Family Foster Care and Kinship Care (CA-FKC) 10: Services for Children and Youth
Children and youth receive developmentally-appropriate support and services that promote well-being.
Informal Kinship Care Programs should work closely with kinship caregivers to meet the needs identified in the standards through support and mentoring, advocacy, direct referrals for service, and linkages to community resources.
NAThe organization does not provide case management services for children.
Currently viewing: FAMILY FOSTER CARE AND KINSHIP CARE (CA-FKC)
Children in Family Foster Care and Kinship Care live in safe, stable, nurturing, and often temporary family settings that best provide the continuity of care to preserve relationships, promote well-being, and ensure permanency.
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.
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 and training; or
Active client participation occurs to a considerable extent.
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
Several client records are missing important information; or
Client participation is inconsistent.
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.
Procedures for referring children to services
Procedures for educational collaboration and support
Informational materials provided to children
Community resource and referral list
Contracts or service agreements with community providers for the provision of services to children and youth
Interviews may include:
Children and youth
Review case records
Visit resource family homes
Children receive a developmentally-appropriate orientation to the program and the resource family that addresses:
their rights and responsibilities when they are not living with their parents or primary caregivers;
what they need to feel safe and what they should do when they do not feel safe, including attention to both the risks of, and alternatives to, running away;
the rules in the program and in the resource family’s home and their response to the rules; and
their ongoing contact with their parents, siblings, extended family, friends, and community.
Children reside in safe and supportive homes that provide:
a safe, pleasant, and welcoming atmosphere;
nurturing and nonjudgmental family relationships that promote positive attachment and support emotional development and well-being;
age- and developmentally-appropriate boundaries, supervision, and discipline;
an orderly but flexible daily schedule that is balanced with attention to development and well-being; and
space in their room to personalize.
In order to ensure that their personal care needs are met, children are provided with:
a physical environment and materials that support healthy development;
sufficient and nutritious meals and snacks;
clothing that is clean, seasonal, age appropriate, and comfortable;
an allowance for personal needs, as appropriate;
assistance in meeting personal care needs, as appropriate; and
regular access to a telephone to contact workers, advocates, service providers, and approved family and friends.
Children have opportunities to participate in a range of age and developmentally appropriate social, recreational, cultural, educational, religious, and community activities of their choice.
Children in out-of-home care should be able to participate in the same range of normal activities and life experiences as children living with their own families, and have the right to choose whether or not they wish to participate in a resource family’s religious activities.
Examples: Participating in “normal” activities activities can help children and youth form healthy relationships, develop interests, build skills, and prepare for responsible adulthood, and may include:
joining a club or sports team;
attending a dance class;
spending time with friends;
having a sleepover;
attending field trips;
learning to drive; and
holding a part-time job.
In an effort to facilitate normalcy and help resource parents make appropriate decisions regarding the children in their care, the organization clarifies:
resource parents’ authority to make day-to-day decisions regarding children’s participation in activities, including the specific types of activities they are permitted to authorize;
factors to consider in determining whether an activity is safe and appropriate for a particular child; and
the extent to which resource parents are protected from liability if a child is harmed during the course of an activity they approved.
In determining whether a child should be allowed to participate in a particular activity the resource parent should consider: (1) the child’s age, developmental level, maturity, and behavioural history; (2) potential risk factors associated with the activity; (3) the best interest of the child, including potential for emotional and developmental growth; and (4) whether the resource parent would permit his or her own children to participate in the activity in question.
When regulation or contract requires the organization to obtain approval from the public authority prior to a resource parent approving an activity, the organization should work with the resource parents and the public authority to ensure that requests are approved efficiently and promote normalcy to the greatest extent possible.
Children receive any additional services and supports needed to help them:
regulate their emotions and behaviour;
form positive relationships with adults and peers; and
explore and develop their personal, social, and cultural identities.
Examples: Sources of support may include, but not are limited to: workers, resource families, family members, peers, and community members and organizations. Services can include but are not limited to: counselling or group therapy, formal opportunities for social skills development, and mentoring services.
Children receive support to achieve their full educational potential through:
enrollment and participation in education;
services and supports that promote positive development;
regular and ongoing communication and collaboration between workers, educators, resource families, and parents regarding children’s educational achievements and challenges, as well as any social or behavioural issues in the school setting;
stability in their home schools, unless it is determined not to be in their best interest;
educational assessments and an individual education plan when needed;