1 of 16

Meaningful Use of the CANS�

Learning Area 2:

Engaging the Family Using the CANS

2 of 16

Development & Background

The Meaningful Use of the CANS product is a series of video clips about a family involved in the child welfare system. It is designed to demonstrate, in a real-world way, how the CANS tool can be meaningfully incorporated into child welfare practice.

This product was created by the Center for Child Trauma Assessment, Service and Intervention (CCTASI) in collaboration with partners through the CANS-Trauma Consortium, which includes CANS trainers and staff from Indiana, Wisconsin, Illinois and Tennessee.

Some characters in our story (the youth and the foster parent) are actors. The caseworker, therapist and biological mother are all child welfare professionals in Illinois.

3 of 16

The Center for Child Trauma

Assessment, Service and Interventions (CCTASI)

cctasi.northwestern.edu

Mission: Use a racially and socially just lens to address gaps in knowledge and practice related to the complex, developmental effects of trauma across child-serving systems

This includes providing trauma training and developing resources to support the meaningful use of assessment practices

Based at Northwestern University Feinberg School of Medicine, Department of Psychiatry and Behavioral Sciences, Mental Health Services and Policy Program
A Treatment and Services Adaptation Center of the National Child Traumatic Stress Network (NCTSN)

Development & Background

4 of 16

The National Child Traumatic Stress Network

www.nctsn.org

Mission: To raise the standard of care and increase access to services for traumatized children and their families across the U.S.
Collaboration of academic and community-based service centers
Serves as a national resource for disseminating evidence-based interventions, trauma-informed services and education for public and professional audiences

Development & Background

5 of 16

Learning Areas

Arrow indicates which learning area is covered in this presentation.

1. Introducing and explaining the CANS to families
2. Engaging the family using the CANS
3. Collaborating with providers using the CANS
4. Using the CANS in a Child and Family Team Meeting
5. CANS Consultation, Coaching and Supervision

6 of 16

David’s mother worked nights and left him and his sister home without supervision. This came to the attention of the child welfare system when David’s younger sister told her teacher that David touched her private parts. ��Both children were removed from their home and placed in separate foster homes. David was subsequently moved to a residential placement because of long term disruptive behavior in the foster home. ��This film series shows how David’s caseworker used the CANS in her work with David and his family.

Setting the Stage: David’s Story

7 of 16

Linda Barry

Placement Caseworker

Monique Jones

David’s Birth Mother

Nicole Jenkins�Residential Therapist

Ms. Rodriguez�Specialized Foster Parent

The Characters

David Jones

Youth in Care

8 of 16

Clips 5 and 6 show how youth and caregivers can be engaged in the CANS scoring process. In these clips, you will see the caseworker talking with the biological mother about her areas of needs on the CANS, things that will be reflected in her service plan. You will also see the caseworker preparing David to talk about his areas of needs on the CANS.

Learning Area 2:

Engaging the Family Using the CANS

9 of 16

Clip 1: Reviewing CANS Scores (3:28)

Things to Notice:

The flow of conversation
How much information the caseworker shares with biological mother and how she shares it.
Biological mother’s desire to know more about her case

10 of 16

Clip #1: Reviewing CANS Scores

Learning Area 2: Engaging the Family Using the CANS

11 of 16

Clip 1: Discussion Questions

How did the review of the CANS enhance or inhibit the flow of the conversation?

In your opinion, what was the benefit of this caseworker reviewing the CANS scores with the biological mother in this way?

How does this conversation impact the transparency or the trust between the biological mother and caseworker’s intention?

How did the caseworker talk to the biological mother about improving her CANS scores over time (e.g. moving from a 2 to a 1)?

12 of 16

Clip 2: Preparing a Youth to Discuss CANS Needs (1:00)

Things to Notice:

The key messages the caseworker gives to the youth
How the biological mother supports the conversation
How the youth responds

13 of 16

Clip #2: Preparing a Youth to Discuss Needs

Learning Area 2: Engaging the Family Using the CANS

14 of 16

Why might it be difficult or uncomfortable to include youth in conversations about his or her CANS scores?
What are the benefits of including youth in the conversation?
Often difficult conversations are avoided by systems for fear of negatively impacting a youth. How can caseworkers make these conversations with youth more comfortable?
Describe how you could address or overcome such challenges with these conversations.
Did the caseworker establish a safe space for David to discuss CANS scores? If so, how?

Clip 2: Discussion Questions

15 of 16

It may take practice to effectively engage a family in the case process using the CANS. What works for one family may not work for another. Giving the family an opportunity to have a voice in the decision-making process may be a good place to start.
Engagement with the CANS requires that youth and parents are encouraged to ask questions, weigh in, agree/disagree with CANS ratings.
Reviewing the CANS scores with the caregiver(s) and youth allows them to ask questions and contribute their ideas; it builds a mutual understanding about the next steps needed to get the child to return home.

Key Messages Learning Area 2:

Engaging the Family Using the CANS

16 of 16

Thank you!

Please complete your written evaluations.

Questions or Comments? Please contact us at cctasi.northwestern@gmail.com