Private Organization Accreditation

Family Services of Southeast Texas strengthens families through accessible, affordable counseling services and education for issues affecting family life, mental health and employment.  We also provide comprehensive domestic violence shelter and support services.


Joint Base Charleston School Age Program

Paula B. Matthews, School Age Program Coordinator

Preparing for our after school accreditation was an awesome and very valuable learning experience for the Child and Youth Professionals at Charleston Air Force Base. Becoming familiar with and understanding the After School standards was a breeze because of the training webinars and the great customer service we received from all of the COA staff. Thank you for supporting our military families.
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Child and Family Services promote child and family well-being, protect children’s safety, stablilize and strengthen families, and ensure permanency.

PA-CFS 11: Services for Children Receiving In-Home Services

Children who are at home with their families receive individualized services that promote positive development and address any effects of maltreatment.

Note: Please note that this core concept applies to children who remain at home with their families. See PA-CFS 16, 18, 19, and 20 for information regarding the services and supports that should be provided to children in out-of-home care.

Research Note: Research suggests that both children in out-of-home care and children who remain at home with their families have extensive service needs that should be addressed. However, it is also important to remember that one of the best ways to help children is by helping their parents, as covered in PA-CFS 10.

Rating Indicators
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions; exceptions do not impact service quality or agency performance. 
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement. 
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented.  
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.  
Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  
  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.   
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner. 
  • Service quality or agency functioning may be compromised.   
  • Capacity is at a basic level.
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.  
Please see Rating Guidance for additional rating examples. 

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • A description of services and support for children
    • Procedures for: 
      1. Case management and service coordination
      2. Referring for and accessing core services
    • Local community resource and referral list(s)
    • Contracts or service agreements with community providers for the provision of services for children
    • Interview:
      1. Agency leadership
      2. Relevant personnel
      3. Children and families served
    • Review case records

  • PA-CFS 11.01

    Children participate in education services and supports that address identified needs and promote positive development.

    Interpretation: Depending on their age and developmental level, it may be appropriate to ensure children are connected with the following types of programs: early childhood education programs; early intervention services; accredited primary and secondary schools; and after-school or youth development programs.

  • PA-CFS 11.02

    Children are connected to services that address any identified needs they may have for:

    1. medical and dental care;
    2. mental health care;
    3. substance use treatment; and
    4. specialized services and supports for children with special needs.

    Interpretation: Given that a referral may not be sufficient to ensure services are received, the agency should also help families navigate different systems and access needed services, as addressed in PA-CFS 2.02.

  • PA-CFS 11.03

    Children receive additional services and supports that increase well-being by addressing identified needs in areas related to: 

    1. regulating emotions and behavior;
    2. communicating effectively;
    3. forming positive relationships with adults and peers; and
    4. identity exploration and development.

    Interpretation: Services can include, but are not limited to: (1) counseling or group therapy; (2) formal opportunities for social skills development; (3) mentoring services; (4) educational and support services for LGBTQI youth; (5) services and activities that support children born outside of the U.S. to make a positive personal and social adjustment, increase cross-cultural skills, maintain their ethnic identity, and move forward with long-term acculturation; and (6) normative activities, such as clubs and sports or arts activities.

  • PA-CFS 11.04

    Children are treated in a trauma-informed manner and when needed are connected to trauma-informed services that are designed to:

    1. maximize their sense of safety; 
    2. help them understand and process their traumatic experiences;
    3. facilitate the development of skills and strategies to use when confronted with reminders of trauma; 
    4. help create and sustain positive attachments with caring adults and peers; and
    5. help caregivers and agency personnel understand how children’s past experiences may impact their present behavior, and appropriately support children’s recovery.

    Interpretation: In addition to connecting children to formal trauma-informed services, workers should also ensure that their interactions with children are sensitive and responsive to any history of trauma, as noted in PA-CFS 3.02. Similarly, and as addressed in element (e) of the standard, it is also essential to involve children’s caregivers in supporting their recovery from trauma. Caregivers may be better able to support children who have experienced trauma if they understand the concept of trauma; recognize that children’s social, emotional, and behavioral difficulties may be the result of trauma; and are prepared to manage difficult behaviors and trauma reminders. 

    Research Note: Many children involved with the child welfare system have experienced trauma. Given that untreated traumatic stress can lead to behavioral, social, and emotional problems that compromise a child’s ability to build and maintain relationships and succeed in school and in life, literature emphasizes the importance of ensuring that children in need receive evidence-based trauma-specific interventions. This also points to the importance of collaborating with other organizations and agencies to ensure the availability of appropriate services, as referenced in PA-AM 6 and PA-CFS 2.

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