulnerable. The pandemic has had a disproportionate impact on older youth in foster care and those who have recently aged out. This population often has intersecting vulnerabilities and too often lack concrete and social supports, resulting in them struggling with their well-being and security.
The Field Center for Children&#39;s Policy, Practice &amp; Research released a report, <a href="https://fieldcenteratpenn.org/wp-content/uploads/2020/10/Foster-Youth-COVID-19-FINAL_Corrected.pdf " rel="nofollow">The Experiences of Older Youth In &amp; Aged Out of Foster Care During COVID-19</a>, that explores the experiences of older youth in and who had recently aged out of foster care during COVID-19 and seeks to develop actionable solutions to improve the well-being of this population. The development of the questions for the study was guided by a poll from FosterClub and outcomes from the National Youth in Transition Database survey. The report discuses survey responses from almost 300 youth about their experiences with housing, employment, food and economic security, physical and mental health, and social connections over the course of 1 month during the pandemic.
The survey found that COVID-19 had a negative impact for half or more of participants on housing, finances, food security, employment, educational progress, and mental health. The center used these results to inform practice and policy recommendations that would contribute to improving the well-being, safety, and health of these youth, including the following:
<ul><li>Ensure older youth in foster care stay housed and connected to services and caring adults</li><li>Connect youth in foster care with professionals and other caring adults to provide emotional and material support as well as reliable information</li><li>Ensure youth have access to assistance programs and distribute concrete resources</li></ul>
The center recommended five actions for child welfare agencies to take:
<ul><li>Ensure older youth in foster care are connected to caring adults.</li><li>Increase the frequency of virtual visitation with friends and family to strengthen relationships.</li><li>Ensure older youth have access to the internet through smartphones or computers.</li><li>Allow for flexibility in foster care stipends to ensure an adequate pool of foster homes during a crisis.</li><li>Create an emergency response plan.</li></ul>
The <a href="https://fieldcenteratpenn.org/wp-content/uploads/2020/10/Foster-Youth-COVID-19-FINAL_Corrected.pdf " rel="nofollow">report</a> includes a literature review, discussion of results, and additional recommendations.

Attaining an education and obtaining employment play an important role in the transition to adulthood for most young people. This is especially important for youth in foster care. Compared with their peers

Education and Skills Training May Ease the Transition to Adulthood for Youth Exiting Care

Attaining an education and obtaining employment play an important role in the transition to adulthood for most young people. This is especially important for youth in foster care. Compared with their peers who have not been involved with child welfare, youth in care often face lower levels of educational attainment and higher levels of unemployment or underemployment.
According to a recent article from Child Trends, youth who receive educational aid and employment skills training, as well as other needed services and supports, are more likely to achieve their educational and employment goals. The article discusses findings from a recent National Youth in Transition Database (NYTD) report to Congress showing that young people transitioning out of foster care at certain time points (ages 17, 19, and 21) reported low rates of employment and educational attainment. Based on these NYTD findings, researchers at Child Trends analyzed how employment and education outcomes are connected over time using the same time points. They found that three-quarters of young people who received educational aid were connected to education and/or employment at all three time points, compared with 41 percent of respondents who did not receive educational aid. In addition, 59 percent of youth who reported receiving employment skills training were connected to better outcomes at all three time points, compared with 47 percent of young people who did not report receiving employment skills training. The article also emphasizes how education and employment attainment can ease the transition to adulthood and boost outcomes for youth exiting foster care.
To learn more about the NYTD study and the Child Trends analysis, read the article <a href="https://www.childtrends.org/publications/education-and-skills-training-may-ease-transition-to-adulthood-for-young-people-involved-in-foster-care" rel="nofollow">&#34;Education and Skills Training May Ease Transition to Adulthood for Young People Involved in Foster Care.&#34;</a>

Child Welfare Information Gateway, with funding from the Children's Bureau, conducted a research study to better understand how child welfare professionals access information and use technology within

Report Highlights Results From the 2020 National Child Welfare Information Study

Child Welfare Information Gateway, with funding from the Children&#39;s Bureau, conducted a research study to better understand how child welfare professionals access information and use technology within their practices.
For this study, researchers surveyed 4,134 participants, including child welfare professionals from public in private agencies as well as tribal organizations, legal professionals, and social work students. Respondents were asked about their ability to access child welfare information online; their methods for searching for information; if and how often they received child welfare information, regardless of whether they were searching for it or not; whether they shared information with coworkers or other relevant professional contacts; and their use of mobile devices and social media.
Key findings of the study include the following:
<ul><li>Compared with more senior child welfare professionals, frontline workers were more likely to seek child welfare information directly from coworkers, share it during face-to-face conversations, and prefer visual communication formats such as videos and pamphlets. In addition, frontline professionals working in tribal communities were more likely than other groups to identify their own limited knowledge and skills using technology as a barrier to using mobile devices at work.</li><li>Compared with their junior counterparts, senior child welfare professionals were more likely to gather information from formal sources, including briefing documents, reports, and peer-reviewed journals, and share child welfare information with coworkers via email.</li><li>Legal professionals preferred to receive child welfare information through briefings, reports, and peer-reviewed journals. They also primarily used email to share that information with colleagues. Legal professionals are also more likely than child welfare professionals to point to their own limited knowledge and skills using technology as a primary barrier to using mobile devices on the job.</li><li>Students tended to share child welfare information during face-to-face conversations and on social media.</li><li>Younger professionals across all roles were more likely than older professionals to prefer to receive child welfare information in video and podcast formats. They were also more likely than older professionals to use social media to facilitate their work in child welfare.</li><li>Older professionals, in contrast to their younger colleagues, were more prone to mention their limited knowledge and skills using technology as a barrier to using mobile devices.</li></ul>
Read the full report, <a href="https://www.acf.hhs.gov/sites/default/files/documents/cb/child_welfare_information_study.pdf" rel="nofollow">How Child Welfare Professionals Access, Use, and Share Information: Results From the National Child Welfare Information Study</a>, to learn more.

The Children's Bureau website hosts information on child welfare programs, funding, monitoring, training and technical assistance, laws, statistics, research, federal reporting, and much more. Recent additions

The Children&#39;s Bureau website hosts information on child welfare programs, funding, monitoring, training and technical assistance, laws, statistics, research, federal reporting, and much more.
Recent additions to the site include the following:
<ul><li><a href="https://www.acf.hhs.gov/cb/policy-guidance/im-21-02" rel="nofollow">IM-21-02: Civil Legal Advocacy to Promote Child and Family Well-Being, Address the Social Determinants of Health, and Enhance Community Resilience</a> </li><li><a href="https://www.acf.hhs.gov/cb/policy-guidance/im-21-03" rel="nofollow">IM-21-03: Emerging Transformed: Taking Lessons From the COVID-19 Pandemic to Create More Just, Equitable, Proactive, and Integrated Approaches to Supporting Families and Ensuring Child and Family Health and Well-Being </a></li><li><a href="https://www.acf.hhs.gov/cb/policy-guidance/im-21-04" rel="nofollow">IM-21-04: Allowable Flexibilities Related to Adaptations of Evidence-Based Programs in the Title IV-E Prevention Services Program for Tribal Communities </a></li><li><a href="https://www.acf.hhs.gov/cb/policy-guidance/im-21-05" rel="nofollow">IM-21-05: New Legislation - Public Law (P.L.) 116-260, Division X and Section 305 of Title III of Division CC of the Consolidated Appropriations Act, 2021, Enacted December 27, 2020  </a></li><li><a href="https://www.acf.hhs.gov/cb/policy-guidance/im-21-06" rel="nofollow">IM-21-06: Utilizing Title IV-E Funding to Support High Quality Legal Representation for Children and Youth Who Are in Foster Care, Candidates for Foster Care and Their Parents and to Promote Child and Family Well-Being</a></li><li><a href="https://www.acf.hhs.gov/cb/report/summary-report" rel="nofollow">Capacity Building Center for States Final Evaluation Report: Fiscal Years 2015-2019: Executive Summary</a></li><li><a href="https://www.acf.hhs.gov/cb/report/key-findings-evaluation-report" rel="nofollow">Making a Difference for Public Child Welfare Agencies: Key Findings From the Final Evaluation Report: Fiscal Years 2015-2019 </a></li><li><a href="https://www.acf.hhs.gov/cb/report/cfsr-volume-15-issue-1" rel="nofollow">Child and Family Services Reviews Update Volume 15, Issue 1, December 2020</a></li></ul>
Visit the <a href="https://www.acf.hhs.gov/cb" rel="nofollow">Children&#39;s Bureau website</a> often to see what&#39;s new.

The National Child Welfare Workforce Institute (NCWWI) released a communications guide that aims to help improve the way child welfare agencies and organizations disseminate information in an effort to

The National Child Welfare Workforce Institute (NCWWI) released a <a href="https://ncwwi.org/index.php/resourcemenu/resource-library/change-implementation/1581-ncwwi-communications-guide-how-to-advance-organizational-goals-through-effective-messaging-storytelling-and-public-relations/file" rel="nofollow">communications guide</a> that aims to help improve the way child welfare agencies and organizations disseminate information in an effort to build public support, strengthen the workforce, improve partnerships, increase community collaboration, and enhance perceptions.
The guide focuses on the following topics:
<ul><li>Positive impacts of communication and public relations efforts for child welfare programs. It is important for the general public and community organizations to have a better understanding of how the child welfare system works so they can possibly reshape their perceptions and realize that child welfare professionals work daily to prevent child abuse and strengthen families; provide critical care during a family crisis, often at a moment&#39;s notice; partner with other stakeholders to provide preventive services to the most vulnerable families in the community; are key partners with community groups, government agencies, universities, and others working to improve programs and practices; and enhance the educational preparation of the workforce.</li><li>Examples of how to shift the narrative about child welfare programs. The pervasive narrative surrounding child welfare workers centers on the tragedies they are involved in rather than the primary prevention practices and strategies they engage in with the vulnerable families in their care. To change this narrative, it is important to articulate both the new narrative and the existing, dominant one; share the new narrative with a large and varied audience through websites, social media, infographics, and videos as well as at post offices using posters; track these efforts; and assess whether the new narrative has been put into practice and widely adopted. </li><li>Strategies to develop messaging that will resonate with audiences. Crafting messages that will resonate with the intended audience will enable agencies and organizations to consistently demonstrate the program&#39;s vision and values. These messages should include conversational explanations of what the program is and who it is intended for; data on the number of families and children served by the program and where they reside; quotes from families or stakeholders that demonstrate impact; the program&#39;s vision and goals for the future; and information on key partnerships and programs that help achieve the program&#39;s goals.</li><li>Suggested channels and products to get the word out. Agencies and organizations should determine where the intended audience gets its information (e.g., social media, websites, the news media) as well as the timeliness and format of dissemination (e.g., infographics, graphics, factsheets, video).</li></ul>
To read more about the importance of communication in changing the narrative surrounding child welfare work, read <a href="https://ncwwi.org/index.php/resourcemenu/resource-library/change-implementation/1581-ncwwi-communications-guide-how-to-advance-organizational-goals-through-effective-messaging-storytelling-and-public-relations/file" rel="nofollow">NCWWI Communications Guide: How to Advance Organizational Goals Through Effective Messaging, Storytelling, and Public Relations</a>.

The Minority Professional Leadership Development (MPLD) program at AdoptUSKids is accepting applications from candidates for the upcoming cohort now through June 7. This fellowship is designed for emerging

Minority Professional Leadership Development Program Seeks Transformational Leaders

The Minority Professional Leadership Development (MPLD) program at AdoptUSKids is accepting applications from candidates for the upcoming cohort now through June 7. This fellowship is designed for emerging leaders working in child welfare. It includes hands-on experience, exposure to national experts, and mentorship opportunities. If travel permits, the MPLD program will begin with a 3-day kickoff celebration in Washington, DC, in October 2021.
To learn more about the MPLD program and to get an application, visit the <a href="http://adoptuskids.org" rel="nofollow">AdoptUSKids website</a>.

CB funds several technical assistance centers to provide professionals with tools to better serve children, youth, and families. The following are some of the latest resources from CB's technical assistance

Updates From the Children's Bureau's Training and Technical Assistance Partners

CB funds several technical assistance centers to provide professionals with tools to better serve children, youth, and families.
The following are some of the latest resources from CB&#39;s technical assistance partners:
<ul><li>Child Welfare Information Gateway  
 <ul><li><a href="https://www.childwelfare.gov/pubs/bulletins-youthsud/" rel="nofollow">Preventing, Identifying, and Treating Substance Use Among Youth in Foster Care</a> (bulletin for professionals)</li><li><a href="https://www.childwelfare.gov/pubs/factsheets/differential-response/" rel="nofollow">Differential Response: A Primer for Child Welfare Professional</a>s (factsheet)</li><li><a href="https://www.childwelfare.gov/topics/systemwide/laws-policies/statutes/best-interest/" rel="nofollow">Determining the Best Interests of the Child </a>(state statute)</li><li><a href="https://www.childwelfare.gov/pubs/issue-briefs/trauma-informed/" rel="nofollow">The Importance of a Trauma-Informed Child Welfare System</a> (issue brief)</li></ul>
 </li></ul>
Visit the <a href="http://childwelfare.gov" rel="nofollow">Child Welfare Information Gateway website</a> for more.
<ul><li>FRIENDS National Resource Center for Community-Based Child Abuse Prevention 
 <ul><li><a href="https://friendsnrc.org/resources/pfsods-user-manual/" rel="nofollow">Protective Factors Survey Online Data System (PFSODS) Instruction Manual</a></li><li><a href="https://friendsnrc.org/resources/navigating-the-unknowns-living-with-young-children-part-1/" rel="nofollow">&#34;Navigating the Unknowns: Living With Young Children, Part 1&#34;</a></li><li><a href="https://friendsnrc.org/resources/navigating-the-unknowns-living-with-young-children-part-2/" rel="nofollow">&#34;Navigating the Unknowns: Living With Young Children, Part 2&#34; </a></li></ul>
 </li></ul>
Visit the <a href="https://friendsnrc.org/" rel="nofollow">FRIENDS website</a> for more.
<ul><li>Child Welfare Capacity Building Collaborative
 <ul><li>Centers for States 
 <ul><li><a href="https://capacity.childwelfare.gov/states/topics/foster-care-permanency/then-now-videos" rel="nofollow">Then and Now: Looking Back and Moving Forward in Support of Children, Youth, and Families</a></li></ul>
 </li><li>Center for Tribes
 <ul><li><a href="https://tribalinformationexchange.org/files/products/titleiveguide.pdf" rel="nofollow">Tribal IV-E Guide for Tribal Governments and Leaders: Considerations and Lessons Learned </a></li></ul>
 </li><li>Center for Courts
 <ul><li><a href="https://capacity.childwelfare.gov/courts/resources/another-planned-permanent-living-arrangement-provisions/" rel="nofollow">Pathways to Permanency: Expanding on Another Planned Permanent Living Arrangement (APPLA) Provisions and Youth Engagement to Improve Permanency</a></li></ul>
 </li></ul>
 </li></ul>
Visit the <a href="https://capacity.childwelfare.gov/" rel="nofollow">Child Welfare Capacity Building Collaborative website</a> for more.
<ul><li>AdoptUSKids
 <ul><li><a href="https://professionals.adoptuskids.org/while-you-wait-support-groups-for-parents/" rel="nofollow">&#34;While-You-Wait Support Groups for Parents&#34;</a></li><li><a href="https://professionals.adoptuskids.org/engaging-youth-and-caregivers-in-developing-support-services/" rel="nofollow">&#34;Engaging Youth and Caregivers in Developing Support Services&#34;</a></li><li><a href="https://professionals.adoptuskids.org/assessing-support-services-for-families-12-questions-to-ask/" rel="nofollow">&#34;Assessing Support Services for Families: 12 Questions to Ask&#34;</a></li></ul>
 </li></ul>
Visit the<a href="https://adoptuskids.org/" rel="nofollow"> AdoptUSKids website</a> for more.
<ul><li>National Data Archive on Child Abuse and Neglect
 <ul><li><a href="https://www.ndacan.acf.hhs.gov/summer-institute/sri-announcement.cfm" rel="nofollow">Summer Research Institute 2021 Announcement and Call for Applications</a></li><li><a href="https://www.ndacan.acf.hhs.gov/datasets/dataset-details.cfm?ID&#61;237" rel="nofollow">National Child Abuse and Neglect Data System (NCANDS) Child File, FFY 2019</a></li><li><a href="https://www.ndacan.acf.hhs.gov/datasets/dataset-details.cfm?ID&#61;243" rel="nofollow">National Youth in Transition Database (NYTD) - Services File, FY2019</a></li></ul>
 </li></ul>
Visit the <a href="https://www.ndacan.acf.hhs.gov/" rel="nofollow">National Data Archive on Child Abuse and Neglect website</a> for more.
<ul><li>National Child Welfare Workforce Institute 
 <ul><li><a href="https://www.ncwwi.org/index.php/resourcemenu/resource-library/change-implementation/workforce-development-planning/1597-critical-workforce-needs-2020/file" rel="nofollow">Critical Workforce Needs 
 </a></li><li><a href="https://www.ncwwi.org/index.php/resourcemenu/resource-library/change-implementation/workforce-development-planning/1596-covid-19-workforce-needs-assessment-wna-cross-site-report-for-workforce-excellence-public-child-welfare-sites/file" rel="nofollow">COVID-19 Workforce Needs Assessment (WNA) Cross-Site Report for Workforce Excellence Public Child Welfare Sites</a></li><li><a href="https://www.ncwwi.org/index.php/resourcemenu/resource-library/supervision/1511-supporting-the-virtual-workforce-supervision-participant-summary/file" rel="nofollow">Supporting the Virtual Workforce Participant Summary</a></li></ul>
 </li></ul>
Visit the <a href="https://www.ncwwi.org/" rel="nofollow">National Child Welfare Workforce Institute website</a> for more.

The Capacity Building Center for States offers a video learning experience featuring firsthand accounts from adoptive parents, kin caregivers, and a young adult who was formerly in foster care about their

Capacity Building Center for States' "Then and Now" Videos and Discussion Guide

The Capacity Building Center for States offers a video learning experience featuring firsthand accounts from adoptive parents, kin caregivers, and a young adult who was formerly in foster care about their involvement with the child welfare system. Each individual featured in the series has two videos that were taken several years apart in order to identify actions and services that made a difference as well as missed opportunities for what might have been helpful.
The series aims to spur on discussions about the following topics:
<ul><li>Promoting child and family well-being through connections, supports, and services</li><li>Building youth, caregiver, and worker resilience</li><li>Integrating protective factor approaches into family strengthening and workforce development</li></ul>
The series is intended for foster care and adoption program managers, supervisors, training managers, and recruitment and licensing specialists to support group learning or individual coaching with child welfare workers and current or potential resource parents. Those who participate in the course can earn continuing education units in social work, clinical psychology, counseling, and marriage and family therapy.
To learn more about this learning experience and to watch the videos, visit the Center for States website for <a href="https://capacity.childwelfare.gov/states/topics/foster-care-permanency/then-now-videos" rel="nofollow">Then and Now: Looking Back and Moving Forward in Support of Children, Youth, and Families.</a>

Evidence continues to emerge to support the relationship between running away from foster care and sex trafficking victimization. There are promising programs and approaches to reduce the risk of a youth

Foster Care Runaway Episodes and Human Trafficking

Evidence continues to emerge to support the relationship between running away from foster care and sex trafficking victimization. There are promising programs and approaches to reduce the risk of a youth running away and their subsequent risk of being trafficked. The Office of Planning, Research, and Evaluation, within the Administration for Children and Families of the U.S. Department of Health and Human Services, published a brief that summarizes and expands on a 2019 report to Congress that covers the child welfare system&#39;s response to child sex trafficking. It discusses some of the possible reasons that youth run from care, statistics of those who run, factors to consider when looking at the numbers, and evidence about the correlation between youth in foster care running from care and sex trafficking victimization.
Taking findings across multiple studies, the brief finds that there are several factors that contribute to a youth&#39;s risk of running away, including age, sex, race and ethnicity, sexual orientation and gender identity, and others. However, there are also factors that decrease runaway behavior, such as placement in a family-like setting. There are several promising evidence-informed approaches to preventing and reducing the risk of youth running from care. The brief highlights two research-informed programs—Behavior Analysis Services Program and Children and Residential Experiences. Both programs resulted in reductions in runaway incidence rates. 
To learn more, read <a href="https://www.acf.hhs.gov/sites/default/files/documents/opre/foster_care_runaway_human_trafficking_october_2020_508.pdf" rel="nofollow">Examining the Link: Foster Care Runaway Episodes and Human Trafficking</a>.

COVID-19 has created circumstances that have increased many families' stress levels, such as stay-at-home orders; job loss; or other health, economic, or social stressors. There is also a concern that

Using Data to Understand Trends in Maltreatment and the Response to It During COVID-19

COVID-19 has created circumstances that have increased many families&#39; stress levels, such as stay-at-home orders; job loss; or other health, economic, or social stressors. There is also a concern that children being home from school diminishes their exposure to adults who might detect and report maltreatment and there will be a spike in reports once they return to school. A Chapin Hall issue brief used data from the National Child Abuse and Neglect Data System, the Statewide Automated Child Welfare Information System, and other sources to analyze trends and respond to concerns of a surge in maltreatment reports that could overwhelm the child welfare system once children and youth return to school full time.
Based on monthly maltreatment report data from 2018, the researchers determined that hotline reports from education personnel typically return to their typical levels each fall when children return to school rather than increase to higher than typical levels. They also acknowledge, though, that there is a higher risk of child maltreatment during the pandemic and that additional community-based concrete supports may be needed. The data analyzed in this report led to the creation of the Latent Event Simulator—a tool that can be used to help plan system responses.
The issue brief also includes recommendations for adaptive system changes, including the following:
<ul><li>Refine child maltreatment categories to distinguish and address poverty-related neglect from child endangerment or abuse.</li><li>Broaden the array of community-based supports and partner with families directly.</li><li>Leverage technology to improve access to needed services and supports.</li><li>Create alternative pathways to enhance the ways in which mandated reporters can support families.</li><li>Expand the responsibility for child and family well-being beyond the child welfare system.</li></ul>
Read the Chapin Hall issue brief, <a href="https://www.chapinhall.org/research/covid-19-and-child-welfare/" rel="nofollow">COVID-19 and Child Welfare: Using Data to Understand Trends in Maltreatment and Response,</a> to learn more.

Written by the Capacity Building Center for States Engaging and empowering families as partners and decision-makers has the potential to improve child welfare quality and outcomes (Child Welfare Information

Written by the Capacity Building Center for States
Engaging and empowering families as partners and decision-makers has the potential to improve child welfare quality and outcomes (Child Welfare Information Gateway, 2016). While family engagement is a valued practice in child welfare and has steadily increased over time, the Family First Prevention Services Act (FFPSA) emphasizes the importance of family connections across the child welfare continuum and establishes a set of engagement requirements for qualified residential treatment programs (QRTPs). To create a family engagement culture, programs should reach out to families, include them in their child&#39;s treatment, and provide 6 months of family-based supports after discharge (Children&#39;s Bureau, 2018).
The literature makes a strong case for this approach. Family engagement in congregate care settings is linked to shorter stays in care and increased reunification (Hess, 2003). Children and youth who have frequent contact with their families adjust more easily to out-of-home care, experience less depression and increased well-being, have an increased sense of normalcy, and have fewer behavioral challenges (McWey et al., 2010).
The information and tips below are adapted from the Capacity Building Center for States&#39; forthcoming publication, Congregate Care in the Age of Family First: Family Engagement, which is designed to help state agencies, QRTPs, and other child welfare stakeholders understand the family engagement requirements of the FFPSA and thoughtfully plan for meaningful partnerships with families and youth in residential treatment programs.
Engaging Families in Congregate Care 
Child welfare agencies can help QRTPs meet FFPSA requirements and meaningfully engage families throughout the course of treatment. They consider how QRTPs engage families along the following touch points:
<ul><li>During initial contact: At the time of admission, families may feel uncertain, anxious, exhausted, and afraid. Staff members with lived experience, sometimes referred to as professional parent partners, can help a family feel welcome. 
<ul><li>Do families have the opportunity to tell their story, ask questions, and learn about next steps without being overwhelmed?</li><li>Are staff focused on what it will take for the child or youth to return home?</li></ul>
</li><li>During treatment: Consistent connections to family throughout a stay in congregate care can improve treatment outcomes and prepare families for a successful reunification (Child Welfare Information Gateway, 2016). QRTPs need to have clear, consistent guidelines for partnering with families in the day-to-day care of children and youth. 
<ul><li>Are families engaged as partners and decision-makers?</li><li>Is there thoughtful preparation for family visits and clinical support afterward to help families and youth process their emotions?</li><li>Are there opportunities for concrete skill building to facilitate a smooth transition home?</li></ul>
</li><li>During discharge and aftercare: Discharge planning should begin at the time of admission. Staff should consider what will help a family feel hopeful and excited about reunification. Families should have a clear understanding of next steps and expectations for the transition home. 
<ul><li>Do staff clearly communicate with families about the discharge and aftercare processes?</li><li>Are families connected to supports in their community?</li><li>Do families have the opportunity to inform aftercare service delivery?</li></ul>
</li></ul>
Planning for Family Engagement
Engaging families in congregate care requires vision and organizational commitment highlighted in policy and practice, along with workforce development.
Articulating a Vision and Organizational Commitment
Creating a vision for family engagement in collaboration with youth and families sets the tone for authentic partnership.
<ul><li>Consider how congregate care leaders model and communicate the vision and commitment to family engagement. For example, do they encourage youth and families to participate in hiring, training, and organizational policy development?</li><li>Has the program budgeted sufficient funds to support family engagement activities? Consider compensation for family and youth consultants at agency and system levels as well as tangible supports at the case level such as transportation and technology for family visits.</li></ul>
Building Workforce Readiness
Supporting meaningful family engagement through staffing and clinical practice embeds family-centered practice and support for authentic partnership.
<ul><li>Does the program use equitable and inclusive hiring practices that result in a diverse workforce that is representative of the families served?</li><li>Does the program offer family-centered training and skill-building opportunities?</li><li>Does the program provide clear expectations that hold staff accountable for authentic family engagement?</li></ul>
Thoughtful planning for family engagement takes work, but by partnering with each other—and with families—agencies and QRTPs can increase the likelihood of a more positive experience and improved child and family outcomes.
Want to Learn More?
The Center for States&#39; forthcoming 2021 series, Congregate Care in the Age of Family First, will offer more strategies for implementing FFPSA provisions in a congregate care setting. (Visit the <a href="https://capacity.childwelfare.gov/states/topics/foster-care-permanency" rel="nofollow">Center for State&#39;s website</a> for updates). Agencies can also work with the Center for States to develop and implement successful approaches to family engagement. Visit the <a href="https://capacity.childwelfare.gov/map" rel="nofollow">Child Welfare Capacity Building Collaborative Liaisons webpage</a> to find your state&#39;s tailored services liaison.
References
Children&#39;s Bureau. (2018). Information memorandum: ACYF-CB-IM-18-02. U.S. Department of Health and Human Services, Administration on Children, Youth, and Families. <a href="https://www.acf.hhs.gov/cb/policy-guidance/im-18-02" rel="nofollow">https://www.acf.hhs.gov/cb/policy-guidance/im-18-02</a>
Child Welfare Information Gateway. (2016). Family engagement: Partnering with families to improve child welfare outcomes. U.S. Department of Health and Human Services, Administration for Children and Families, Children&#39;s Bureau. <a href="https://www.childwelfare.gov/pubs/f-fam-engagement/" rel="nofollow">https://www.childwelfare.gov/pubs/f-fam-engagement/</a>
Hess, P. (2003, October). Visiting between children in care and their families: A look at current policy. The National Resource Center for Foster Care and Permanency Planning. <a href="http://www.hunter.cuny.edu/socwork/nrcfcpp/downloads/visiting_report-10-29-03.pdf " rel="nofollow">http://www.hunter.cuny.edu/socwork/nrcfcpp/downloads/visiting_report-10-29-03.pdf  </a>
McWey, L., Acock, A., &amp; Porter, B. (2010). The impact of continued contact with biological parents upon the mental health of children in foster care. Children and Youth Services Review, 32, 1338-1345. <a href="https://doi.org/10.1016/j.childyouth.2010.05.003" rel="nofollow">https://doi.org/10.1016/j.childyouth.2010.05.003</a>

Shifting to more trauma-informed practices in family court has been shown to improve outcomes for families. A report presented on the Rise website details the importance of using a trauma-informed approach

Using a Trauma-Informed Approach With Parents of Color in Family Court

Shifting to more trauma-informed practices in family court has been shown to improve outcomes for families. A report presented on the Rise website details the importance of using a trauma-informed approach in working with child welfare-involved parents, especially families of color, who may have had negative experiences with courts that resulted in systemic distrust.
Intended for family court officers and child welfare professionals, the report provides introductory information on a trauma-informed approach and the impact of language in the courtroom. At its core, a trauma-informed approach involves a shift away from asking &#34;What is wrong with you?&#34; to asking &#34;What happened to you?&#34; Principles of this approach include safety, collaboration, and empowerment.
The report emphasizes the importance of using this approach when working with families of color. Most parents who get involved with family courts in urban areas are people of color from the lower socioeconomic strata of American society. As such, many of these parents have faced personal trauma, community violence, societal racism, and exclusion from economic opportunity. As court settings often foster tense and confrontational encounters, systems that are not trauma-informed run the risk of retraumatizing these parents.
In addition to an overview of trauma-informed approaches, the report includes the following:
<ul><li>Definitions of key terms, including shared trauma, a relatively new term that refers to a collective traumatic reality that is shared universally, such as a pandemic</li><li>Recommendations for trauma-informed practices that best support families during a period of shared trauma</li><li>Input from parents on their experiences with family courts</li><li>A case vignette that compares traditional language to trauma-informed language</li></ul>
Read the full report, <a href="https://www.risemagazine.org/2020/06/supporting-families-of-color/" rel="nofollow">Supporting Families of Color: How Racial and Complex Trauma Affect Parents of Color Navigating Family Court During the Time of COVID and Beyond</a>, to learn more.

When integrating an older child into their home, adoptive families can use several strategies to ease the transition. While necessities such as food, shelter, and education are all important, there are

Tips for Helping Older Children and Teens Adjust to Adoptive Homes

When integrating an older child into their home, adoptive families can use several strategies to ease the transition. While necessities such as food, shelter, and education are all important, there are various other areas of focus that can help an older child or teen adjust to their new home.
The AdoptUSKids article &#34;How to Help an Older Child or Teen Adjust to Your Home&#34; shares the following tips for helping adopted children acclimate:
<ul><li>Be trustworthy. Because adopted children might not have previously had trustworthy adults in their lives, it is important that new adoptive parents tell the truth, behave predictably, and admit when they make mistakes.</li><li>Communicate expectations. Clearly explain household rules and think about making changes that will help the new child feel more comfortable.</li><li>Encourage honesty. Families can promote positive communication by encouraging children to express their thoughts and feelings. When listening, parents should respond without judgement and without taking the child&#39;s words personally.</li><li>Give them alone time. Alone time can give a child a chance to relax and express their emotions in private.</li><li>Be open-minded and accepting. It&#39;s important to prioritize relationship-building before attempting to correct bad habits, such as inappropriate language. </li><li>Let them be a kid. Some children who enter the child welfare system have faced more responsibilities and hardships that other kids their age. New families should be aware of this and parent to their child&#39;s needs, not their age.</li><li>Serve familiar food and make food available. A child might have eaten different foods or had limited access to food before they were adopted.</li><li>Plan for a good night&#39;s sleep. Some children might not be used to having their own room, or they might have certain bedtime rituals that are comforting.</li><li>Provide opportunities for therapy. There are various group, family, and individual therapy options for adopted children that families can discuss with their social worker.</li></ul>
To learn more, read <a href="https://blog.adoptuskids.org/how-to-help-an-older-child-or-teen-adjust-to-your-home/" rel="nofollow">&#34;How to Help an Older Child or Teen Adjust to Your Home.&#34;</a>

iFoster, a nonprofit that serves children in foster care, recently partnered with Learn to Be, an organization that provides one-on-one virtual tutoring for students, to provide free tutoring for its members.

iFoster Partners With Learn to Be to Offer Free Tutoring

iFoster, a nonprofit that serves children in foster care, recently partnered with Learn to Be, an organization that provides one-on-one virtual tutoring for students, to provide free tutoring for its members. The free, virtual program is accessible via a Chromebook, laptop, or desktop. To sign up, a caregiver, social worker, or someone familiar with the child can fill out an enrollment form for the program. Most students are matched with a tutor within 24 hours. iFoster prioritizes referrals made by and on behalf of its members. However, signing up for a membership is free.
Since the partnership launched in November, iFoster members have received almost 3,000 minutes of free tutoring in various subjects.
For more information, visit the <a href="https://www.ifoster.org/introducing-the-ifoster-and-learn-to-be-partnership-for-free-online-tutoring/ " rel="nofollow">iFoster website</a> or contact iFoster at 855.936.7837 or <a href="mailto:support&#64;ifoster.org" rel="nofollow">support&#64;ifoster.org</a>.

The National Training and Development Curriculum (NTDC) is a new training program for foster and adoptive parents. The curriculum provides potential foster and adoptive parents with information and strategies

New Training Program for Foster and Adoptive Parents

The National Training and Development Curriculum (NTDC) is a new training program for foster and adoptive parents. The curriculum provides potential foster and adoptive parents with information and strategies for parenting a child who has experienced trauma, separation, or loss. It also provides parents with access to information and resources postplacement.
The program, which was funded by the Children&#39;s Bureau, is based on research and input from experts, families who have experience with fostering or adopting children, and children who have experienced foster care or adoption.
There are three components of the NTDC program:
<ul><li>Self-assessment: An online tool that prospective foster and adoptive parents complete twice</li><li>Classroom-based training: Training in both in-person and online settings </li><li>Right-time training: On-going learning and skill development of themes not covered during classroom-based training that parents can utilize after a child is placed in their home</li></ul>
 
For more information, visit the <a href="https://ntdcportal.org/" rel="nofollow">NTDC website</a>.

Upcoming conferences and events on child welfare and adoption include the following: March Touchstones of Hope: Self-Determination (Part 1) [Webinar] National Indian Child Welfare Association March 16,

Upcoming conferences and events on child welfare and adoption include the following:
March 
<ul><li><a href="https://us02web.zoom.us/meeting/register/tZYuc-uqrTMpG9ICL8K9qYoVRNMhA8BvfDtE" rel="nofollow">Touchstones of Hope: Self-Determination (Part 1)</a> [Webinar] National Indian Child Welfare Association March 16, online, 1 p.m. ET  </li><li><a href="https://www.ncjfcj.org/events/opioids-and-the-courts-difficult-conversations-around-preventing-overdose-and-death/" rel="nofollow">Opioids and the Courts: Difficult Conversations Around Preventing Overdose and Deat</a>h [Webinar] National Council on Juvenile and Family Court Judges March 17, online, 3 p.m. to 4 p.m. ET  </li><li><a href="https://www.ncjfcj.org/events/2021-national-conference-on-juvenile-justice/" rel="nofollow">2021 National Conference on Juvenile Justice</a> [Virtual] National Council on Juvenile and Family Court Judges March 21-24, online  </li><li><a href="https://www.sswaa.org/nationalconference" rel="nofollow">2021 National School Social Work Conference</a> [Virtual] School Social Work Association of America March 22-24, online</li></ul>
April
<ul><li><a href="https://www.nicwa.org/conference/" rel="nofollow">39th Annual Virtual Protecting Our Children National American Indian Conference</a> [Virtual] National Indian Child Welfare Association April 11-14, online  </li><li><a href="https://www.ncjfcj.org/events/opioids-and-the-courts-difficult-conversations-around-recovery/" rel="nofollow">Opioids and the Courts: Difficult Conversations Around Recovery</a> National Council on Juvenile and Family Court Judges April 21, online, 3 p.m. to 4 p.m. ET</li></ul>
May
<ul><li><a href="https://www.cwla.org/conferences/" rel="nofollow">2021 Virtual Conference</a> Child Welfare League of America May 4-6, online</li></ul>
<ul><li><a href="https://us02web.zoom.us/meeting/register/tZ0vceGtqjgsG9xsZfryNIXTumCvcZo8OLiS" rel="nofollow">Touchstones of Hope: Self-Determination (Part 2)</a> [Webinar] National Indian Child Welfare Association May 18, online, 1 p.m. ET  </li></ul>

March 2021Vol. 22, No. 3Minority Professional Leadership Development Program Seeks Transformational Leaders