Output #4: Research instruments English translation of the Romanian version Contents General Framework ................................................................................................... 3 IntDir. Interview with DGASPC Director ............................................................................ 6 IntCJ. Interview with CJ President or Secretary ................................................................ 26 Intprimari. Phone Interview with Mayoralties with Land/Buildings .......................................... 29 MC List. List of Case Managers (MCs) Appointed for Children at County Level ............................. 35 IntMC. Interview Guide for Case Managers Appointed for Children at County Level ....................... 37 SAltern Lists. List of County-Level Alternative Services and Sampling and Case Study Selection Methodology .......................................................................................................... 48 AMP List. List of Professional Foster Carers (AMP) in the County, as of February 2018 ................ 50 PFam List. List of Family Placements (PFam) in the County, as of February 2018 ...................... 52 CTF List. List of Group Homes (CTF) in the County, as of February 2018 ................................ 55 AP List. List of Apartments and Dwellings for Children and Youth, as of February 2018 ............... 57 ServSoc List. List of Other Social Services Provided by the DGASPC and OPA, Relevant to Child Deinstitutionalization, as of February 2018 ................................................................... 59 QQ SAltern. 5 Desk Review Questionnaires for Selected Alternative Services .............................. 61 QSEF AMP. AMP-Related Practices at County Level .......................................................... 61 QQ AMP. AMP Desk Review Questionnaire ..................................................................... 67 QSEF PFam. County-Level PFam Practices .................................................................... 73 QQ PFam. PFam Desk Review Questionnaire ................................................................. 78 QQ RezMic. Desk Review Questionnaire for Small-Sized Residential Child Care Services (CTF and AP) ...................................................................................................................... 86 SC SAltern. 3 Case Studies for the Field Evaluation of Selected Alternative Services ..................... 97 SC RezMic. Case Study for the Field Evaluation of Small-Sized Residential Child Care Services (CTF and AP) .................................................................................................................. 97 SC AMP. AMP Case Study ........................................................................................ 113 SC PFam. Family Placement (PFam) Case Study ............................................................ 143 CSursa. Study in the Source Communities ....................................................................... 171 Theme 4. Source Community Selection and Organization ................................................. 172 KSCS List. List of Children in the Special Protection System (All Services) from the Selected Source Community, as of February 2018 .............................................................................. 175 CSDgaspc. DGASPC Evaluation of Existing Services and New Social Services Needed in the Selected Source Community, as of February 2018 ..................................................................... 177 CSloco. Support Services and Family Separation Prevention Services in the Selected Source Community and Neighboring Communes, as of February 2018 .......................................................... 186 2 General Framework Fieldwork period: February-March 2018 Coverage: In the best case scenario, we will cover all counties in RO. In the average case scenario, we will only cover the counties with placement centers for children. Team: Sociologists & social workers Each county (DGASPC) will have a research team in place, comprising the following four groups which will work independently (yet in a coordinated manner): Group 1 2 sociologists - IntDir - IntCJ X 3-4 days/county - Intprimari (In some - Draw up all the lists of alternative services and counties/situations, select services for desk review questionnaire Groups 2, 3, 4 will also sample & case studies contribute to list preparation) Group 2 1-2 sociologists/data - Complete the 20x3 + 5x2 questionnaires for the entry desk review of alternative services X 5 days/county This work will be carried out at the DGASPC, together with MCs, social workers or DGASPC (In some representatives in charge of those services. counties/situations, Group 3 will also be involved in this stage) Group 3 1 social worker - Conduct social inquiries for the 2x3 case studies (field visits) X 5 days/county Group 4 (1 sociologist and/or 1 - Complete the study on services available in the social worker) X 5 selected source community and the neighboring days/county communities 3 Steps and Distribution of Responsibilities: Interview with DGASPC THEME 1: Interview THEME 1: Phone interviews Director with CJ President or with the mayors involved in The first step is to meet Secretary negotiations for the fieldwork with the DGASPC needed to close down PCs GROUP 1 Director to: GROUP 1 - introduce the team, - present the work plan THEME 2: CM THEME 2: Interviews with case for that county, officer appointed by managers - plan the fieldwork the DGASPC Director together, and GROUP 1 - conduct the interview. GROUP 1 (and GROUPS 2, 3, 4, if necessary) The interview covers all four themes, except for Theme 1 which is to be THEME 3: Lists of THEME 3: 20x3 + 5x2 service completed only for the alternative services evaluation questionnaires counties with placement completed with the staff & service selection centers for children. appointed by the DGASPC GROUP 1 Director GROUP 1 If necessary, experts GROUP 2 and from GROUPS 2, 3, GROUP 3 for case studies 4 will help draw up GROUPS 2, 3, 4 go to the lists. the management office to announce that they will start fieldwork and to reconfirm the DGASPC staff appointed THEME 3: 2x3 case studies for specific activities. completed based on field visits together with the case manager appointed by the DGASPC Director GROUP 3 THEME 4: List of all THEME 4: Fieldwork in the children into care source community, possibly (regardless of the planned with the person(s) service) from the appointed by the DGASPC selected source Director community GROUP 4 GROUP 1 or GROUP 4 4 List of Research Instruments: Group IntDir DGASPC director interview guide 1 IntCJ CJ president or secretary interview guide Intprimari Guide to interviewing mayoralties with land/buildings MC List List of county-level case managers IntMC Case manager interview guide SAltern Lists List of county-level alternative services + service selection methodology for 20x3 + 5x2 desk review questionnaires and 2x3 case studies: - AMP List - PFam List - CTF List - AP List - ServSoc List Group QQ SAltern 5 desk review questionnaires for selected alternative services - 20x3 + 5x2: 2 - QSef AMP (for the AMP service) and QQ AMP (AMP sample) - QSef PFam (for the PFam service) and QQ PFam (PFam sample) - QQ RezMIC (for CTF and AP sample) Group SC SAltern 3 case studies for selected alternative services - 2x3: 3 - SC AMP - SC PRude - SC CTF Group CSursa Study in the source communities: 4 - Theme 4. Source community selection and organization - KSCS List - CSDgaspc - CSloco comprising interviews with the mayoralty, SPAS, coordinating school principal, family physician, SCC, and forms for the social services identified on the ground. 5 IntDir. Interview with DGASPC Director THEME 1: Prospects of Placement Center Closure in Romania Goal: Understand the current intention of closing down placement centers, the closure process status, main closure-related issues facing DGASPCs – in particular as regards land and efforts to identify it – and the support DGASPCs need throughout this entire process, regardless of their current stage. Coverage: All counties with placement centers for children Interviewee: DGASPC Director (or Deputy Director if the Director decides so) Support materials: In preparation for the discussion, information will be retrieved from Tables 1 and 2 from existing databases. Reminder: The discussion will result in a list of mayoralties that have been contacted in order to get the number of land plots/buildings needed for closing down the center, and a list of identified land plots. This list will be used for IntCJ and Intprimari. Contact details of mayoralties will also be collected. 6 Table 1: Support Materials for IntDir1 (A) CodCPG Cou Locality CP ROP/EU funding Ext. DGAS Team External Rscor88 Childre nty evalu PC prioritiz evaluators n’s ator priori ation ’ opinion score tizati for on themes 1-8 2901 PH Baicoi "Raza de Soare" YES - ROP, ended Geo 2 THE CHILDREN WHO ARE THE 138 9.89 [Sunshine] in 2015; the 5- BENEFICIARIES OF THIS CENTER ARE Community year clause – PROVIDED A SECURE ENVIRONMENT Service maintain the FOR THEIR DEVELOPMENT, SIMILAR Complex? Baicoi scope of activity TO A FAMILY; LIVING CONDITIONS -Placement and the number ARE VERY GOOD; THEY GET Center of beneficiaries EVERYTHING THEY NEED; THEY BENEFIT FROM ALL THE SERVICES NEEDED FOR A GOOD AND NORMAL LIFE 2902 PH Campina "Sf. Filofteia" NO Geo 5 1 2 IDENTIFIED PROBLEMS CAN BE 80 . Community SOLVED THROUGH RE- Service COMPARTMENTATION, LIVING AREA Complex? AND KITCHEN REORGANIZATION. NO Campina, CASES OF ABUSE WERE IDENTIFIED Placement AND CHILDREN BENEFIT FROM GOOD- Center QUALITY SERVICES AND A SECURE ENVIRONMENT FOR THEIR DEVELOPMENT 2903 PH Campina Campina NO - SERA and CJ, Geo 6 2 CHILDREN BENEFIT FROM GOOD- 98 9.94 Placement ended in 2012; QUALITY SERVICES AT THE CENTER; Center - Norway Grants for THE LIVING AND HOUSING Placement activities (and CONDITIONS ARE APPROPRIATE FOR Center NOT for A CHILD’S BALANCED DEVELOPMENT. infrastructure) RELATIONSHIP WITH CENTER EMPLOYEES COULD BE BETTER CodCPG Cou Locality CP ROP/EU funding Ext. DGAS Team External Rscor88 Childre nty evalu PC prioritiz evaluators n’s ator priori ation ’ opinion score tizati for on themes 1-8 2904 PH Filipestii Filipestii de Targ YES - ROP, ended Bog 2 A SOCIAL UNIT WHICH CAN BE 76 8.3 de Targ Placement in 2015; the 5- PROMOTED AS A GOOD PRACTICE Center - year clause – MODEL FOR THIS CATEGORY Placement maintain the Center scope of activity and 50 beneficiaries 2905 PH Ploiesti "Sf. Andrei" NO – CJ-funded And & 4 3 1 ALTHOUGH CHILDREN BENEFIT FROM 20 . Community investments Cata APPROPRIATE CONDITIONS AT THE Service Complex CENTER, ALTERNATIVES TO Ploiesti, INSTITUTIONALIZATION (AMP, FAMILY Placement PLACEMENT, ADOPTION, GROUP Center HOMES, APARTMENTS) ARE MUCH MORE BENEFICIAL TO CHILDREN 2906 PH Plopeni Plopeni NO And & 1 1 1 NO MATTER HOW GOOD CONDITIONS 19 8.65 Placement Cata ARE AT A PLACEMENT CENTER, Center - ALTERNATIVES TO Placement INSTITUTIONALIZATION (AMP, FAMILY Center PLACEMENT, ADOPTION, GROUP HOMES, APARTMENTS) ARE MUCH MORE BENEFICIAL TO CHILDREN. 2907 PH Sinaia Sinaia Placement NO Bog 2 1 1 A LARGE NUMBER OF BENEFICIARY 37 9.4 Center - CHILDREN LIVING IN THAT SPACE. Placement BUILDING ENTIRELY NON-COMPLIANT Center WITH ORDER NO.21/2004 (THE BUILDING IS TOTALLY INAPPROPRIATE FOR CHILD-REARING AND CHILD CARE) 8 CodCPG Cou Locality CP ROP/EU funding Ext. DGAS Team External Rscor88 Childre nty evalu PC prioritiz evaluators n’s ator priori ation ’ opinion score tizati for on themes 1-8 2908 PH Valenii de "Sf. Maria" NO And & 3 2 1 NO MATTER HOW GOOD CONDITIONS 26 10 Munte Community Cata ARE AT A PLACEMENT CENTER, Service Complex ALTERNATIVES TO Valenii de INSTITUTIONALIZATION (AMP, FAMILY Munte, PLACEMENT, ADOPTION, GROUP Placement HOMES, APARTMENTS) ARE MUCH Center MORE BENEFICIAL TO CHILDREN. Table 2: Support Materials for IntDir1 (B) CodCP Cou Locality TIPCP_WB Report RaportGEN RaportAGE2 Raport RaportDIS RaportCES RaportRI CuibTIP RMB1 k_PREZ G nty AGE18 SC _capa c 2901 PH Baicoi Module-based Modular BUT Mixed No children 1-24% CP children No funct. rel. At risk Individual 28 25 floor design with no under 3 without and SEN <24% of activity/play disabilities children <50% all rooms of total children 2902 PH Campina Traditional Traditional Mixed No children 25- CP children No funct. rel. At risk Community 22 21 with a capacity under 3 32% without and SEN 25-49% with of >16 disabilities children <50% of all beneficiarie of total children s of various social services 9 CodCP Cou Locality TIPCP_WB Report RaportGEN RaportAGE2 Raport RaportDIS RaportCES RaportRI CuibTIP RMB1 k_PREZ G nty AGE18 SC _capa c 2903 PH Campina Modular – with Modular as Mixed No children 1-24% CP children No funct. rel. At risk Individual 48 47 clearly distinct per under 3 without and SEN 25-49% units definition disabilities children <50% of all of total children 2904 Filipestii Mixed - partly Traditional, 100% boys No children 0 CP children Functional At risk CP with a 50 47 PH de Targ traditional, with under 3 with rel. 50%+ of special partly modular improvemen disabilities all school CP – Spec. ts (50%+ of children School total) 2905 PH Ploiesti Modular – with Traditional, Mixed Children 1-24% CP children No funct. rel. At risk Community 75 69 clearly distinct with under 3 = with and SEN <24% of with units improvemen 1-32% profound children <50% all beneficiarie ts disabilities of total children s of various (50%+ of social disabilities) services 2906 PH Plopeni Traditional Traditional Mixed No children 33- CP children Functional At risk CP with a DNK, 52 with a capacity under 3 49% with rel. 25-49% special but >1 of >16 disabilities CP – Spec. of all school 6 (50%+ of School children total) 2907 PH Sinaia Traditional Traditional Mixed No children 1-24% CP children No funct. rel. At risk Individual 58 55 with a capacity under 3 without and SEN 25-49% of >16 disabilities children <50% of all of total children 2908 PH Valenii de Traditional Traditional Mixed No children 1-24% CP children No funct. rel. At risk Community 90 96 Munte with a capacity under 3 without and SEN <24% of with of >16 disabilities children <50% all beneficiarie of total children s of various social services 10 Instrument for Evaluating Placement Center Closure Prospects in Romania The World Bank supports DGASPCs nationwide in the child deinstitutionalization process, providing technical assistance under the SIPOCA 2 project, implemented by the ANPDCA. This instrument aims to identify the status of the placement center closure process, to understand difficulties facing DGASPC teams in the closure process, and the means to develop alternative services, case management and community services to make the deinstitutionalization process more effective in meeting the best interests of the child. A. IDENTIFICATION DETAILS A1. Person completing the questionnaire: Full name Position a. Director-General b. Deputy Director A2. World Bank representative(s) participating in the interview : 1. 3. 2. 4. B. CLOSURE PROCESS STATUS B1. At present (February 2018), what is the closure process status for each center ? CodCPG Locality 1. CP in the 2. CP with some 3. CP whose 4. No intention of KCP. process of closure actions, closure is closing down now No. of being closed talks, envisaged in the or in the future, children down negotiations future but regardless of the at the (irrespective underway nothing has been reasons * CP at of funding done yet present source) (Feb 2018) 2901 Baicoi 2902 Campina - Sf. Filofteia 2903 Campina 2904 Filipestii de Targ 2905 Ploiesti 2906 Plopeni 2907 Sinaia 2908 Valenii de Munte * NOTE! Please also include here centers that have already been closed down or dissolved . If B1=1 or 2: FOR ALL CPs CURRENTLY IN THE PROCESS OF BEING CLOSED DOWN & FOR ALL CPs WHICH ARE NOT CURRENTLY IN THE PROCESS OF BEING CLOSED DOWN BUT CLOSURE TALKS, NEGOTIATIONS, ACTIONS ARE UNDERWAY CodCPG Locality B2 B3 B4 B4a. If B4=3 2901 Baicoi 2902 Campina - Sf. Filofteia 2903 Campina 2904 Filipestii de Targ 2905 Ploiesti 2906 Plopeni 2907 Sinaia 2908 Valenii de Munte B2. Have you conducted the multidisciplinary 0. No, and it will not be conducted in e-cuib (even evaluation of all CP children in e-cuib? if e-cuib already contains a few cases, for example the ten cases from the Dec 2017 sample) (Please explain what e-cuib is.) 1. No, but we intend to do it (when CP closure starts) 2. Yes, underway (e.g. ten cases prepared for the sample and the process continues, yet more slowly) 3. Yes, all done (data is available in e-cuib for all children) B3. Have you prepared the individual closure 0. No, and it will not be prepared in e-cuib plan in e-cuib? 1. No, but we intend to do it 2. Yes, underway 3. Yes, all done B4. Funding source planned to be used for the 0. Do not know yet closure process 1. Current call under ROP ( GO TO C4 number of land plots needed for CTF construction with a view to closing down the center? If C1=1 a. Total number of land plots needed, of C2. Land plots for CTF construction which ... (Simplistically, the computation should consider the fact that, for closure, they need CTFs of maximum b. Number of land plots currently 16 children, with max 2 CTFs on the same land. owned/managed by the DGASPC Thus, if we divide the number of estimated CP beneficiaries by 32, we get the total number of land plots needed per CP.) C3. So, how many land plots are still needed? Number of land plots still needed (C2 = C2a - C2b) (Since they have mentioned land as a problem, it would be strange if C3=0) C4. Have you taken any steps to obtain one or 1. Yes several land plots for CTF construction with a view to 0. No --> GO TO C4b closing down the centers? (Even unsuccessful steps) If C4=1 Number of land plots for which actual steps have been taken C4a. For how many plots of land have you taken any steps? 16 C4b. If you haven’t taken any actual steps, why do you think land is a problem/obstacle for closing down the center(s)? --> GO TO SECTION D GLOBALLY, FOR ALL LAND PLOTS UNDER DISCUSSION If C4a>0 0. No one in particular 1. No because the Director takes care of that C5. Have you appointed/designated a person/team at the DGASPC to obtain the required land? 2. Yes, we have appointed someone from the service/department or having the position... 3. Yes, we have appointed a team If C5=2 C5a. From the European Projects Service The person/team working to obtain land is C5b. From another service/department ............................................. If C5>1 0. Points us to the person/team in charge C6. With regard to the steps taken to obtain land, do you want us to continue talking to you or should we 1. Wants to continue the discussion talk with the person/team in charge of that? FROM THIS POINT FORWARD, THE DISCUSSION SHIFTS TO THE ACTUAL STEPS TAKEN FOR EACH LAND PLOT (from C4a) AND EACH CP FOR WHICH THE PROBLEM OF LAND HAS BEEN MENTIONED NOTE! CodTeren is assigned from 1 to C4a to each CP. CodCPG CodTeren Marker C7a. Town/Commune C7b. Village C7c. SIRINF Only if there are several land plots in that Please write down a marker for that land to continue UAT the discussion during IntCJ and Intprimari Land marker C7. Locality where the land is found a. Town/commune ... b. Village ... c. SIRSUP (to be filled out at the office) 17 CodCPG CodT C8 C8a. If C8=5 C9 C10a C10b eren 1 2 3 4 5 ... 1 2 3 4 5 ... 1 2 3 4 5 ... 1 2 3 4 5 ... 1 2 3 4 5 ... 1 2 3 4 5 ... C8. Type of the institution which 1. CJ owns/owned the land (with which you 2. APL (mayoralty) negotiated/talked) 2. NGO 4. Religious organization 5. Other, namely ... C9. What are the actual steps that have been 1. Officially contacted the institution (an official taken to get the land? letter was sent) 2. Contacted the institution through the CJ/Prefect’s MULTIPLE ANSWER Office 3. Contact during field visits 4. Contact through acquaintances/social media 5. Other, namely ... C10. When was initial contact made about the land? C10a. Month ... C10b. Year ... CodCPG CodT C11 C11a C11b C11c. If C11b<2 (if negotiations failed) eren C11. Are negotiations/talks about the land 0. No, still running --> GO TO C12 currently over? 1. Yes, they are over If C11=1 C11a. In total, how long were Number of months negotiations/talks before the administrative takeover/transfer process could start? 0. With the refusal (unwillingness) of the institution If C11=1 (mayoralty, NGO, religious organization) or C11b. How did they end? 1. The DGASPC gave up on that land 18 2. An agreement was concluded --> GO TO C12 If C11b<2 1. The land was far away from the educational, medical, social and transport services needed C11c. What was the main reason why 2. The land requires massive investment before negotiations/talks failed? construction can start 3. The mayoralty does not want a CTF in their community 4. Other reasons, namely ... CodCPG CodT eren C12 C13 C14a C14b C15 C16 C16a. If C16=2 If C11=0 or C11b=2 0. It hasn’t started yet 1. Underway, awaiting the relevant Local Council C12. How far along is the transfer of land Decision (HCL) management rights? 2. A HCL has been adopted, but land documents are not done yet (awaiting subdivision or registration, etc.) 3. All done (the land is under DGASPC management and steps can be taken to obtain the building permit, feasibility study (FS), technical design (TD), etc.) If C12<3 If the (negotiation or administrative) process is still underway C13. On a scale of 1 to 10 (like in school), ... how do you rate the chances of this land being granted to the DGASPC for CTF construction? C14. When do you think the process will be over (the land will be owned/managed by C14a. Month ... C14b. Year ... the DGASPC)? If C12=3 Number of months C15. In total, how long was the administrative transfer process? FOR ALL 1. Yes, we don’t expect any difficulties in that C16. Do you have all the resources needed department to draw up the documents required for the actual CTF construction (FS, TD, etc.) in 2. No, some resources are insufficient or missing the shortest possible time (after obtaining the land)? 19 C16a. What resources are insufficient or ... missing? D. CENTERS ATTACHED TO SPECIAL SCHOOLS FOR ALL THE CENTERS IN A FUNCTIONAL RELATIONSHIP WITH A SPECIAL SCHOOL NOTE! Please give a short explanation, with examples from other counties CodCPG Locality D1 D2 D3a D3b D4 D5 D6a D6b D1. Have you started any talks with the ISJ and the CJ 1. Yes 0. No about taking over and turning the Center into a school residence in order to drop the protection measure for all children in public care and ensure them access to education? If D1=0 0. No 1. Yes, but we don’t know when D2. But do you plan on doing so? 2. Yes, we already have a plan for this If D1=1 D3a. Month ... D3b. Year ... D3. When did you start those talks? D4. Did you get an answer? 0. No answer yet 1. Yes, a negative answer 2. Yes, a positive answer D5. On a scale of 1 to 10 (like in school), how do you rate the chances of this process being successful (the CP turns ... into a school residence and all the children who are not separated from their families have their protection measure dropped and continue to stay at the school residence)? D6. When do you think this process will be over? D6a. Month ... D6b. Year ... END OF THEME Information about research and the following steps: - CJ visit and discussion. Please ask the Director if they want to join you and ask them to help you plan the meeting with the CJ President or Secretary (how and whom they think is better suited for this). 20 - Phone interviews with the mayoralties which have land plots still under discussion or have refused to cooperate in the deinstitutionalization process. Please ask if they have the contact details of those mayoralties and, perhaps, if they see any problems or if we need to be careful ... about these calls. Maybe they want to help out with an introductory call? 21 THEME 2: Case Management We start from the following premise: Child deinstitutionalization cannot be effective without a well- developed case management approach that is applied in a uniform and systematic manner. Q1. Total number of case managers at county level (for all children with a protection measure, regardless of the service where they are placed) Q1b. Number of vacant case manager positions in the county Q1c. Share of children with a special protection measure who have a % designated case manager Q1d. Share of children with PIPs out of all the children for whom the % Child Protection Commission has established a special protection measure Q2. How is case management organized at the DGASPC? Description: a. Are there any case managers who also represent the service provider? (CP manager or CP social worker for the children at the CP, representative of an authorized private organization (OPA) for the children cared for in that OPA) b. Are MCs organized into micro-zones? c. Is the MC organized per child (irrespective of the service where s/he is placed) or per service (if s/he moves from AMP to a CP, does the MC change)? d. Do sibling groups have the same MC regardless of the services where they are placed? Q3. In our understanding, the MCs are “quality watchdogs� in the child care system, meaning that they need to make sure that the services delivered to children meet their protection needs, are of good quality, and are provided in a timely manner. On a scale of 1 to 10 (like in school), what is the average score you would give to your institution’s case management in terms of effectiveness? Q3a. Is there a MC-provided service improvement procedure in place at 1. Yes 0. No the DGASPC? Q4. What are the main case management problems at present, in your county? a. b. c. 22 d. e. f. Q5. What are your main case management plans until 2020? a. b. c. d. e. f. Information about research and request for approval and support: - to complete the MC List The person designated by the DGASPC Director is Name ... Position ... - to interview all MCs appointed for children THEME 3: Alternative Services at DGASPC Level Information about research and request for approval and support related to the following: Person designated by the Director Position - AMP List - CTF List - AP List - PRude List - PAlte persoane List - ServSoc List (no accommodation) 23 Please explain that, after lists are all drawn up, we will use a statistical step to select 20 AMPs, 20 CTFs, 20 PRude, 5 APs and 5 PAlte persoane to be evaluated based on a form (which should be presented) and you need a DGASPC professional to complete the forms with us. Person designated by the Director Position - Forms 20 AMPs - Forms 20 CTFs - Forms 5 AP - Forms 20 PRude - Forms 5 PAlte persoane At the same time, we will select 2 AMPs, 2 CTFs and 2 PRude for an in-depth evaluation (with field visits) conducted with a social worker from our team. Ideally, our social worker will go there together with a DGASPC representative. Person designated by the Director Position - Inquiry 2 AMPs - Inquiry 2 CTFs - Inquiry 2 PRude THEME 4: Services in Source Communities Cinesc1. Who completed Theme 4 of IntDir? 1. GROUP 1, as part of county kickoff: 2. GROUP 4, namely: Community selection: The DGASPC Director is to be informed about the source communities we have identified in the county (Table 3), based on the data available in the case files of children from all the placement centers in the country. Support materials: For the discussion, you have to prepare Table 3 with information from the List of Source Communities Excel file, as shown below. Table 3: Support Materials for IntDir (Theme 4) Count Locality Number of Commune with Total Population in Population y (name_superior) mothers with at least one population marginalized in children in marginalized at the 2011 communities marginalized centers community Census communities (*) (Number) (%) PH VALEA CALUGAREASCA 7 0 10,657 0 0 PH BARCANESTI 6 0 9,384 0 0 (*) According to Teșliuc et al (2015) The Atlas of Rural Marginalized Areas, World Bank. 24 By definition,1 “source communities� (be they rural or urban) are sub-locality areas where a considerably larger number of children end up in public care. Sub-locality areas may refer to a neighborhood, a street, a group of houses, and/or apartment buildings in urban areas and to a whole village, a hamlet, or only a group of houses in rural areas. Our research limitations come from the fact that we had data about children and youth only from placement centers, not from all the protective services. Therefore, we see the identified communities as “potential source communities� and we ask the DGASPC Director to choose from the identified rural communities, based on the following: (1) communities where relatively more children enter public care (into any protective service) than in other rural communities from the county and (2) where the DGASPC plans to intervene or considers that there is a more urgent need to develop separation prevention and support services in the community. JUDcs. County (acronyms): CSurs. Selected commune: MCsurs. Reasons for selection: (MULTIPLE ANSWER) 0. N/A, only one potential source community has been identified (*) 1. Relatively more children come from this community 2. The DGASPC plans to intervene in this community 3. There is an urgent need to develop preventive services in the community 4. Other reason, namely: (*) In some counties, only one potential source community has been identified. In that case, you only have to inform the DGASPC Director about it and then move on to the next steps. Organization: Ask about the person with whom our team should talk regarding the following: Person designated by the Position Director - DGASPC evaluation of services available in that community - The new services that should be developed in that community, in the opinion of the DGASPC - List of children from that community placed in the special protection system (regardless of services) - Case study fieldwork with the team if the Director finds it useful/necessary CINEDIR. Who conducted the interview with the DGASPC Director? DATDIR. Date: |___|___|: |___|___|: |___|___|___|___| from: |___|___|hrs |___|___| to: |___|___|hrs |___|___| 1 Stănculescu et al (2016) Children in Public Care 2014, World Bank, UNICEF and ANPDCA. 25 IntCJ. Interview with CJ President or Secretary Goal: Understand the current intention of closing down placement centers, the closure process status, main closure-related issues facing DGASPCs – in particular as regards land and efforts to identify it – and the support DGASPCs need throughout this entire process, regardless of their current stage. For CJ, focus is placed on: A. Attitude towards child deinstitutionalization, meaning: (1) closure of placement centers; (2) a possible budget increase for new services (CTFs and day care centers); (3) the need to transfer children in the community, which sparks the need to change the mentality of those mayors who refuse to accept protection services in their communities; (4) the need to develop services that offer support to families and prevent child separation from family at community level. B. Opportunities for the DGASPC to apply for European funding (non-competitive funds); the land issue (plus all the documentation required for ROP, like FS, TD, etc.); and provision of relevant support to the DGASPC (to be able to apply for ROP funding). Coverage: All counties with placement centers for children Interviewee: CJ President or CJ Secretary (discussion also with the DGASPC Director) Support materials: For the CJ discussion, tables B1 and C7 from IntDir will be used. CJ Interview Guide CJ0. Interviewee: a. Surname, First name b. Position In the context of placement center closure, we have talked to the DGASPC in order to understand how far along it is in this process and the help it might need. This is how the overall picture looks like: B1. At present (February 2018), what is the closure process status for each center ? CodCPG Locality 1. CP in the 2. CP with some 3. CP whose 4. No intention of process of being closure actions, closure is closing down now closed down talks, negotiations envisaged in the or in the future, (irrespective of underway future but nothing regardless of the funding source) has been done yet reasons 2901 Baicoi 2902 Campina - Sf. Filofteia 2903 Campina 2904 Filipestii de Targ 2905 Ploiesti 26 2906 Plopeni 2907 Sinaia 2908 Valenii de Munte CJ1. What do you think? Does the County Council support the 1. Yes, totally closure of centers? Of all centers or is there any difference 2. Yes, but there is a difference of of opinion on certain centers? opinion on certain centers 3. No If CJ1=2 Clearly write down the difference of opinion: If CJ1=3 What are the reasons why you do not support child deinstitutionalization? CJ2. Moving children from institutional care to family-type services (like CTFs or AMPs) may involve a short-/medium-term increase in the budget that the CJ should allocate for their operation. Is the CJ willing to make this budgetary effort? 1. Yes 2. No 3. Do not know, we haven’t looked into that yet CJ2a. Do you have an impact analysis that substantiates this decision? 1. Yes 2. No CJ2b. Does the impact analysis also look at benefits for the child’s well -being? 1. Yes 2. No CJ3. How developed do you think social services are in your county, especially those that offer support to families and prevent child separation from family at community level? 27 CJ4. What is your strategy for the coming years (until 2020) in this department? Do you envisage any measures or specific actions regarding this? CJ5. As you already know, there is currently the opportunity for the DGASPC to apply for European funding (under a non-competitive axis) to close down the centers. As we know, you have sent to the ANPDCA a letter of agreement and support in this process. What have you actually done to support the DGASPC? a. Identification of CJ-owned land/buildings 1. Yes 2. No b. Mediation for identifying land/buildings owned by APLs or private 1. Yes 2. No partners c. Financial resources for project preparation (e.g. feasibility studies) 1. Yes 2. No d. Financial resources for new service development (e.g. budget 1. Yes 2. No allocations for CTF construction; new AMP positions) e. Specific expertise (e.g. legal advice, ROP expertise) 1. Yes 2. No f. Other, namely ... 1. Yes 2. No CJ6. Let’s go back to the problem of land (still under discussion). In your opinion, on a scale of 1 to 10 (like in school), how do you rate the chances of this land being granted to the DGASPC for the development of new services (CTFs) for children? CodCPG CodTeren Marker Town/commune Village CJ6 CJ will be asked to facilitate contact with the mayoralties and inform them that they will be contacted by phone. Contact details will be collected for the mayoralties mentioned by the CJ which have not already been mentioned by the DGASPC. 28 CJ7. If land poses such a serious problem, do you think it would be 1. Yes 2. No possible/helpful to use some of the existing buildings (perhaps after proper rehabilitation, modernization, extension, equipment) to turn them into CTFs or apartments for children and for the youth leaving child care? CJ8. Do you think that the CJ could support the DGASPC with such buildings 1. Yes 2. No and the funding needed to transform them? (ROP does not allocate funds for this) Please write down any problems/obstacles the CJ mentions regarding this: If there are CPs in a functional relationship with a special school CJ9. Regarding the centers attached to special schools (name those CPs), would it be possible to do as other counties (like Iași or Buzău) did, namely ... the ISJ takes over the center and turns it into a school residence while all the children that are currently at the center stay there to be provided access to education and their protection measures are cancelled. Thus, the number of children in public care will drop and will mostly be limited to children separated from their families. What do you think about this strategy? Do you think that, in your county, you could facilitate cooperation between the DGASPC and the ISJ so that such an approach is adopted? (Of course, for this to happen, the DGASPC will have to give up some positions, such as educators, and the MEN must approve new pedagogue positions for the ISJ). Thank you! CINECJ. Who conducted the interview? DATCJ. Date: |___|___|: |___|___|: |___|___|___|___|from: |___|___|hrs |___|___| to: |___|___|hrs |___|___| Intprimari. Phone Interview with Mayoralties with Land/Buildings 29 Goal: Understand the closure process status and the main closure-related issues facing DGASPCs in their relations with local public authorities, in particular the provision of land/buildings as required. For mayoralties, focus is placed on: A. Attitude towards child deinstitutionalization, meaning: (3) the need to transfer children in the community and (4) the need to develop services that offer support to families and prevent child separation from family at community level. B. Any support the mayoralty lends to the DGASPC, especially the provision of land/buildings for the development of new services (CTFs). Coverage: Mayoralties from table C7 of IntDir, perhaps completed with the land/mayoralties mentioned by the CJ. Select ONLY the mayoralties with land plots for which talks/negotiations have failed OR have started and are still in progress OR are undergoing administrative transfer arrangements. Interviewee: mayor, deputy mayor, or mayoralty secretary Support materials: Table C7 of IntDir, perhaps completed with the land/mayoralties mentioned by the CJ. Mayoralties will be contacted by phone after having been announced by the DGASPC/CJ. Mayoralty Phone Interview Guide Romania must close down its placement centers by 2020. The World Bank provides technical assistance to DGASPCs in this process. Your mayoralty has been selected from a list of mayoralties contacted by the DGASPC to identify new land or buildings. These are crucial for closing down current placement centers and for developing new services where children will be moved. We would like to find out your opinion about this process of interinstitutional cooperation with the DGASPC, to understand what went well and if there have been any difficulties. APL0. Mayoralty a. Town/Commune b. SIRSUP (to be filled out at the office) APL1. Interviewee: a. Full name b. Position APL2. Did you get an introductory call? 1. Yes, from DGASPC 2. Yes, from CJ 3. No APL3. Does your locality have a local social service development strategy? 1. Yes 2. No -1. DNK If APL3=1 1. Yes 2. No -1. DNK APL4. Is this strategy aligned with county and national strategies? If APL4=1 APL5. Could you please tell us to which (county or national) strategies you are referring? a. 30 b. c. APL6. Does your mayoralty allocate local budget funds to the development 1. Yes 2. No -1. DNK of social services and/or social care for vulnerable groups in the community? If APL6=1 APL7. More precisely, to what services do you allocate funds? a. b. c. APL8. Are you, by any chance, implementing or have you applied for 1. Yes 2. No -1. DNK European funds (including under PNDR) for community development projects which also target the development or improvement of social services and/or social care provided to vulnerable groups in the community? If APL8=1 APL9. More precisely, what services are targeted by the EU-funded projects? a. b. c. APL10. Do you think that the strategic objective of child deinstitutionalization is realistic in terms of responsibilities set for local public authorities? Please explain here that child deinstitutionalization involves closing down institutions and transferring children in the community (1) to a family-like environment, (2) with the development of services that offer family support and prevent child separation from family. You can also give examples . 31 APL11. Let’s talk now about the land/buildings the DGASPC needs in order to close down the centers and build CTFs for children. From the DGASPC and CJ interviews, we understand that the following land/buildings belong to your mayoralty... Read out from table C7 that you have filled in at the CJ and where you have previously completed the Status column based on IntDir and IntCJ Status, according to IntDir and IntCJ: 0. Talks/negotiations failed 1. Talks/negotiations about the land have started and are still in progress 2. Talks/negotiations are over and the process of transferring land management rights to the DGASPC has started – it is in the HCL phase 3. Talks/negotiations are over and the process of transferring land management rights to the DGASPC has started + HCL has been adopted + in the process of getting cadastral documents (subdivision, registration, etc.) If any land plots mentioned by mayoralties have been omitted in the discussions with the DGASPC and CJ, they will be added to the land list and the Status column will be completed with -1. CodCPG CodTeren Marker Village Status, according to APL11 IntDir and IntCJ APL11. Is the information we have correct? Do If yes, copy the code from the Status section you confirm the status? If no, write the code selected by the mayoralty Notes: 32 If APL11=0: IF TALKS/NEGOTIATIONS FAILED CodCPG CodT Marker APL11 APL12 APL13 APL14. If APL13= 3, 4 or 5 eren If APL11=0 0. With the refusal (unwillingness) of the mayoralty or APL12. How did talks/negotiations end? 1. The DGASPC gave up on that land APL13. What was the main reason why 1. The land was far away from the educational, talks/negotiations failed? medical, social and transport services needed 2. The land requires massive investment before construction can start 3. The mayoralty does not want a CTF in the community 4. The conditions set by the mayoralty for that transfer were not met 5. Other reasons, namely ... If APL13=4 or 5 ... APL14. Why? /What conditions? /What other reasons? 33 If APL11>0: IF TALKS/NEGOTIATIONS OR THE ADMINISTRATIVE TRANSFER PROCESS IS/ARE STILL UNDERWAY CodCPG CodT Marker APL11 APL15 APL16a APL16b eren If APL11>0 APL15. On a scale of 1 to 10 (like in school), how do you rate the chances of this process being successful (land being granted to the DGASPC for CTF construction)? APL16. When do you think the transfer process will be over? APL16a. Month ... APL16b. Year ... APL17. Do you expect any problems/difficulties that may 1. Yes, which ones ... slow down or even block the process? 0. No, no problem/difficulty APL18. But if the process is successful and new CTFs/day 1. Yes, which ones ... care centers are built in the community, do you expect any 0. No, no problem/difficulty problems/difficulties in the future? CodCPG CodT APL17 APL18 eren CINEAPL. Who conducted the interview? DATAPL. Date: |___|___|: |___|___|: |___|___|___|___|from: |___|___|hrs |___|___| to: |___|___|hrs |___|___| 34 MC List. List of Case Managers (MCs) Appointed for Children at County Level Complete the MC List in an Excel file with all the other lists of services. DATAMC. Date of MC List completion: |___|___|: |___|___|: |___|___|___|___| OMMC. Person with whom the MC List was completed: 1. Surname: 2. First Name: 3. Position: 4. Telephone (if possible): PozMC. MC’s position on the MC List = No. ... LMC1a. MC’s Surname ... LMC1b. MC’s First Name ... LMC2. MC’s Gender 1. M 2. F LMC3. Date of birth: day/month/year ... LMC4. Higher education 0. No 1. Yes, social work 2. Yes, sociology or psychology 4. Yes, health care 5. Yes, other specialization If LMC4=5 LMC4a. Specialization ... LMC4b. Does s/he have a 1. Yes 0. No postgraduate degree in social work? LMC10. Work experience in child protection years services LMC5. MC is employed ... 1. In the DGASPC’s own structure 2. In a DGASPC service (provider CP, CTF, etc.) 3. In an OPA 4. In a social work private practice/civil-law social work partnership (SCAS) 5. Other, namely ... If LMC5=1 LMC51. Department/office ... If LMC5=2 LMC52. DGASPC service (provider) ... If LMC5=3 LMC53. OPA ... If LMC5=4 LMC54. Private practice/SCAS ... If LMC5=5 LMC55. Other ... 35 LMC6. Position in the institution ... LMC7. Provides case management to children ... 1. from different DGASPC services 2. from the DGASPC-service provider where MULTIPLE ANSWER s/he also works 3. from OPA 4. other, namely: If LMC7=4 LMC74. Other ... LMC8. Total number of currently active cases children (February 2018) Please include only children with a special protection measure TelMC. MC phone number (if possible) ... Thank you! 36 IntMC. Interview Guide for Case Managers Appointed for Children at County Level INTERVIEWS WILL BE CONDUCTED WILL ALL THE MCs WITH AT LEAST ONE CHILD CARED FOR IN SERVICES OTHER THAN THOSE OF THE DGASPC PROVIDER OR OPA WHERE THEY WORK! The World Bank supports DGASPCs nationwide in the child deinstitutionalization process, providing technical assistance under the SIPOCA 2 project, implemented by the ANPDCA. This instrument aims to identify the status of the placement center closure process, to understand difficulties facing DGASPC teams in the closure process, and the means to develop alternative services, case management and community services to make the deinstitutionalization process more effective in meeting the best interests of the child. CINEMC. Who conducted the interview? DATMC. Date: |___|___|: |___|___|: |___|___|___|___|from: |___|___|hrs |___|___| to: |___|___|hrs |___|___| PozMC. Interviewed case manager’s position on the MC List......… OMAID. The second person who participates in the MC interview and provides information about the children: Someone who may be the case handler or not, without necessarily holding MC qualifications, but who works directly with the children. 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): MC0. MC List information has been checked and corrected, if needed. 1. Yes 0. No LMC8. Total number of currently active cases (February 2018), of children which: Please include only children with a special protection measure. Please write zero in the section where they don’t have active cases . LMC81. Residential care (CP, CTF, AP) children LMC82. AMP children LMC83. Family placement (with relatives or other children families/people) SC1. Do you have a list of all the child cases that are currently 1. Yes 0. No active (February 2018)? a. Have you seen the list? 1. Yes 0. No b. In what format is the list of direct beneficiaries (children)? 1. On paper 2. Electronic 37 c. Total number of beneficiaries on the list = LMC8? 1. Yes 0. No d. Comments about the list of children with special protection measures e. What variables are included in the list? Besides active cases of children with special protection measures, do you currently have active cases of: Please write zero in the section where they do not have active cases . LMC84. Adoption children LMC85. Children reintegrated into family children LMC86. Youth leaving child care children LMC87. Other, namely ... children (e.g. Prevention, post-service monitoring, etc.) LMC9. What is the total number of active cases you had to handle in children the past 12 months (including current ones), of which: Please refer only to children with special protection measures (LMC8 for the past 12 months). LMC91. Residential care (CP, CTF, AP) children LMC92. AMP children LMC93. Family placement (with relatives or other children families/people) LMC10. Work experience in child protection services years (Also included in the MC List) LMC11. Case management experience years LMC12. Have you worked for a SPAS/DAS/DAC at local level? 1. Yes 0. No LMC13. Have you worked for a child protection service (DGASPC or 1. Yes, for ... OPA)? 0. No LMC14. What is the share of your currently active child cases % (February 2018) which also have a case handler? LMC15. Are you also the case handler for the currently active child 0. No cases? 1. Yes, for some children 2. Yes, for all children If LMC15=1 LMC151. For how many cases? children LMC17. What is the share of currently active cases which have a PIP? % LMC18. Of all currently active cases (LMC8), how many children are children part of sibling groups (regardless of the services where they are placed and whether the siblings have a different MC)? 38 LMC19. How many are children aged 0-3? children LMC20. And how many are aged 18+? youngsters LMC21. And how many are underage mothers? underage mothers LMC22. What is the number of indirect MC beneficiaries – parents of parents children with special protection measures that are currently active cases? SC18P. Do you have a list of all these parents? 1. Yes 0. No a. Have you seen the list? 1. Yes 0. No b. In what format is the list of parents? 1. On paper 2. Electronic c. Total number of beneficiaries on the list = LMC22? 1. Yes 0. No d. Comments about the list of parents e. What variables are included in the list? LMC23. What is the number of indirect MC beneficiaries – Other relatives grandparents, aunts and other relatives within the fourth degree of consanguinity of children with special protection measures that are currently active cases? SC18R. Do you have a list of all these relatives? 1. Yes 0. No a. Have you seen the list? 1. Yes 0. No b. In what format is the list of relatives? 1. On paper 2. Electronic c. Total number of beneficiaries on the list = LMC23? 1. Yes 0. No d. Comments about the list of relatives e. What variables are included in the list? We start from the following premise: Child deinstitutionalization cannot be effective without a well- developed case management approach that is applied in a uniform and systematic manner. In our understanding, the MCs are “quality watchdogs� in the child care system, meaning that you need to make sure that the services delivered to children meet their protection needs, are of good quality and are provided in a timely manner. MC1. On a scale of 1 to 10 (like in school), what is the average score you would give to your institution’s case management in terms of effectiveness? MC2. How about to your overall performance as a case manager? MC3. In the past 12 months, out of all the child cases, how many ... 39 a. had a PIP drawn up? children b. had a PIP whose objective was family reintegration? children c. ended in the child’s reintegration into family? children Do not include cases of social and professional integration . MC4. Are you familiar with Order No. 288 of 6 July 2006 approving compulsory minimum standards for case management in the field of child rights 1. Yes 0. No protection? Please use the enclosed Order and write down the codes of the mentioned standards MC5. In your opinion, what are the two standards that you fulfill best? MC6. How about the two standards most difficult to fulfill in your everyday work? MC6a. Explain why these two 2 standards are hard to fulfill. MC7. To what extent do you think compulsory minimum standards set out for1. To a very small extent service provision are fulfilled in most of your currently active child cases? 2. To a small extent 3. To a great extent 4. To a very great extent MC8. What are the main case management problems/difficulties in the implementation of PIP, PIS, SP (service provision), at present, in your county? MC9. In the past 12 months, did you ever have to take/accept other 1. Yes 0. No measures/decisions than those that you first identified/planned and that you considered best for the child? If MC9=1 MC91. What was the cause/reason for that? MC11. What do you think you could have done better in your MC work? 40 On the same scale of 1 to 10, please rate how the DGASPC manages to offer in your MC14. county the following resources needed for case management implementation. Score Note: DNK / NR=-1 a. sufficient number of case managers (meeting conditions for appointment)2 for children with special protection measures b. sufficient number of case managers for ethnic communities in the county who know the language and culture of those communities b. means of transport (car or reimbursement of travel expenses) for field visits c. logistics (computer, printer, copy machine, phone, etc.) d. working procedures and methodologies e. network of professionals for the multidisciplinary team f. map of current social services at county/national level g. dedicated areas for the confidential archiving of case files h. decent salaries for case managers MC15. How many hours of training did you benefit from in 2017? hours MC16. What kind of training programs would you need in order to be -1. DNK / NR able to better cover the specific needs of the beneficiaries you 0. No training currently work with? MC17. What were the three main stress factors you had to deal with in -1. DNK / NR the past 12 months as a case manager in your desire to efficiently 0. No stress factor cover the specific needs of the children/youth/families you worked with? 2 Conditions for appointment: social workers, under Law No. 466/2004 on the Professional Status of Social Workers, with at least two years’ experience in child protection services; higher education degree in humanities, social sciences or health care and at least three years’ experience in child protection services; higher education degree in fields other than humanities, social sciences or health care, a postgraduate degree in social work and at least five years’ experience in child protection services. 41 Case Study Note! • For case study selection, please use one of the following prime numbers: 7, 11, 13, 17, 19, 23, 29. Vary the number according to the length of the active case list. • Select only those children who have been in the special protection system for 6+ months. If a selected child has been into care for less than 6 months, please select the next case on the list. We would now like to move on to a case study to illustrate case managers’ work practices at national level. SC2. Let’s select the child with number ... on the list of active cases Number used: of children with special protection measures. a. Child’s full name: b. Gender: 1. M 2. F c. Child’s date of birth: day/month/year d. Disabilities: 1. profound or severe 2. moderate or mild 0. No e. Child’s ethnicity: 1. Romanian 2. Hungarian 3. Roma 4. Other 9. Undeclared/DNK f. Year of entry into care: g. Year of inclusion on your MC list: h. Service where the child is currently placed: k. Child’s route to public 0. No information in the child’s case file care: 1. Maternity ward --> Family with stable housing --> SPS 2. Abandoned at the maternity ward immediately after birth --> SPS 3. Maternity ward --> Family --> Relatives --> SPS 4. Maternity ward --> Family --> Children abandoned by parents at a pediatric ward/other institution --> SPS 5. Maternity ward --> Family --> Non-relatives --> SPS 6. Maternity ward --> Family with unstable housing or homeless family --> SPS 7. Maternity ward --> Family --> Children left home alone --> SPS 8. Maternity ward --> Family --> Children found on the street/public spaces - -> SPS 9. Maternity ward --> Family --> Runaways/street children --> SPS 10. Maternity ward --> Family: Institutionalized single mother (in a health or social facility) --> SPS 11. Other route, namely: l. Through how many stages (measure/service/provider) has the child been since s/he entered public care? m. How many MCs has the child had since s/he entered public care? Current MC included. If MC number >1 n. Did they contact the previous MC when they took over the case? 1. Yes 0. No 42 p. When you took over the case, did you crosscheck (with parents, extended family, public care professionals, teaching staff, etc.) the 1. Yes 0. No information included in the child’s assessments? SC3. Child’s story, in brief: SC4. Do they know key information about the child, his/her history and progress? Do they answer promptly to questions or do they need time/to consult documents? SC5. At present, does the child have a PIP? 1. Yes 0. No SC6. How about a PIS? 1. Yes 0. No a. Do they know the PIS; have they seen it; is it in the child’s case file? 1. Yes 0. No b. Have you seen the PIS? 1. Yes 0. No SC7. What is the current objective of the PIP? 1. Reintegration into family 2. Adoption 3. Social-prof. integration 4. Other objective 5. None, no PIP If SC7=4 SC71. Which one? SC8PIP. Was the current PIP drawn up with the direct involvement 1. Yes, the child and family and active participation of beneficiaries? 2. Only the child 3. Only the family 4. Only professional colleagues/alone a. Comments: SC8. Was the current PIS drawn up with the direct involvement and active participation of beneficiaries? Use the codes from SC8PIP a. Comments: 43 SC9. Is there any document that the child or the family signed as proof 1. Yes, I have seen it that they contributed to setting intervention objectives? Or the 2. Yes, but I haven’t seen minutes of a meeting showing that they were present when PIP, PIS it and intervention objectives were set? 3. No SC10PIP. How many PIP objectives have been set for this child? 0. Did you get a copy of the objectives set in the most recent PIP? 1. Yes 0. No a. How many of these objectives have already been reached? b. How many and which are the objectives with very few chances of being reached in 2018 (or ever)? If family reintegration (which does not include social and professional integration) is one of the objectives c. On a scale of 1 to 100, what are the chances of reaching the family reintegration objective? SC10PIS. How many PIS objectives have been set for this child? 0. Did you get a copy of the objectives set in the most recent PIS? 1. Yes 0. No a. How many of these objectives have already been reached? b. How many and which are the objectives with very few chances of being reached in 2018 (or ever)? SC12. How many times were the child’s circumstances re -evaluated in the past 12 months? a. Did you see and count those re-evaluations? If no, write NO. If yes, write the number. b. Were those re-evaluations conducted on time? 1. Yes, all 2. Yes, some (every 3 According to standards, they should be quarterly. Check data. months) 3. No SC12PIP. After how many re-evaluations run in the past 12 months did the PIP have to be revised? SC12REV. What changes did the MC bring to the objectives during the last PIP revision? 44 0. Did you get a copy of the objectives set out in the previous PIP 1. Yes 0. No (which was revised into the current PIP)? SC13K. Does the child currently benefit from all the services and 1. Yes, totally interventions s/he needs, constantly adapted to his/her actual 2. Yes, partially circumstances and provided in real time as per PIP, PIS, PS, etc.? 3. No SC13. Does the family or the legal representative and other people 1. Yes, totally important to the child currently benefit from services and 2. Yes, partially interventions that are constantly adapted to their actual 3. No circumstances and provided in real time as per PIP, PIS, PS. etc.? -7. No services and interventions planned for the family If SC13<>1 SC132. Why don’t you work with the family? What are the issues? SC14. In the past 12 months, for how many months did the MC receive/draw up all the PIP implementation monitoring reports for this child as required by standards? a. Did you see those monitoring reports? Did you count them? If no, write NO. If yes, write the number. Monthly reports should be available for each service provider. SC15. In the past 12 months, how many times did the MC manage to check whether services/activities (progress, goals reached, problems encountered) were provided to this child as set out? a. Explanations: SC16. In the past 12 months, how many times did the MC talk/play/interact with the child (regardless of age) in his/her living environment (CP, CTF, AMP, etc.) during a confidential meeting (not allowing the participation of service provider representatives)? If SC16>0 a. Approximately how many minutes did the last (most recent) meeting/talk last? b. Is there a standard form you fill out during such visits, which is 1. Yes 0. No signed by the child? c. Did you get that standard form? 1. Yes 0. No 45 Note! Ask if that is a county-level or MC-specific form. d. Did you see and count the visit reports signed by the child? If no, write NO. If yes, write the number. SC17. In the past 12 months, how many times did the MC mediate the child’s relationship with different professionals, by accompanying him/her, through conflict resolution, etc.? a. Did you see the documents proving those activities? 1. Yes 0. No SC19. In the past 12 months, how many times did the MC visit and -7. Does not have parents personally talk with the child’s parents? If SC19=0 0. Explanations concerning the absence of family visits and work with parents for the child’s reintegration If SC19>0 a. Approximately how many minutes did the last (most recent) meeting/talk last? b. Is there a standard form you fill out during such visits, which is 1. Yes 0. No signed by the family or accompanied by a statement of the parent(s)? c. Did you get that standard form? 1. Yes 0. No Note! Ask if that is a county-level or MC-specific form. d. Did you see and count the visit reports signed by parents? If no, write NO. If yes, write the number. SC20. During how many of these visits did indirect beneficiaries or the -7. Does not have parents community put you in imminent danger? SC21. In the past year, how many times did the MC initiate and -7. Does not have siblings organize visits/meetings between the child and his/her siblings in or they live together or public care? nearby a. Did you see and count the documents proving those visits/meetings? If no, write NO. If yes, write the number. SC22. In the past 12 months, how many times did the MC visit and -7. Does not have extended personally talk with the child’s grandparents, aunts, extended family family? b. Is there a standard form you fill out during such visits, which is 1. Yes 0. No signed by the family or accompanied by a statement of extended family members? c. Did you get that standard form? 1. Yes 0. No Note! Ask if that is a county-level or MC-specific form. d. Did you see and count the visit reports signed by the extended family? 46 If no, write NO. If yes, write the number. SC23. In the past 6 months (September 2017-February 2018), how -7. Does not have a family many visits involving the child and the parents or extended family -1. DNK/NR were organized? a. Who requested/initiated those visits? 1. Family or child 2. MC MULTIPLE ANSWER 3. Someone else, namely SC24. Did the child go home during winter break or on weekends in 1. Yes 0. No the past six months? SC25. During this period, how many letters were sent to the child’s parents or extended family to remind them of the child and initiate a family visit/gathering? a. Explanations: SC26. What do you think you could have done better to improve the child’s chances of being (re)integrated into a family? Notes... Thank you! 47 SAltern Lists. List of County-Level Alternative Services and Sampling and Case Study Selection Methodology Definition: For the purposes of this research, alternative services include: (1) Professional foster care (AMP) (2) Family placement (PFam), with its subcomponents: (a) placement with relatives and (b) placement with other families/people (3) Group homes (CTF) (4) Apartments (AP), including dwellings for children and youth (5) Other social services provided by the DGASPC or OPA (day care centers, crisis centers, centers for mothers, respite centers, etc.) According to the ANPDCA, the only alternative services to institutionalization developed by DGASPCs are foster care and family placement. Nevertheless, in order to draw comprehensive maps, we will take into account all the other types of services as previously mentioned. Fieldwork: For each type of services from points (1)-(4), above: Group 1 - Draws up the exhaustive county-level list (In some counties/situations, Group 2, 3, 4 experts may participate); - Selects a sample for desk review; and - Selects services for case studies. Group 2 - Completes desk review questionnaires for sampled services; Group 3 - Completes desk review questionnaires for the services selected for case studies; - Completes case studies through field evaluation. Sampling methodology for desk review questionnaires: (1) AMP 20 Statistical step = Total no. of AMPs in the county/20. Selection starts from position 7. Thus, 20 AMPs are sampled. (2) PFam 20+5 All placements are ordered by type, namely (a) PRude and (b) PAltefam, at county level (meaning that family placements from other counties are not to be selected). Out of (a) PRude, 20 are selected based on the statistical step, applied from position 8 Out of (b) PAltefam, 5 are selected based on the statistical step, applied from position 8 Thus, 20 PRude + 5 PAltefam are sampled. If PRude<20 or PAltefam<5, all placements are reviewed . 48 (3) CTF 20 Statistical step = Total no. of CTFs in the county/20. Selection starts from position 3. Thus, 20 CTFs are sampled. If CTFs<20 in the county, all of them are reviewed. (4) AP 5 Statistical step = Total no. of APs in the county/5. Selection starts from position 1. Thus, 5 APs are sampled. If APs<5 in the county, all of them are reviewed. (5) - Only the exhaustive list is drawn up. ServSoc For the social services identified during source community research, Group 4 experts will fill out some forms with key information . Group 1 sends to Group 2 the sample and all the information from AMP, PFam, CTF and AP Lists corresponding to the selected cases. Case study selection methodology for field evaluation: (1) AMP 2+? Out of the 20 sampled AMP, Group 1 randomly selects 2 AMPs for case studies. In addition, any exceptional cases identified by Group 1 experts during their interviews or interaction with the DGASPC may be included for case studies. (2) PRude 2+? All placements are ordered by type, namely (a) PRude and (b) PAltefam. Out of the 20 sampled PRude, Group 1 randomly selects 2 PRude for case studies. In addition, any exceptional cases identified by Group 1 experts during their interviews or interaction with the DGASPC may be included for case studies. (3) CTF 2+? Out of the 20 sampled CTFs, Group 1 randomly selects 2 CTFs for case studies. In addition, any exceptional cases identified by Group 1 experts during their interviews or interaction with the DGASPC may be included for case studies. Group 1 sends to Group 3 the selected cases and all the relevant information from AMP, PFam, and CTF Lists. 49 AMP List. List of Professional Foster Carers (AMP) in the County, as of February 2018 Complete the AMP List in the same Excel file with all the other lists of services (including the MC List). DATAMP. Date of AMP List completion: |___|___|: |___|___|: |___|___|___|___| OMAMP. Person with whom the AMP List was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): CineAMP. Team member who completed the AMP List: PozAMP. AMP’s position on the AMP List = No. ... LAMP1a. AMP’s Surname ... LAMP1b. AMP’s First name ... LAMP2. AMP’s Gender 1. M 2. F LAMP3. Date of birth: day/month/year ... LAMP4. Education 0. No school 1. Primary school (1- 4 grades) 2. Lower secondary school (5-8 grades) 4. Vocational school, junior high school (9- 10 grades) 5. High school (11-12 grades) 6. Post-secondary school/foreman school 7. University (including Master’s, PhD) LAMP5. AMP’s place of living: COUNTY (acronym) ... 1. urban 2. rural If urban SIRSUP51: LAMP51a. Town/City: LAMP51b. Street: SIRINF51: LAMP51c. Village: If rural LAMP52a. Commune: LAMP52b. Village: SIRSUP52: SIRINF52: LAMP6. Date of (first) AMP certification: Month Year LAMP7. Date of (most recent) AMP recertification: Month Year LAMP8. Number of children in their care from (first) certification to date (Feb 2018) Children in placement 50 LAPM9. Have they ever cared for children with 1. Yes 0. No disabilities, SEN or behavioral disorders? LAMP10. Have they ever cared for sibling groups? 1. Yes 0. No LAMP11. Number of children currently in their care children in placement LAMP12. Characteristics of children currently in their care: C1. Child 1 a. Full name: b. Gender: 1. M 2. F c. Date of birth, day/month/year: d. Disabilities: 1. Yes 0. No e. SEN: 1. Yes 0. No f. Any other special needs: 1. Yes 0. No g. Sibling of another child with this AMP: 1. Yes 0. No ... Complete for all children, as applicable LAMP13. The MC for this AMP a. Full name: b. Telephone: c. If this MC shows up on the MC List, write PozMC: 51 PFam List. List of Family Placements (PFam) in the County, as of February 2018 Complete the PFam List in the same Excel file with all the other lists of services (including the MC List). DATFAM. Date of PFam List completion: |___|___|: |___|___|: |___|___|___|___| OMFAM. Person with whom the PFam List was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): CineFAM. Team member who completed the PFam List: PozPfam. PFam position on the PFam List = No. ... LPF0. The relative/family/person with whom the 1. the child’s relative within the fourth degree of child/children is/are placed is: consanguinity 2. relatives, other than those within the fourth degree of consanguinity, including relatives by affinity, acquaintances or friends of the child’s nuclear or extended family to whom the child is attached or with whom s/he has enjoyed life as a family 3. Type 1 for one or more children and Type 2 for other children out of those currently cared for LPF1. Data about Person 1 with whom the child/children is/are placed a. Surname: ... b. First name: ... c. Gender: 1. M 2. F d. Date of birth: day/month/year ... e. Education 0. No school 1. Primary school (1- 4 grades) 2. Lower secondary school (5-8 grades) 4. Vocational school, junior high school (9-10 grades) 5. High school (11-12 grades) 6. Post-secondary school/foreman school 7. University (including Master’s, PhD) h. Marital status: 1. Not married 2. Married/in a 3. Divorced/separated/widow(er) consensual union 52 LPF2. Data about Person 2 with whom the child/children is/are placed a. Surname: ... b. First name: ... c. Gender: 1. M 2. F d. Age (full years): ... e. Education 0. No school 1. Primary school (1- 4 grades) 2. Lower secondary school (5-8 grades) 4. Vocational school, junior high school (9-10 grades) 5. High school (11-12 grades) 6. Post-secondary school/foreman school 7. University (including Master’s, PhD) h. Marital status: 1. Not married 2. 3. Divorced/separated/widow(er) Married/In a consensual union LPF5. PFam domicile: COUNTY (acronyms) ... 1. urban 2. rural If urban SIRSUP551: LPF51a. Town/City: LPF51b. Street: SIRINF551: LAMP51c. Village: If rural LPF52a. Commune: LPF52b. Village: SIRSUP552: SIRINF552: LPF6. Number of children currently in their care children in placement LPF7. Characteristics of children currently in their care: C1. Child 1 a. Full name: b. Date of placement measure: Month Year (under CPC Decision) c. Gender: 1. M 2. F d. Date of birth, day/month/year: e. Disabilities: 1. Yes 0. No f. SEN: 1. Yes 0. No g. Any other special needs: 1. Yes 0. No h. Sibling of another child in this PFam: 1. Yes 0. No i. Degree of kinship 0. Not related ... Please write clearly and with details, e.g. maternal grandmother or paternal grandparents or aunt on mother’s side, etc. 53 j. The child is placed with: 1. a person 2. a family ... Complete for all children, as applicable LPF8. The MC or social worker for this a. Full name: Pfam or the child/children/a child in this b. Telephone: Pfam c. If this person is a MC showing up on the MC List, please write PozMC: 54 CTF List. List of Group Homes (CTF) in the County, as of February 2018 Complete the CTF List in the same Excel file with all the other lists of services (including the MC List). DATCTF. Date of CTF List completion: |___|___|: |___|___|: |___|___|___|___| OMCTF. Person with whom the CTF List was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): CineCTF. Team member who completed the CTF List: PozCTF. CTF position on the CTF List = No. ... LCTF1. CTF Name: ... If the CTF is part of a complex and has no name, please write CTF 1, 2, ..., n LCTF2. Complex to which the CTF belongs ... If yes, clearly write the name of the complex. If no, write 0 (zero). LCTF3. Date of CTF establishment LCTF4. CTF location COUNTY (acronyms) ... 1. urban 2. rural If urban SIRSUP41: LCTF41a. Town/City: LCTF41b. Street: SIRINF41: LAMP41c. Village: If rural LCTF42a. Commune: LCTF42b. Village: SIRSUP42: SIRINF42: LCTF5. Is the CTF operational, meaning that it 1. Yes 0. No currently accommodates children (as of February 2018)? If LCTF5=0 a. Explanations: ... If LCTF5=1 LCTF6. Total number of current beneficiaries with special protection measures, of whom: 55 (Please count the children that are actually present + those temporarily gone to school, hospital, for other reasons) a. children with disabilities b. girls c. boys d. children 0-3 years of age e. youth 18+ years of age LCTF7. Are there sibling groups among beneficiaries? 1. Yes 0. No LCTF8. What is the capacity of the CTF? ... Places for girls + ... places for boys = ... Total places LCTF8. Is the CTF accredited? 1. Yes 0. No -1. DNK/NR LCTF9. Is the CTF licensed? 1. Yes 0. No -1. DNK/NR LCTF10. Does the CTF hold all the permits as required 0. No 1. Yes, partly 2. Yes, all by law? -1. DNK/NR (DSV, DS, Environmental permit, etc.) LCTF11. Is the CTF part of a “cuib� [nest] (with other residential services for children or adults and/or with a 1. Yes 0. No -1. DNK/NR special school and/or other social services)? 56 AP List. List of Apartments and Dwellings for Children and Youth, as of February 2018 Complete the AP List in the same Excel file with all the other lists of services (including the MC List). DATAP. Date of AP List completion: |___|___|: |___|___|: |___|___|___|___| OMAP. Person with whom the AP List was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): CineAP. Team member who completed the AP List: PozAP. AP position on the AP List = No. ... LAP1. AP Name: ... If the AP is part of a complex and has no name, please write AP 1, 2, ..., n LAP2. The complex to which the AP belongs ... If yes, clearly write the name of the complex. If no, write 0 (zero). LAP3. Date of AP establishment LAP4. AP location COUNTY (acronyms) ... 1. urban 2. rural If urban SIRSUP441: LAP41a. Town/City: LAP41b. Street: SIRINF441: LAP41c. Village: If rural LAP42a. Commune: LAP42b. Village: SIRSUP442: SIRINF442: LAP5. Is the AP operational, meaning that it currently 1. Yes 0. No accommodates children (as of February 2018)? If LAP5=0 a. Explanations: ... If LAP5=1 LAP6. Total number of current beneficiaries with special protection measures, of whom: 57 (Please count the children that are actually present + those temporarily gone to school, hospital, for other reasons) a. children with disabilities b. girls c. boys d. children 0-3 years of age e. youth 18+ years of age LAP7. Are there sibling groups among beneficiaries? 1. Yes 0. No LAP8. What is the capacity of the AP? ... Places for girls + ... Places for boys = ... Total places LAP8. Is the AP accredited? 1. Yes 0. No -1. DNK/NR LAP9. Is the AP licensed? 1. Yes 0. No -1. DNK/NR LAP10. Does the AP hold all the permits as required by 0. No 1. Yes, partly 2. Yes, all law? -1. DNK/NR (DSV, DS, ISU, Environmental permit, etc.) LAP11. Is the AP part of a “cuib� [nest] (with other residential services for children or adults and/or with 1. Yes 0. No -1. DNK/NR a special school and/or other social services)? 58 ServSoc List. List of Other Social Services Provided by the DGASPC and OPA, Relevant to Child Deinstitutionalization, as of February 2018 Complete the ServSoc List in the same Excel file with all the other lists of services (including the MC List). DATSS. Date of ServSoc List completion: |___|___|: |___|___|: |___|___|___|___| OMSS. Person with whom the ServSoc List was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): CineSS. Team member who completed the ServSoc List: PozSS. ServSoc position on the ServSoc List = No. ... LSS1. Service name: ... LSS2. The complex to which the service belongs ... If yes, clearly write the name of the complex. If no, write 0 (zero). LSS3. Date of service establishment LSS4. ServSoc location COUNTY (acronyms) ... 1. urban 2. rural If urban SIRSUPurb: LSS41a. Town/City: LSS41b. Street: SIRINFurb: LSS41c. Village: If rural LSS42a. Commune: LSS42b. Village: SIRSUPrur: SIRINFrur: LSS5.Please clearly describe the main services/interventions/activities provided to children and youth Examples: educational guidance, vocational counseling, parent education, sex education, physical therapy, speech therapy, other recovery/rehabilitation activities, independent life skills, courses of..., etc. a. b. 59 c. d. e. ... LSS6. Total number of beneficiaries with special protection measures, as of January 2018 LSS7. Total number of beneficiaries from the community, as of January 2018 LSS8. Is the service accredited? 1. Yes 0. No -1. DNK/NR LSS9. Is the service licensed? 1. Yes 0. No -1. DNK/NR LSS10. Does the service hold all the permits as 0. No 1. Yes, partly 2. Yes, all required by law? -1. DNK/NR (DSV, DS, ISU, Environmental permit etc.) LSS11. Is the service part of a “cuib� [nest] (with other residential services for children or adults and/or 1. Yes 0. No -1. DNK/NR other social services)? 60 QQ SAltern. 5 Desk Review Questionnaires for Selected Alternative Services QSEF AMP. AMP-Related Practices at County Level Interview with the head of the AMP service or of the AMP-dedicated MC service at the DGASPC. DATAs1. Date of QSEF AMP completion: |___|___|: |___|___|: |___|___|___|___| Cines1. Team member who completed the QSEF AMP: OMs1. Person with whom the QSEF AMP was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): B1. Total number of AMP-dedicated MCs that they coordinate: ... B2. These MCs monitor a total of ... AMPs caring for a total a. ...... AMPs b. ...... children number of... children: (Note! It should be B2a=max PozAMP on the AMP List) B3. What are the AMP certification criteria that the DGASPC uses in your county? If there is a document comprising those criteria, you can ask for a copy. B31. On a scale of 1 to 10 (like in school), do you think these ... AMP certification criteria are sufficient to ensure the recruitment of the best AMPs? 61 B32. In your opinion, which AMP certification criteria should be 0. I would change nothing changed (and how) to improve system performance? 1. Yes, I would change something, see explanations ... B4. How are AMP’s competences and skills evaluated for recertification every three years? If there is a document comprising the evaluation methodology and rules, you can ask for a copy. B41. On a scale of 1 to 10, how would you rate the manner in ... which AMP’s competences and skills are currently evaluated for recertification every three years? B42. In your opinion, how should this process change to 0. I would change nothing improve system performance? 1. Yes, I would change something, see explanations ... B5. In the current practice, what criteria are most frequently used for the child-AMP matching process? B51. Are the child’s views taken into account during the 1. Yes (in accordance with the matching process? child’s age and level of maturity) 62 0. No B52. Is there a standard form showing how the child was 1. Yes 0. No involved and his/her reaction? Note! Ask if that is a county-level or MC-specific form. If B52=1 a. Is that form signed by the child? 1. Yes 0. No b. Did you get that standard form? 1. Yes 0. No B6. What categories of children are primarily referred to AMP? Why? B7. How many of the children placed with AMPs in your county in the past 12 months, excluding those that are still in foster ... total children care (February 2018): a. were reintegrated into family or placed with relatives within ... children the fourth degree of consanguinity? b. were adopted? ... children c. were youngsters that were socially and professionally ... children integrated? d. were moved into family placement with the same AMP? ... children e. were (permanently, not temporarily) transferred to another ... children AMP? f. were transferred to a residential care service for children? ... children g. were transferred to a residential care service for adults? ... children B8. Over the past 12 months, what was the number of complaints/petitions/allegations against AMPs in the county ... (all sources), including actual/suspected cases of child abuse, complaints/petitions/allegations neglect or exploitation involving the AMP’s family members, relatives, neighbors, or community members? 0. None If B8>0 a. To what did they refer most frequently? b. Is there a clear and transparent procedure in place for 1. Yes 0. No situations where allegations are made against an AMP? If B8b=1 63 c. On a scale of 1 to 10, how well do you think AMPs know and understand this procedure? B9. To get the big picture, please rate on a scale of 1 to 10 how the county AMP network is currently looking after children in foster care (February 2018). Theoretically, this score should be (Overall evaluation of actions and activities conducted by the equal to the mean of scores AMP to meet the child’s needs ... and, now, let’s look at those (a+b+c+d+e+f+g+h+i)/9 needs one by one)3 a. Health needs and health promotion (visits to the doctor, physical therapists, recovery professionals); b. Care needs, including security and wellbeing promotion (diversified diet, personal hygiene, and clothing); c. Physical needs (living conditions); d. Emotional needs (emotional climate); e. Educational needs and the pursuit of academic achievement; f. Spare time needs; g. Socialization needs (with peers, adults); h. Maintaining contact with parents, extended family, friends; i. Independent life skills development needs. Comments: B10. Who is responsible for covering the costs of social services 0. No one, diffused responsibility to be delivered to children in foster care, according to PIP/PIS? 1. AMP MULTIPLE ANSWER 2. DGASPC 3. AJPIS 4. SPAS 5. Other, namely: BF11. What local/outpatient services should be developed to cover the needs of most children in foster care? 3 Child needs pursuant to Order No. 286/2006 of 06/07/2006 approving the Implementing Rules for Service Plan Development and the Implementing Rules for Individual Care Plan Development, published in the Official Gazette, Part I No. 656 of 28/07/2006. 64 B12. Of the entire county AMP network, how many AMPs ... AMP benefited from further training/learning in 2017? B13. Do you have a clear picture regarding the training needs 1. Yes 0. No of the county AMP network? If B13=1 B131. What are the most common competences/skills AMPs -1. DNK/NR still need to learn/develop? B14. In your county, does the DGASPC offer/make available to the AMP network... a. psychological counseling? 1. Yes 0. No b. individual or group psychotherapy sessions? 1. Yes 0. No c. AMP support groups? 1. Yes 0. No B15. Is there a beneficiary satisfaction questionnaire available 1. Yes 0. No to children in foster care? If B15=1 a. Is this questionnaire systematically applied to all children in 1. Yes 0. No (used only by some foster care in the county (in accordance with their age and level MCs/for some AMPs/never) of maturity)? b. Did you get that standard form? 1. Yes 0. No Comments: B16. What do you think are the three main things that could improve the quality of foster care in your county? a. b. c. 65 1. RON/child B17. Please estimate the total average monthly cost 2. RON/child with without per child in foster care, in your county. disabilities/month disabilities/month a. Direct costs (AMP monthly salary, child benefit, other allowances, etc.) b. Indirect costs (estimated costs related to social worker, psychologist, physical therapy, transport, etc. ) If yes (B18=1) B18. Do you think additional B19. What is the average extra amount financial support is needed so that would be required each month? that...: 1. RON/child 2. RON/child with without disabilities/month disabilities/month a. foster care is appealing to AMPs? 1. Yes 0. No -1. Cannot guess b. children’s access to the services 1. Yes 0. No they need is not denied for -1. Cannot guess financial reasons? Start time: |___|___|: |___|___| End time: |___|___|: |___|___| Thank you! 66 QQ AMP. AMP Desk Review Questionnaire The questionnaire has to be completed with the MC/social worker monitoring the AMP. DATqqAMP. Date of QQ AMP completion: |___|___|: |___|___|: |___|___|___|___| CineqqAMP. Team member who completed the QQ AMP: OMqqAMP. Person with whom the QQ AMP was completed: (The MC mentioned at LAMP13 on the AMP List should be included here. ) 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the interviewed person shows up on the MC List, write PozMC: ... (see the MC List) 0. Not on the MC List PozAMP. Selected AMP’s position on the AMP List: ... (see the AMP List) QQAMP0. AMP List information has been checked and corrected, where 1. Yes 0. No needed, with the interviewed MC. General Information about the MC and Selected AMP V1a. Total number of AMPs that the MC is monitoring: a. ...... AMPs V1b. These AMPs care for a total number of children: b. ...... children V2. Selected AMP has been monitored by this MC since: Month Year V3. Ethnicity of selected AMP: 1. Romanian 2. Hungarian 3. Roma 4. Other V4. Religion of selected AMP: 1. Orthodox 2. Catholic 3. Other, namely V5. In this AMP’s request/application, are there any requirements 1. Yes 0. No regarding the number of children they want to take into foster care (concurrently)? If yes a. What are those requirements related to the number of children? V6. How about requirements regarding the age of the children taken 1. Yes 0. No into foster care? If yes a. What are those age-related requirements? V7. How about requirements regarding the health of the children 1. Yes 0. No taken into foster care? If yes a. What are those health-related requirements? 67 V8. Other requirements? 1. Yes 0. No If yes a. Which ones? V9. Has this AMP ever refused to take certain children into foster 1. Yes 0. No care? If yes V91. Does the AMP’s file contain a phone call report or statement presenting the reasons for refusal? If no, write NO. If yes, write the number. What child categories have they a. 1. boy(s) 2. girl(s) refused? b. child/children with disabilities: 1. Yes 0. No c. child/children ages: 1. Yes 0. No d. Roma child/children: 1. Yes 0. No e. group of siblings: 1. Yes 0. No LAMP8. Number of children in placement from (first) certification to ... total children (See the date (Feb 2018) AMP List) V10. How many of all children in placement (excluding current ... (= LAMP8 - LAMP11, ones): on the AMP List) a. were reintegrated into family or placed with relatives within the ... children fourth degree of consanguinity? b. were adopted? ... children c. were youngsters that were socially and professionally integrated? ... children d. were moved into family placement with the same AMP? ... children e. were (permanently, not temporarily) transferred to another AMP? ... children f. were transferred to a residential care service for children? ... children g. were transferred to a residential care service for adults? ... children V11. Did the AMP adopt or are they in the process of adopting a 1. Yes 0.No child placed with them? V12. Over time (from certification to date), what was the number of complaints/petitions/allegations against this AMP (all sources), ...complaints/petitions/alleg including actual/suspected cases of child abuse, neglect or ations exploitation involving the AMP’s family members, relatives, neighbors, or community members? 0. None If V12>0 a. What did they refer to? 68 Current Situation (Selected AMP and Child/Children on AMP List) LAMP11. Number of children currently placed with the selected AMP children (see the AMP List) V13. How many people are currently living in the AMP’s household, of people whom ...? a. adults (18+ years of age) b. AMP’s own children (0-17 years) c. children (0-17 years) in placement V14. How many rooms does the AMP’s home have? rooms Do not include the kitchen, hallways, bathrooms, annexes V15. What improvements have been made to the AMP’s home? V16. Did the AMP receive a copy of the child’s/children’s initial or detailed -7. No evaluations evaluation report? -1. NDK/NR Option 1 may be used only if the AMP has several children in their 0. No placement. 1. Yes, for some 2. Yes, for all V17. Was the AMP actively involved in the PIP development for the child in -7. No PIP their placement? -1. NDK/NR Option 1 may be used only if the AMP has several children in their 0. No placement. 1. Yes, for some 2. Yes, for all If V17>0 a. Is there any document available with respect to PIP participation, signed 1. Yes 0. No by the AMP? V30. Was the AMP actively involved in the PIS development for the child in -7. No PIS their placement? -1. DNK/NR Option 1 may be used only if the AMP has several children in their 0. No placement. 1. Yes, for some 2. Yes, for all If V30>0 a. Is there any document available with respect to PIS participation, signed by 1. Yes 0. No the AMP? 69 V18. Is the AMP familiar with the PIP and PIS of the child/children in their 1. Yes 0. No placement? V19. In total, how many service monitoring reports are available for this AMP for the last 12 months? Please count all monitoring reports, regardless of author. a. Did you see those monitoring reports? Did you count them? If no, wrote NO. If yes, write the number. V20. How many home visits to the AMP did the MC conduct in the past 12 months? Do not count reports showing only that the AMP was not at home and the minutes of the AMP’s visits to MC office. If V20>0 a. Last (most recent) home visit to the AMP took place on day/month/year: b. Approximately how many minutes did it last? min c. Over the past 12 months, during how many of these home visits to the AMP did indirect beneficiaries or the community put the MC in imminent danger? d. Is there a standard form you fill out during these home visits to the AMP, 0. No which is signed by the AMP? 1. Yes, the same form as the monitoring report (V19) 2. Yes, a separate form for field visits to the AMP’s home If V20d=2 e. Did you get the standard form for home visits to the AMP? 1. Yes 0. No Note! Ask if that is a county-level or MC-specific form. f. Did you see and count home visit reports signed by the AMP? If no, write NO. If yes, write the number. V21. Please rate on a scale of 1 to 10 how this AMP has looked after the child/children in their placement until now (February 2018). Theoretically, this score (Overall evaluation of actions and activities conducted by the AMP to meet should be equal to the the child’s needs ... and, now, let’s look at those needs one by one )4 mean of scores (a+b+c+d+e+f+g+h+i)/9 a. Health needs and health promotion (visits to the doctor, physical therapists, recovery professionals); b. Care needs, including security and wellbeing promotion (diversified diet, personal hygiene, and clothing); 4 Child needs pursuant to Order No. 286/2006 of 06/07/2006 approving the Implementing Rules for Service Plan Development and the Implementing Rules for Individual Care Plan Development, published in the Official Gazette, Part I No. 656 of 28/07/2006. 70 c. Physical needs (living conditions); d. Emotional needs (emotional climate); e. Educational needs and the pursuit of academic achievement; f. Spare time needs; g. Socialization needs (with peers, adults); h. Maintaining contact with parents, extended family, friends; i. Independent life skills development needs. Comments: V22. Are you familiar with Order No. 35 of 15 May 2003 concerning 1. Yes 0. No compulsory minimum standards for child protection in foster care? For questions below, write -1 if the interviewee does not find or needs time to find standard codes under the Order. a. What do you think are the two standards this AMP fulfills the best? b. How about the two standards this AMP finds it most difficult to fulfill? V23. Over the past 12 months, how many times was a beneficiary -7. N/A, child<10 years satisfaction questionnaire applied/completed for this AMP? -1. DNK/NR 0. No questionnaire If V23>0 a. Did you see those questionnaires? Did you count them? If No, write NO. If yes, write the number. V24. Who is the MC of the child/children currently placed with this AMP? PozMCk = Please write the name of the MC and fill out PozMCk = PozMC on the MC List at the office. V25. How many hours of further training/learning did this AMP benefit hours from in 2017? V26. Do you have a training needs assessment for this AMP? 1. Yes 0. No If v26=1 1. Any kind of document a. How does this assessment look like? 0. Other b. What are the competences/skills they should learn/develop/improve? -1. DNK/NR If yes (V27=1) 71 V27. Do you think additional V28. What is the average extra amount financial support is needed so that would be required each month? that...: 1. RON/child 2. RON/child with without disabilities/month disabilities/month a. foster care is appealing to the 1. Yes 0. No AMP? -1. Cannot guess b. children’s access to the services 1. Yes 0. No they need is not denied for -1. Cannot guess financial reasons? Start time: |___|___|: |___|___| End time: |___|___|: |___|___| Thank you! 72 QSEF PFam. County-Level PFam Practices Interview with the head of the PFam service (if available) or of the child-dedicated MC service at the DGASPC. DATAs2. Date of QSEF PFam completion: |___|___|: |___|___|: |___|___|___|___| Cines2. Team member who completed the QSEF PFam: OMs2. Person with whom the QSEF PFam was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): BF1. Total number of MCs appointed for children in family ... placement that they are currently coordinating: BF2. At present (February 2018), these MCs monitor a total a. ...... PFam b. ...... children number of... PFam caring for a total number of ... children: -1.DNK/NR (Note! It should be BF2a=max PozPFam on the PFam List) BF3. Over the past 12 months, what was the total number of children in family placement, in your county (including those currently in PFam = BF2b)? BF4. How many of all children in family placement in your county over the past 12 months, excluding those that are still ... total children (=BF3- in PFam (February 2018): BF2b) a. were reintegrated into family or placed with relatives within ... children the fourth degree of consanguinity? b. were adopted? ... children c. were youngsters that were socially and professionally ... children integrated? d. were transferred to an AMP? ... children f. were transferred to a residential care service for children? ... children g. were transferred to a residential care service for adults? ... children BF5. What are the main causes why families with children in their placement refuse to look after or quit caring for children and ask for placement to be terminated? a. b. c. d. e. 73 BF6. Over the past 12 months, for how many of all children in ... actual/suspected cases of ANE family placement (=BF3) were reported actual/suspected cases of child abuse, neglect and exploitation (ANE), involving 0. None placement family members, their relatives, neighbors, or -1. DNK/NR community members? If BF6>0 a. To what did they refer, most frequently? b. Is there a clear and transparent procedure in place for 1. Yes 0. No situations where allegations are made against the placement family? If BF6b=1 c. On a scale of 1 to 10, how well do you think placement families know and understand this procedure? BF7. Is there a written document, approved/endorsed by the 1. Yes 0. No DGASPC, containing family placement standards that you follow in your county? If BF7=1 a. Did you get that document? 1. Yes 0. No BF8. Is family placement accredited as a DGASPC service in 1. Yes 0. No your county? BF9. Are there procedures/working methodologies in place for 1. Yes 0. No the family placement service in your county? BF10. Is there any contract concluded between each placement 1. Yes 0. No family and the DGASPC? If BF10=1 a. Is this contract child-based (concluded for each child) or 1. Contract for each child PFam-based (for the placement family with all children in their 2. Contract for the whole PFam care)? BF11. Regarding the moral guarantees presented by the placement family, what are the main indicators used to check whether PFam members’ attitude is based on the respect for ethical and moral values, social norms and rules, and laws? 74 BF12. Is there a regulation for the delivery of home-based social 1. Yes 0. No services to children in PFam? If BF12=1 a. On a scale of 1 to 10, how well do you think placement 1. Yes 0. No families know this regulation? BF13. Does the DGASPC currently have the capacity to provide -7. The DGASPC does not offer the services any child in family placement needs, irrespective of PFam services the place of living/distance to the nearest social service? 0. No 1. Yes, to a small extent 2. Yes, to a great extent If BF13>0 a. What services are provided to most children in PFam? BF14. Is the placement family held responsible if any of the 1. Yes 0. No social services included in PIP/PIS is not provided to the child? Write 1.Yes even if the family is responsible only under certain circumstances/conditions. If BF14=1 a. Under what circumstances/conditions? BF15. Who is responsible for covering the costs of social services 0. No one, diffused responsibility to be delivered to children in PFam, according to PIP/PIS? 1. Placement family MULTIPLE ANSWER 2. DGASPC 3. AJPIS 4. SPAS 5. Other, namely: BF16. What local/outpatient services should be developed to cover the needs of most children and placement families? BF17. To get the big picture, please rate on a scale of 1 to 10 how placement families are currently (February 2018) looking after children in their care, in your county. 75 (Overall evaluation of actions and activities conducted by the PFam to meet the child’s needs ... and, now, let’s look at Theoretically, this score should be those needs one by one)5 equal to the mean of scores (a+b+c+d+e+f+g+h+i)/9 a. Health needs and health promotion (visits to the doctor, physical therapists, recovery professionals); b. Care needs, including security and wellbeing promotion (diversified diet, personal hygiene, and clothing); c. Physical needs (living conditions); d. Emotional needs (emotional climate); e. Educational needs and the pursuit of academic achievement; f. Spare time needs; g. Socialization needs (with peers, adults); h. Maintaining contact with parents, extended family, friends; i. Independent life skills development needs. Comments: BF18. Of all PFam in the county, how many families benefited ... PFam from training/learning in the past 5 years (2012-2017)? BF19. In your county, does the DGASPC offer/make available to placement families ... a. psychological counseling? 1. Yes 0. No b. individual or group psychotherapy sessions? 1. Yes 0. No c. placement family support groups? 1. Yes 0. No BF20. Is there a beneficiary satisfaction questionnaire available 1. Yes 0. No to children in family placement (PFam)? If BF20=1 a. Is this questionnaire systematically applied to all children in 1. Yes 0. No (used only by some PFam in the county (in accordance with their age and level of MCs/for some PFam/never) maturity)? b. Did you get that standard form? 1. Yes 0. No Comments: 5 Child needs pursuant to Order No. 286/2006 of 06/07/2006 approving the Implementing Rules for Service Plan Development and the Implementing Rules for Individual Care Plan Development, published in the Official Gazette, Part I No. 656 of 28/07/2006. 76 BF21. How often is the MC required to talk to the child in PFam Once every ... months (in accordance with his/her age and level of maturity) about (Write zero if the MC is not how s/he feels in the placement family, how s/he is treated, required to talk to the child. fulfillment of rights, any intra-family conflicts or conflicts with Otherwise, write the the biological family? corresponding number of months.) BF22. What do you think are the three main things that could improve the quality of PFam care in your county? a. b. c. 1. RON/child BF23. Please estimate the total average monthly cost 2. RON/child with without per child in family placement, in your county. disabilities/month disabilities/month a. Direct costs (monthly placement allowance, child benefit, other allowances, etc.) b. Indirect costs (estimated costs related to social worker, psychologist, physical therapy, transport, etc. ) If yes (BF24=1) BF24. Do you think additional BF25. What is the average extra amount financial support is needed for that would be required each month? placement families so that...: 1. RON/child 2. RON/child with without disabilities disabilities/month /month a. placement does not affect 1. Yes 0. No family budget? -1. Cannot guess b. children’s access to the services 1. Yes 0. No they need is not denied for -1. Cannot guess financial reasons? Start time: |___|___|: |___|___| End time: |___|___|: |___|___| Thank you! 77 QQ PFam. PFam Desk Review Questionnaire The questionnaire has to be completed with the MC/social worker monitoring the selected PFam or with the MC of one or several of the children placed with that family. DATqqPF. Date of QQ PFam completion: |___|___|: |___|___|: |___|___|___|___| CineqqPF. Team member who completed the QQ PFam: OMqqPF. Person with whom the QQ PFam was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the interviewed person shows up on the MC List, write PozMC: ... (see the MC List) Note! The interviewed MC is not necessarily the one mentioned at LPF8 0. Not on the MC List on the PFam List. PozPFam. Position of selected PFam on the PFam List: ... (see the PFam List) QQPF0. PFam List information has been checked and corrected, where 1. Yes 0. No needed, with the interviewed MC. PFams in the Household W1. How many placement families are there in this household, at present (February 2018)? ..... Example: A grandmother who has a grandson and an alleged grandson placed in her care was selected. Thus, PFam=1 is this grandmother who has W4=3 (related to one child and non-related to the other child), W5=2 (two children placed in her care), W6=1 (as we talk to the MC of these two children). In the same household, the grandmother’s husband also has a granddaughter placed in his care. Consequently, PFam=2 is the grandfather with W4=1 (relative), W5=1 and W6=0 (as the little girl has another MC than the interviewed one). Finall y, one of the grandmother’s daughters, who lives in the same household, has two non-related children placed in her care. Thus, PFam=3 is the grandmother’s daughter, with W4=2 (non-relative), W5=2 and W6=0 (because these two boys also have another MC than the interviewed one). W2. W3. PozPfam W4. LPF0 W5. LPF6 W6. MC PFam PFam position on the PFam List Type of current No of children The interviewed MC placement currently in monitors the At PFam=1, write the PozPFam placement following children for the selected placement, See the PFam with this PFam for which this questionnaire is List See the PFam completed List 1. Yes 0. No 1 2 ... 78 Selected PFam (W2=1) and child/children cared for by this placement family (See W5=LPF6 and LPF7 on PFam List) W7. The interviewed MC has been monitoring the selected PFam Month Year or the child/children placed with this family/person since: W8. Ethnicity of selected PFam: 1. Romanian 2. 3. Roma 4. Hungarian Other W9. Religion of selected PFam: 1. Orthodox 2. Catholic 3. Other, namely W10. How many people are currently living in this PFam’s people household, of whom ...? a. adults (18+ years of age) b. household members’ own children (0-17 years) c. children (0-17 years) in placement W11. How many rooms does the PFam’s home have? rooms Do not include the kitchen, hallways, bathrooms, annexes W12. What improvements have been made to the PFam’s home since the protection measure was (first) established? LPF6. Number of children currently placed only with the selected children PFam. Note! W10c >= LPF6, based on the number of placements in the household (according to the previous table) W13. Who initiated the selected PFam? Did the family/relatives 1. Family/relatives come up with the suggestion/request or did social workers identify 2. Social workers/MC the placement family/person as a potential caregiver? W14. The main reason for establishing the family placement measure SINGLE ANSWER 1. A legal representative needed for a child whose parents/parent live/lives abroad 79 2. A legal representative needed for a child whose parents/parent are/is deceased/missing/with terminated rights/underage/other 3. The placement family/person lacks the financial means to look after the child (poverty) 4. Other, please explain: W15. Was this family placement measure taken with the 1. Yes 0. No consent of the parents? W16. For this PFam, who conducted: 0. No one, no evaluation 1. DGASPC/MC Please use the following codes for below questions . 2. SPAS a. the initial evaluation? b. the detailed evaluation? W17. Did the PFam receive a copy of the child’s initial or 1. Yes 0. No detailed evaluation report? -7. No evaluation W18. Was the PFam actively involved in the PIP development 1. Yes 0. No for the child in their placement? -7. No PIP If W18=1 a. Is there any document available with respect to PIP 1. Yes 0. No participation, signed by the placement family/person? If yes b. Did you see that document? 1. Yes 0. No W19. Was the PFam actively involved in the PIS development for 1. Yes 0. No the child in their placement? -7. No PIS If W19=1 a. Is there any document available with respect to PIS 1. Yes 0. No participation, signed by the placement family/person? If yes b. Did you see that document? 1. Yes 0. No W20. Is the PFam familiar with the PIP and PIS of the 1. Yes 0. No child/children in their placement? W21. Who is in charge of: 0. No one, no evaluation 1. DGASPC/MC Please use the following codes for below questions . 2. SPAS 3. PFam a. PIP implementation? b. PIP implementation monitoring? W22. Is there any contract concluded between this PFam and 1. Yes 0. No the DGASPC? If W22=1 and LPF6>1 (several children placed in their care) 1. Single contract 80 a. Does the PFam have a single contract for all children in their 2. A contract for each child placement or a contract for each child? W23. How and who checks whether the care provided to the 0. No one child in placement includes the actions/interventions set out in 1. Yes, DGASPC PIP/PIS? 2. Yes, SPAS MULTIPLE ANSWER 3. Yes, other W24. Does this PFam receive support for PIP/PIS 0. No implementation? 1. Yes, from DGASPC MULTIPLE ANSWER 2. Yes, from SPAS 3. Yes, other If W24>0 W241. What did this support actually consist of over the past 12 months? W25. Are there social services that the placement family/person 1. Yes 0. No -1. DNK/NR does not provide to the child/children for financial reasons, -7. N/A, PIP/PIS does not although they are needed according to PIP/PIS? identify such needs If W25a=1 a. What are those services? W26. How about medical or recovery/rehabilitation services? Please use the codes from W25. W27. What local/outpatient services should be developed to 0. None cover the needs of the children and family involved in this PFam? W28. In total, how many monitoring reports are available for this PFam for the last 12 months? a. Did you see those monitoring reports? Did you count them? If no, write NO. If yes, write the number. W29. How many home visits to the PFam did the MC conduct in the past 12 months? 81 If W29>0 a. Last (most recent) home visit to the PFam took place on day/month/year: b. Approximately how many minutes did it last? min c. Over the past 12 months, during how many of these home visits to the PFam did indirect beneficiaries or the community put the MC in imminent danger? d. Over the past 12 months, in how many of these home visits to the PFam did the MC personally talk/play/interact with the child (regardless of age) in his/her living environment (CP, CTF, AMP, etc.) during a confidential meeting (not allowing the participation of other family members)? If W29d>0 e. Did you see and count visit reports signed by the child? If no, write NO. If yes, write the number. -7. There is no visit report or other form to be signed by the child f. Is there a standard form you fill out during these home visits to 0. No the PFam, which is signed by the Pfam? 1. Yes, the same form as the monitoring report (W28) 2. Yes, a separate form for field visits to the PFam’s home If W29f=2 g. Did you get that standard form for home visits to the PFam? 1. Yes 0. No Note! Ask if that is a county-level or MC-specific form. h. Did you see and count home visit reports signed by the PFam? If no, write NO. If yes, write the number. W30. According to the last (most recent) monitoring report, how 0. The same is the current situation of the family (PFam) compared to when 1. Worse placement started, in terms of...?6 2. Better Please use the following codes for all questions from a to g. a. Moral guarantees b. Living conditions c. Financial and economic circumstances of the household d. Health condition e. PFam members’ mental state f. Family life g. PFam members’ social behavior 6 “The person or family taking a child into placement must be domiciled in Romania and be evaluated by the General Directorate with respect to the moral guarantees and material conditions they need to meet in order to take a child into placement.� 82 W31. Does the most recent monitoring report include (among others) clear information about...? a. any sexual abuse or “indecent� proposals, physical or emotional 1. Yes 0. No abuse from family members, their relatives, neighbors, or community members b. any police action(s) against the placement family 1. Yes 0. No c. any changes in the criminal record of the people living with the 1. Yes 0. No child d. any risk for the family to terminate family placement 1. Yes 0. No e. any contagious diseases in the family or community 1. Yes 0. No f. PFam members’ psychological re-evaluation 1. Yes 0. No Comments: W32. Please rate, on a scale of 1 to 10, how this PFam has looked after the child/children in their placement until now (February 2018). Theoretically, this score (Overall evaluation of actions and activities conducted by the should be equal to the mean of PFam to meet the child’s needs ... and, now, let’s look at those score (a+b+c+d+e+f+g+h+i)/9 needs one by one)7 a. Health needs and health promotion (visits to the doctor, physical therapists, recovery professionals); b. Care needs, including security and wellbeing promotion (diversified diet, personal hygiene, and clothing); c. Physical needs (living conditions); d. Emotional needs (emotional climate); e. Educational needs and the pursuit of academic achievement; f. Spare time needs; g. Socialization needs (with peers, adults); h. Maintaining contact with parents, extended family, friends; i. Independent life skills development needs. Comments: 7 Child needs pursuant to Order No. 286/2006 of 06/07/2006 approving the Implementing Rules for Service Plan Development and the Implementing Rules for Individual Care Plan Development, published in the Official Gazette, Part I No. 656 of 28/07/2006. 83 W33. Over time (from establishment of the protection measure 1. Yes 0. No to date), were there any actual/suspected cases of child abuse, neglect or exploitation in this PFam, involving placement family -1. DNK/NR members, their relatives, neighbors, or community members? If W33=1 a. What did they refer to? W34. Did the placement family/person adopt or are they in the 1. Yes 0.No process of adopting a child placed with them? W35. Did the placement family/person attend any 1. Yes 0. No training/courses when the measure was established? W36. Did the placement family benefit from psychological 0. No counseling in 2017? 1. Yes, once This refers to family counseling with or without the child or 2. Yes, several times children placed in their care. W37. On a scale of 1 – at all to 10 - fully, to what extent does the placement family/person use the placement allowance to ensure the child’s/children’s welfare? W38. What are the main child/children-related costs that the -1. DNK/NR placement family covers from its own budget/resources? 0. No costs a. Are these costs:...? 1. Recurrent 2. Occasional 84 W39. Do you think additional If yes (W39=1) financial support would be needed W40. What would this additional support for this placement family so that...: be needed for? a. placement does not affect 1. Yes 0. No 1. family budget? -1. Cannot guess 2. b. children’s access to the services 1. Yes 0. No 1. they need is not denied for -1. Cannot guess 2. financial reasons? (continued) If yes (W39=1) W39. Do you think additional financial support would be W41. What is the average extra amount needed so that... that would be required each month? 1. RON/child 2. RON/child with without disabilities/ month disabilities/month a. placement does not affect family budget? b. children’s access to the services they need is not denied for financial reasons? Start time: |___|___|: |___|___| End time: |___|___|: |___|___| Thank you! 85 QQ RezMic. Desk Review Questionnaire for Small-Sized Residential Child Care Services (CTF and AP) The questionnaire has to be completed with the person designated, most probably, by the head of the Residential Child Care Service at the DGASPC. The designated person may be the head of the CTF/AP or of the complex to which it belongs or an MC monitoring the circumstances of the children (or some of the children) cared for in the selected CTF/AP. DATqqRM. Date of QQ RezMic completion: |___|___|: |___|___|: |___|___|___|___| CineqqRM. Team member who completed the QQ RezMic: OMqqRM. Person with whom the QQ RezMic was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the interviewed person shows up on the MC List, write PozMC: ... (see the MC List) 0. Not on the MC List TipRM. For what type of small-sized residential care service is the questionnaire being completed? Fill in only the appropriate row. 1. CTF PozCTF. Position of selected CTF on the CTF List: ... (see the CTF List) 2. AP PozAP. Position of selected AP on the AP List: ... (see the AP List) QQRM0. CTF/AP List information has been checked and corrected, 1. Yes 0. No where needed, with the interviewed DGASPC representative. 86 CLASSIFICATION BASED ON BENEFICIARIES Number of beneficiaries, as of 15 February 2018 * Current ages. Fill in table cells 1. 2. 3. Youth 4. Total Children Children aged 18+ If the category is missing, please write 0. aged aged 0-3 4-17 RMB2. Total beneficiaries, on 15.02.2018, of whom: Note! RMB2=RMB3+RMB4+RMB5+RMB6 Theoretically, Total RMB2 = LCTF6 on the CTF List and LAP6 on the AP List RMB21 = no of children aged 0-3 years on the CTF/AP List RMB23 = no of youngsters aged 18+ years on the CTF/AP List RMB3. Children with a special protection measure to be implemented at the CTF/AP and actually living at the CTF/AP as of 15.02.2018, of whom: Note! RMB3=RMB3a+RMB3b 3a. Children who, usually (regularly), go to a family on weekends and holidays 3b. Children who hardly ever or never go to a family on weekends and holidays RMB4. Children with a special protection measure to be implemented at the CTF/AP and being away for school on 15.02.2018, of whom: Note! RMB4=RMB4a+RMB4b 4a. Children who, usually (regularly), come to the CTF/AP on weekends and holidays 4b. Children who hardly ever or never come to the CTF/AP on weekends and holidays RMB5. Children with a special protection measure to be implemented at the CTF/AP who are away on 15.02.2018 to attend treatment, who are runaways, who live with relatives, or have other circumstances RMB6. Children actually living at the CTF/AP on 15.02.2018 but having other circumstances (with a special protection measure to be implemented at other child care services in your county or another county; without a special protection measure, etc.) 87 Fill in table cells 1. 2. 3. Youth 4. Total Children Children aged 18+ If the category is missing, please write 0. aged 0-3 aged 4-17 RMB2. Total beneficiaries, as of 15.02.2018, of whom: Please copy the first row of the previous table. Note! RMB2=RMB2a+RMB2b 2a. girls Note! Total RMB2a = No. of girls on the CTF/AP List 2b. boys Note! Total RMB2b = No. of boys on the CTF/AP List RMB7. Children with disability certificates, of whom: Note! Total RMB7 = No. of children with disabilities on the CTF/AP List RMB7=RMB7a+RMB7b+RMB7c and RMB7<=RMB2 7a. profound disabilities 7b. severe disabilities 7c. moderate or mild disabilities RMB8. Bedridden children RMB9. Children with SEN (special educational needs) (according to educational guidance certificates) RMB10. Children in conflict with the law or manifesting risky behaviors RMB11. Other children with special needs, which are not included in the categories above (RMB7-10) LCTF7/LAP7. Are there sibling groups among CTF/AP beneficiaries? 1. Yes 0. No (See the CTF/AP List) RMB12. Total number of children and youth from the CTF/AP who are part of sibling groups living at the CTF/AP RMB13. Total number of children and youth from the CTF/AP who have siblings in public care, regardless of the services where they are placed Please include children and youth from RMB12. Note! RMB12<=RMB13 CTF/AP capacity is included in the CTF/AP List at LCTF8/LAP8. 88 BENEFICIARY FLOW CTF/AP incoming and outgoing flows over the past 3 years * Ages at the time of entry and leaving, respectively . 2015 2016 2017 2018 (Feb 15) RMF1. Number of total new entrants to the CTF/AP, of whom: Note! RMF1=a+b+c a. Children aged 0-3 b. Children aged 4-17 c. Youth aged 18+ RMF2. Total number of leavers from the CTF/AP, of whom: Note! RMF2=a+b+c a. Children aged 0-3 b. Children aged 4-17 c. Youth aged 18+ RMF3. CTF/AP leaves based on reasons: Note! RMF3=RMF2 10. Reintegrated into family 11. Adoption 12. Placement with relatives/other people 20. Transfer to other (public or OPA) services: - AMP - CTF/AP - CP - Other services for children - Institutions for adults 40. Death 50. Turned 18+ years of age** ** This includes social and professional integration, cases of youth aged 18+ who finished school and any other cases of youth aged 18-26 which are not included in the 10-40 descriptions above. 70. Other, namely? 89 CUIB LCTF11/LAP11. Is the CTF/AP part of a “cuib� [nest] (with other residential services for children or adults and/or with a special 1. Yes 0. No -1. DNK/NR school and/or other social services)? (See the CTF/AP List) If yes, it is a “cuib� D14. Please list the other social services located in the same building/courtyard Example: 3 CTFs, 1 drop-in recovery center, 1 CP, 2 DGASPC offices, 1 center for adults, 1 special school, 3 social housing units... a. b. c. d. CARE ENVIRONMENT As of February 15, 2018 ... D2. Is the CTF/AP located in...? 1. A distinct building 2. A section of a building, along with other services (e.g. other APs) Please circle the appropriate code. 3. A section of a building without any other services D1. What is the total usable floor area of the (square meters) CTF/AP? D3. Who owns the CTF/AP? 1. DGASPC 2. CJ 3. APL 4. OPA -1. DNK/NR 5. Other, namely: D6. Year of construction: D7. Year of last reinforcement, extension, overhaul or modernization works: Please include building reinforcement, roof repair, new window installation, central heating unit installation, sanitary facility replacement, extensions, etc. Do not include annual sanitation works, painting, current repairs, etc. Isolation, segregation, accessibility C2. Is the CTF/AP located more than 1.5 km away or more than a 15-minute 1. Yes 0. No walk from ALL OF THE FOLLOWING: (1) the nearest school/educational establishment, (2) the nearest hospital/doctor, and (3) the mayoralty/the center? If the CTF/AP is far away only from one or two of the reference points (school, doctor, and mayoralty/center), please write 0.No. 90 C3. Is the CTF/AP equipped with exterior ramps? 0. No 1. Yes, but insufficient 2. Yes, sufficient C4. Is the CTF/AP equipped with interior ramps (or 0. No 1. Yes, but insufficient elevators, platforms, or similar devices)? 2. Yes, sufficient RMIZ1. Over the past 12 months, did the children and youth from the CTF/AP report any discrimination or abuse from neighbors or community members 1. Yes 0. No outside the CTF/AP and, where applicable, outside the complex to which it belongs? RMIZ2. What was the number of (written or verbal, including phone) complaints against CTF/AP beneficiaries filed by neighbors over the past 12 months? RezMic infrastructure D10. Total number of dormitories accommodating children dormitories a. Total area of dormitories (square meters) D11. Total number of CTF/AP beds as of 15.02.2018? beds a. Maximum number of beds in a dormitory beds D12a. Does the CTF/AP have a play/recreation/activity/living 0. No 1. Yes, one 2. Yes, 2+ room? b. Do children eat at the CTF/AP (in the small kitchen, 0. No 1. Yes, some 2. Yes, all playroom, living room or in bed)? c. Number of bathrooms equipped with at least one toilet and bathrooms a sink D13a. Cold water is provided: 1. Constantly 2. On a schedule 3. Never b. Hot water is provided: 1. Constantly 2. On a schedule 3. Never Child health and security D9a. Does the CTF/AP have one or several of the following -1. DNK/NR problems: dark dormitories, lack of natural light, roof leaks, 1. Not at all or to a very small damp walls, deteriorated window frames which need to be extent replaced, cracked walls and/or old painting? 2. Yes, in some parts, to a great extent b. Does the CTF/AP offer enough space to ensure the wellbeing 0. Not enough space of the children and youth it accommodates? 1. Enough space c. Do dormitories have adequate heating (around 22°C)? -1. DNK/NR 0. Heating can sometimes be a problem in some dormitories 1. Heating is always adequate in the entire building 91 H1. Has the entire staff attended first aid training courses? -1. DNK/NR 0. No 1. Yes, some 2. Yes, all H4a. Did the children at the CTF/AP benefit from a -1. DNK/NR comprehensive health assessment (general health check) in 0. No 1. Yes, some 2. Yes, all the past 12 months? b. How about from at least one dental exam? -1. DNK/NR 0. No 1. Yes, some 2. Yes, all Staff HR1. Total CTF/AP staff, of whom: ... full-time + ... part-time = ... Total HR2. female staff ... women HR3. Total CTF/AP staff, by type ... No. of people Note! HR3a+b+...+g+h=H1 a. Staff providing training/education (educators, specialized educators, teachers, etc.) b. Staff providing care (orderlies, caregivers, and supervisors) c. Professional nurses d. Physicians e. Social worker, psychologist and other professionals f. Administrative and maintenance staff g. Managerial staff h. Other types of employees, namely: HR4. Number of volunteers active at the CTF/AP (as of February 2018) HR5a. Is there a shortage of educational staff and caregivers (HR3 1. Yes 0. No -1. DNK/NR a+b) at the selected CTF/AP? b. How about professionals (HRe)? 1. Yes 0. No -1. DNK/NR c. Do you consider human resources/staff to be more of a strength or a 1. Weakness -1. DNK/NR weakness for the selected CTF/AP? 2. Strength 92 QUALITY OF CARE Child development services and activities D16. Does the CTF/AP have an outdoor playground, sports field, 1. Yes 0. No -1. DNK/NR pool, garden, orchard, or any other relevant amenities? RMH8. Number of children and youngsters at the CTF/AP who are currently No. of (February 2018) benefiting from recovery/rehabilitation services (irrespective of children where they are provided) and youngsters a. Physical therapy b. Kinesiotherapy and massage c. Speech therapy d. Any other therapies, namely ... Examples: Psychomotor therapy and hand skills; occupational therapy and expressive psychotherapy; supportive or relaxation psychotherapy; cognitive-behavioral therapy; educational therapy; etc. Please do not include psychological counseling, school or vocational counseling and guidance. This section refers only to recovery/rehabilitation. Number of children at the CTF/AP who are currently RMI4a. Of whom, RMI4. Total (February 2018) attending...? number of children number of with SEN and/or If no child attends that type of education, please write 0. children disabilities a. Mainstream school b. Special school/integrated special education c. Kindergarten RMI9. Number of children and youth from the CTF/AP, who: No. of children and youth a. Were repeaters, had re-sits, dropped out or left school during the 2016/17 academic year b. Reported discrimination/abuse from teachers or classmates during the 2016/17 academic year c. Were denied enrolment by one or several educational establishments (kindergartens or schools) during the 2016/17 academic year d. Went on a camp in 2017 e. Went on trips to other places in 2017 93 RMM2. Does the CTF/AP have a weekly meal plan? 1. Yes 0. No If RMM2=1 0. No -1. DNK/NR a. Do children and youth from the CTF/AP actively participate in the 1. Yes, some 2. Yes, all weekly meal planning? RMJ5. Are children’s birthdays celebrated 1. Yes, every child’s birthday at the institution? 2. Yes, once a month for all children born that Please circle the appropriate code. month 3. No, for none of the children If a birthday party is thrown (RMJ5=1 or 2) 1. Yes 0. No -1. DNK/NR c. Are the birthday child’s siblings who are in public care invited? d. Are the birthday child’s parents, schoolmates and/or other 1. Yes 0. No -1. DNK/NR community members outside the institution invited? RMV23. Over the past 12 months, how many times was a -7. N/A, child<10 years beneficiary satisfaction questionnaire applied/completed for .... -1. DNK/NR this CTF/AP? 0. No questionnaire If RMV23>0 1. Yes 0. No a. Did you see any questionnaire completed? RMONG. In order to provide good quality services, has the 0. No 1. Yes, one 2. Yes, 2+ Center partnered up with an NGO (on a constant basis or -1. DNK/NR under specific projects)? Children’s interaction with the Center employees If no cases were reported, please write 0. 2018 RML1. Any special incidents reported in the past three 2015 2016 2017 (until Feb 15) years? a. Number of suspected cases of abuse recorded in the Special Incident Report Log b. Number of cases reported to the police, Prosecutor’s Office RML2. Number of Center employees who were fired, transferred to another service, subject to disciplinary action, or prosecuted in the past three years on the grounds of child abuse? 94 Implementation of standards and case management A14. Who is in charge of children’s case management at 1. Social worker or other the CTF/AP? CTF/AP/Complex employee 2. DGASPC MULTIPLE ANSWER 3. Other, namely: RMG1. Number of children and youngsters who have a DGASPC case manager (outside the CTF/AP and, where applicable, outside the complex to which the CTF/AP belongs) monitoring the quality of care they receive at the CTF/AP RMG2. Number of children and youngsters at the CTF/AP who have a PIS If RMG2>0 -1. DNK/NR a. Have any of the children and youngsters at the CTF/AP 0. No 1. Yes, some 2. Yes, all actively participated in PIS development? b. Is there any document available with respect to PIS 1. Yes 0. No participation, signed by the children/youth? If RMG2b=1 c. Did you see those documents? 1. Yes 0. No RMG3. Number of children and youngsters at the CTF/AP who have a case handler a. The case handlers of the children and youngsters at the 1. Social worker or other CTF/AP are ... CTF/AP/Complex employee 2. DGASPC MULTIPLE ANSWER 3. Other, namely: RMG4. Number of children and youngsters at the CTF/AP for whom a family has been identified (name, address) for the purpose of reintegration/integration (work with family is currently in progress or some chances of reintegration have been identified) At present (February 2018), does the CTF/AP have...? RMJ3. A procedure in place for maintaining family contact? 1. Yes 0. No -1. DNK/NR a. What is the number of children and youngsters at the CTF/AP who stay in touch with their families or attachment figures? RML3. A procedure in place for complaints/petitions/hearing children’s views about the quality of services they receive at the 1. Yes 0. No -1. DNK/NR CTF/AP? RMH10. A procedure in place regarding the way in which the staff should handle undesirable behavior (e.g. children biting or hitting 1. Yes 0. No -1. DNK/NR other children)? 95 RMM0. Approximately, what is the average monthly cost for each child living at the CTF/AP? Please consider: overhead expenses (utility expenses, gas, electricity, RON/child/month etc.) + food costs + costs related to educational staff, caregivers and supervisors + management costs (administrative and managerial staff) -1. Cannot guess + costs related to specialized services, personal development and social inclusion (psychological, social, legal matters, etc.) + pocket money for children and youngsters. RMM1. Last month (January 2018), on how many days did the daily days food cost per child amount to less than RON 16.6? Comments: RMM3. On a scale of 1 – ‘very dissatisfied’ to 10 – ‘very satisfied’, ...? How would you rate the financial 1 2 3 4 5 6 7 8 9 10 resources of the CTF/AP? Please circle the appropriate code. Very Very dissatisfied satisfied RMM4. Please write down the budget lines with which you are most dissatisfied? a. b. c. Start time: |___|___|: |___|___| End time: |___|___|: |___|___| Thank you! 96 SC SAltern. 3 Case Studies for the Field Evaluation of Selected Alternative Services SC RezMic. Case Study for the Field Evaluation of Small- Sized Residential Child Care Services (CTF and AP) Case study steps The case study involves the following steps: - Introduction with the DGASPC Director; - Discussions and planning with the head of the Residential Child Care Service (SRC) at the DGASPC, if available. Please talk about the case study and decide (if not available, decide with the Director): a. With whom you will complete the QQ RezMic (desk review of the selected CTF/AP); b. Who will go with you on the field visit. The SRC Head might designate the head/manager of the CTF/AP (or of the complex to which it belongs) as the most suitable person to complete the QQ RezMic. Nevertheless, for the field evaluation, please ask them to designate an MC appointed for the CTF/AP children (some of the children). - Complete the QQ RezMic; - Conduct the field visit to the CTF/AP. During the visit, you will have to: a. Fill out a Mixed Evaluation Form (FEX RezMic), based on direct observation and the information provided by CTF/AP staff and residents. b. Run a group discussion with the CTF/AP children and youth available at the time of visit – regardless of which ones or how many are available – using the Discussion Guide (FG RezMic) below. Note! Some CTF/AP information is found in the CTF/AP List. That information will be checked (and possibly corrected) and completed upon QQ RezMic application. All of it represents entry data for the field visit (so it should be known before the visit). When you plan the visit, please pay attention to the time of day you get there so that children/youth (at least some of them) are present. 97 FEX RezMic. Mixed Evaluation Form for RezMic Services JUDsc1. County (acronyms)... DATsc1. Date of FEX RezMic completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc1. Team member who completed the FEX RezMic (social worker): OMsc1. Person with whom the field visit was conducted and the FEX RezMic was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the person participating in the field visit shows up on the MC ... (See the MC List) List, write PozMC: 0. Not on the MC List TipRM. For what type of small-sized residential care service is the FEX RezMic being completed? Fill in only the appropriate row. 1. CTF PozCTF. Position of selected CTF on the CTF List: ... (See the CTF List) 2. AP PozAP. Position of selected AP on the AP List: ... (See the AP List) INFsc1. Was the information from the CTF/AP List and QQ RezMic known 0. No 1. Yes, partially before the field visit? 2. Yes, completely CUIBs Z1. Please check whether the CTF/AP is part of a “cuib� 1. Yes, cuib 0. No [nest] of social services for children or adults. Details: Z2. Is the CTF/AP a stand-alone facility or is it more of a 1. Yes, stand-alone facility delimited area (separated by doors, a wall, a fence, etc.) within 2. Delimited area within a larger or near a former or current CP or other service for children or facility adults? Details: 98 CARE ENVIRONMENT Z3. Was the CTF/AP renovated with ROP or other funding, with a clause stating that its scope of activity should not change for a specific period 1. Yes 0. No of time? Z4. At the time of visit, what was: a. The number of children and youth present? b. The number of employees present? Comments: Isolation, segregation, accessibility Z5. Are there any window bars and/or locked windows? 1. Yes 0. No Z6. Would you say that the selected CTF/AP is spatially and/or socially 1. Yes 0. No -1.DNK segregated? ZC3. Is the CTF/AP equipped with exterior ramps? 1. Yes 0. No ZC4. Is the CTF/AP equipped with interior ramps (or elevators, 1. Yes 0. No platforms, or similar devices)? -7. No upper floors RezMic Infrastructure At the time of visit,... ZC1e. What was the maximum number of children in a dormitory? f. How about the maximum number of beds in a dormitory? g. Were there any cases of two or more children sharing a bed? 1. Yes 0. No ZC7. Please check whether... a. Cold water is running. 1. Yes 0. No b. Hot water is running. 1. Yes 0. No c. Girls’ restrooms are separated from boys’. 1. Yes 0. No d. Restrooms are covered in easy-to-clean materials (floor and wall tiles). 1. Yes 0. No e. Consumables (toilet paper and soap) are available in the restrooms. 1. Yes 0. No f. Restrooms/shower stalls ensure children’s privacy. 1. Yes 0. No l. There are dedicated areas where children can do their homework. 1. Yes 0. No m. There are dedicated areas (for example, shelves or a library) where children 1. Yes 0. No can keep their textbooks and notebooks. 99 ZC2. In dormitories,...? a. Is children’s space personalized with photos, posters or 0. No drawings displayed above their beds? 1. Yes, rarely (<33% of children) Note! Do not include pictures, boards, clippings, etc. displayed 2. Yes, 33%+ of children by center employees, but only those received/made by the children. b. Does every child have his/her own personal space, besides the 0. No bed (a shelf, a wardrobe, a nightstand, a desk, etc.)? 1. Yes, rarely (<33% of children) 2. Yes, 33%+ of children Evaluators will answer the questions below immediately after leaving the institution (without institution employees). Each evaluator has to give a score from 1 (very bad/low) to 10 (very good/high) and the average score will be worked out in the end. ZD1. How would you rate...? Social DGASPC Average worker MC score BM a. The state of the facilities where children are accommodated j. Space available in dormitories (spacious or overcrowded) k. General appearance of dormitories (are they bright, colorful, pleasant?) o. General description of the physical environment where children are living (warm, friendly, personalized, colorful, joyful, clean or not?) Child health and security At the time of visit,... ZD9a. Does the CTF/AP have one or several of the following -1. DNK/NR problems: dark dormitories, lack of natural light, roof leaks, 1. To a very small extent/Not at damp walls, deteriorated window frames which need to be all replaced, cracked walls and/or old painting? 2. Yes, in some parts, to a great extent b. Does the CTF/AP offer enough space for the wellbeing of the 0. Not enough space children and youth it accommodates? 1. Enough space c. Do dormitories have adequate heating (around 22°C)? -1. DNK/NR 0. Heating can sometimes be a problem in some dormitories 1. Heating is always adequate in the entire building Z7a. Do the children and youth living in the CTF/AP usually have access to the fridge or pantry where they can get fruit or snacks on their own whenever they want to? 1. Yes 0. No b. Are food supplies available for children enough to last 48 1. Yes 0. No hours? c. When did children last get fresh fruit? 1. Today, yesterday, 2-3 days ago 100 2. At least 4 days ago If the CTF/AP accommodates children or youth with special needs Z8a. Is sanitation infrastructure (toilet seat, sink, shower, or 1. Yes 0. No bathtub) adapted? b. Is there a sensory stimulation room? 1. Yes 0. No ZC7. Please check whether... g. There is a dedicated area for storing children’s medication. 1. Yes 0. No gg. Children have access to medication. 1. Yes 0. No h. Contact details of the physician/hospital/clinic/family physician are 1. Yes 0. No prominently displayed. Z9. At the time of visit, at the CTF/AP,... a. Are any sex education activities carried out for children and youth? 1. Yes 0. No b. Are there any couples made up of CTF/AP residents? 1. Yes 0. No c. What is the number of children and youth involved in a relationship? d. Are there any CTF/AP residents who prostitute themselves? 1. Yes 0. No -1. DNK/NR Evaluators will answer the questions below immediately after leaving the institution (without institution employees). Each evaluator has to give a score from 1 (very bad/low) to 10 (very good/high) and the average score will be worked out in the end. ZD1. How would you rate...? Social DGASPC Average worker MC score BM b. Cleanliness inside the building c. Cleanliness around the building and in the courtyard d. Restroom and bathroom cleanliness e. Dining room/kitchen smell f. Social service-specific smell in dormitories and on hallways g. Restroom and bathroom smell h. Children’s hygiene i. Children’s clothes/shoes (for example, poor, torn, patched, too large or too small, uniform, weather-appropriate) n. Hygiene items (are towels, toothbrushes, soap, etc. available in good shape or are they old, overused, shabby, dirty, lacking?) 101 QUALITY OF CARE Child development services and activities ZC7. Please check whether... j. There is a dedicated visiting area. 1. Yes 0. No k. The activity room/living room is also used as an office by one or several 1. Yes 0. No educators. ZC4. Does the CTF/AP have...? a. Various books that are in good shape and that children read (they are not just 1. Yes 0. No beautifully displayed on shelves)? b. Various toys or games (including on DVD) that are in good shape and that 1. Yes 0. No children use (they are not just beautifully displayed)? c. Working Internet connection? 1. Yes 0. No d. At least one working TV set? 1. Yes 0. No e. At least one working computer? 1. Yes 0. No Evaluators will answer the questions below immediately after leaving the institution (without institution employees). Each evaluator has to give a score from 1 (very bad/low) to 10 (very good/high) and the average score will be worked out in the end. ZD1. How would you rate...? Social DGASPC Average worker MC score BM l. Equipment available for leisure and educational activities (are TV, PC, Internet, books, games, toys available, working, sufficient and in good shape?) m. Equipment available for leisure and educational activities (are the TV, PC, Internet, books, games, toys systematically used by children, according to your own observation and children’s statements) Z10. At the CTF/AP, please check whether ... a. Children and youngsters’ school records are available (including 1. Yes 0. No for instance school results, absences, talents, subjects they need help with, etc.). b. There is any information about/a schedule of extracurricular 1. Yes 0. No activities available for children and youth at the CTF/AP (regardless of organizers). c. Homework support activities are run. 4. Yes, daily 3. Yes, 2-3 times/week 2. Yes, once/week 1. Yes, more rarely 0. No 102 Z10. At the CTF/AP, please check... d. The number of children and youth at the CTF/AP who ... 0. No beneficiaries benefit from school counseling and guidance. -7. All residents are 0-6 years of age or do not go to school If yes (Z10d>0) d1. Who carries out school counseling and guidance: d2. How often: e. The number of children and youth at the CTF/AP who ... 0. No beneficiaries benefit from vocational counseling and guidance. -7. All residents are 0-14 years of age If yes (Z10e>0) e1. Who carries out vocational counseling and guidance: e2. How often: f. In the past 12 months, how many visits did CTF/AP ... 0. No visits employees carry out (with or without beneficiaries) for accompanied beneficiaries? -7. No accompaniment or no jobholding/job-seeking beneficiaries g. Do CTF/AP employees run a job database for 1. Yes 0. No jobholding/job-seeking beneficiaries? -7. No job-seeking beneficiaries h. Are there any CTF/AP residents who beg or work on the 1. Yes 0. No -1. DNK/NR street? ZRMV23. Over the past 12 months, how many times was a -7. N/A, child<10 years of beneficiary satisfaction questionnaire applied/completed age for this CTF/AP? .... -1. DNK/NR 0. No questionnaire If ZRMV23>0 1. Yes 0. No a. Did you see any questionnaire completed? b. How often is that questionnaire applied? 0. Less than once a year 1. Once a year 2. Twice a year 3. Once every 2/3/4 months 4. Monthly 5. More often Z11. Number of children and youth at the CTF/AP... a. ... who have their own mobile phone? b. ... who use the computer to socialize? 103 Independent life skills Z12. At the CTF/AP, children and youth aged 14 or older are involved/participate in ... a. ... menu selection 2. Yes, all 1. Yes, some 0. No -7. N/A b. ... food preparation and serving 2. Yes, all 1. Yes, some 0. No -7. N/A c. ... CTF/AP cleaning 2. Yes, all 1. Yes, some 0. No -7. N/A d. ... laundry and ironing 2. Yes, all 1. Yes, some 0. No -7. N/A e. ... placing their own clothes and personal 2. Yes, all 1. Yes, some 0. No -7. N/A items in the closet f. ... decisions on how to organize the living 2. Yes, all 1. Yes, some 0. No -7. N/A space, rooms and play areas g. ... using the stove 2. Yes, all 1. Yes, some 0. No -7. N/A h. ... using the oven 2. Yes, all 1. Yes, some 0. No -7. N/A i. ... using the washing machine 2. Yes, all 1. Yes, some 0. No -7. N/A j. ... knowing the risks related to home 2. Yes, all 1. Yes, some 0. No -7. N/A appliance use (microwave, fridge, etc.) k. ... shopping and choosing their own clothes or 2. Yes, all 1. Yes, some 0. No -7. N/A shoes l. ... doing the daily shopping alone, whenever 2. Yes, all 1. Yes, some 0. No -7. N/A needed m. ... getting personal money and knowing how 2. Yes, all 1. Yes, some 0. No -7. N/A to use it, ask for change, for a receipt, etc. Z13. At the CTF/AP,... a. Is there a Children’s Council (CC) in place? 1. Yes 0. No b. Are CC meetings documented in writing? 1. Yes 0. No Children’s interaction with Center employees Z14. During the visit to the CTF/AP,... a. Did you see any signs of children’s positive i nteraction with the staff? Examples: staff playing with children; staff holding children in their arms; staff 1. Yes 0. No smiling at children and laughing with them, or rewarding/praising children. b. Did you see any signs of children’s negative or indifferent interaction with the staff? Examples: children crying; children with bruises, injuries or any other signs of aggression; scared and avoidant children; children with stereotypical behavior 1. Yes 0. No (like body-rocking); children tied up to the bed or isolated from other children (“for their own good�); staff raising their voices, screaming, swearing, shouting, or any other form of child abuse; children who tried to contact you to report or complain about something; or children who asked for food, juice or money. 104 Z15. At the CTF/AP,... a. Are “therapeutic and recovery� methods, like isolation from the group, medication and physical restraint, used for those who are 1. Yes 0. No -1. DNK/NR aggressive? b. In the past 12 months, were there any cases of unexcused absences? 1. Yes 0. No c. Are employees familiar with the internal procedure related to 1. Yes 0. No children’s disappearance/unexcused absence from the CTF/AP? d. In the past 12 months, were there any cases of child misconduct? 1. Yes 0. No e. In the past 12 months, were there any cases of physical violence or 1. Yes 0. No theft between children? Implementation of standards and case management ZC11. Does the CTF/AP have... Please write zero if, for instance, there is a log but it is blank; the log is new and was just opened during the visit; there is a log but the most recent entry is older . a. ... updated entries into the Special Incident Report Log? 1. Yes 0. No -7. No log b. ... updated entries into the Complaint and Petition Log? 1. Yes 0. No -7. No log c. ... a Restrictive Measure Case Log? 1. Yes 0. No -7. No log d. ... a Child Abuse and Neglect Report Log? 1. Yes 0. No -7. No log e. ... updated entries into the Visit Log? 1. Yes 0. No -7. No log f. ... current annotations into the Concern and Suggestion Log? 1. Yes 0. No -7. No log g. ... updated entries into the Medical Log? 1. Yes 0. No -7. No log h. ... updated entries into the Meal Log? 1. Yes 0. No -7. No log PHOTOGRAPHS For a comparison with the exhaustive study on placement centers, if photos can be taken, please sign the Photo Release Form and fill in the table below. The title of each photo must contain the following: County (acronyms)_Service type (acronyms)_PozCTF_Cod FOTO (from the table below). For instance: BZ_CTF_12_U1 is a photograph of the CTF positioned 12 on the CTF List from the County of Buzău, showing the fence and gate. Has/Have the ... been photographed? N/A, not Yes No available U1. Fence and gate 1 2 U2. Entire building 1 2 U3. Building entrance (if there are several entrances, the one used by 1 2 children) U4. Window bars 1 2 -7 U5. Wheelchair ramps 1 2 -7 U6. Playroom/activity room/living room 1 2 -7 U7. Courtyard playground 1 2 -7 U8. Bathroom 1 2 105 U9. Bathroom for people with special needs 1 2 -7 U10. Restroom 1 2 U11. Restroom for people with special needs 1 2 -7 U12. Hygiene kit for a child (ask a child to show his/her toothbrush, toothpaste, towels, shampoo, deodorant, etc., then place them as a kit and 1 2 take a photo) U13. Dormitory with the highest number of children 1 2 -7 U14. Dormitory with the smallest number of children 1 2 U15. Dining room or area (inside the CTF/AP) 1 2 -7 U16. Storeroom or the area where children’s clothes and shoes are stored (other than seasonal ones, which are expected to be kept in the children’s 1 2 -7 wardrobes. We want to see if, in the storeroom, clothes/shoes are stored collectively or separately for each child?) U17. Laundry room for children’s clothes 1 2 -7 U18. Dedicated drug storage area 1 2 -7 U19. Mold, dampness, dirt, rats, cockroaches 1 2 -7 OTHER ASPECTS WORTH MENTIONING End time: |___|___|: |___|___| Thank you! 106 FG RezMic. Guide for Group Discussion with CTF/AP Children and Youth Present at the Time of Visit JUDfg1. County (acronyms)... DATfg1. Date of FG RezMic completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinefg1. Team member who completed the FG RezMic (social worker): OMfg1. Person with whom the field visit was conducted and the FG RezMic was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the person participating in the field visit shows up on the MC ... (See the MC List) List, write PozMC: 0. Not on the MC List TipRM. For what type of small-sized residential care service is the FG RezMic being completed? Fill in only the appropriate row. 1. CTF PozCTF. Position of selected CTF on the CTF List: ... (See the CTF List) 2. AP PozAP. Position of selected AP on the AP List: ... (See the AP List) Status and participants First of all, please sign the Participation Agreement Form and fill in its Annex. FF1. Did you hold a group discussion with the children and youth 1. Yes 0. No from the CTF/AP? If no FF1nu. Please explain why not: If yes a. Where did you hold the group discussion? b. Total number of participants, of whom: Gender: girls = boys = Age: 4-6 years = 7-10 years = 11-14 years = 15-17 years = 18+ years = 107 Disabilities: with disabilities = without disabilities = Introduction Introducing the project and the general purpose of the discussion We want to find out what you like and don’t like at this CTF/AP, and what should change. There are no good or bad answers, we just want to learn about your everyday life here. Introducing the children Go around the table: name; age; for how long have you been living in this CTF/AP? List of participants Age Gender Number of years in Number of No. the special years in this (full years) 1. M 2. F protection system CTF/AP 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 108 Children’s RezMic evaluation The group discussion will not be attended by any members of the staff. The MC or the DGASPC representative who accompanies you may be allowed to sit in but not engage in the discussion. The World Bank’s social worker is the only one who facilitates the discussion, summarizes, draws conclusions and writes down in the table below the scores given by children and youngsters for each of the ten discussion themes. Average Lowest Highest Theme Evaluated items score score score 1. Living conditions and cleanliness 2. Personal items 3. Food 4. School 5. Physician 6. Leisure activities 7. Relationship with educators/staff 8. Relationship with RezMic colleagues 9. Relationship with the case manager 10. Relationship with parents and family 11. Number of participants who know anything (name, particularities) about their MC 12. Number of participants who met with their MC in the past 12 months and had a (confidential) discussion with him/her Set-up: - For each theme, the social worker holds a brief discussion with the children and youth and then asks them to give a score from 1 to 10 (like in school), as a general evaluation of that theme. - To ensure confidentiality, we play a funny game with the children so that they can trust that no one knows what score each of them has given. Ask participants to (anonymously) write down the score for each theme on a piece of paper, mix the pieces together in a hat or any other funny raffle box, then open them, read them out loud, work out the score (preferably with the children) and write down the average score in the table. For the game, you will need: A4 sheets of paper (for you to tear into small pieces), pens (for you to give to children), a hat or any other funny raffle box, fruit juice and candy (as healthy as possible). These expenses will be reimbursed, but please try to get a single receipt for all the consumables you need to conduct all the case studies! Method limitations: Some children don’t understand the meaning of scores or don’t know how to write. In that case, please try to find a qualitative evaluation method and write down the result in the table. 109 - You can hold discussions on each theme however you like, to prepare children’s evaluation. Obviou sly, you need to fully comply with ethical and deontological codes. For a comparison with the exhaustive study on placement centers, the discussion points used are presented below. However, you are free to select or add any discussion points that you find suitable, in accordance with the child’s/children’s age and level of maturity and according to circumstances. Note! 1. Some of the following questions refer to placement centers (CP). They need to be adapted to the CTF/AP during the discussion. 2. Please mark with a pen the points that you used. THEME 1: Living conditions and cleanliness Discussion points: Dormitories: Space, light, furniture; does each child have his/her own bed; bed linen; how often is bed linen changed? Bathrooms Sinks, hot water schedule, cold water, heating during winter, toilets, working and showers, privacy, disability adaptations? restrooms: Cleanliness: Mold, dampness, dirt, rats, cockroaches, unpleasant smell? THEME 2: Personal items Discussion points: Hygiene: Personal toothbrush and towels; access to consumables – toothpaste, soap, shampoo, deodorants and their quality; does anyone check if they have brushed their teeth/showered? Clothing and Access to personal clothing/footwear; new clothes and shoes, their quality and footwear: personalization; cleanliness; involvement in clothing selection? Personal Photos, books, posters, headphones, mobiles, etc.; what are the space space/items: personalization rules? Personal Access to personal money (those who are over 18)/child benefit (for all). What do money: they do to earn money for the things (e.g. clothes, phone) or activities (e.g. Internet Café, games, etc.) they want – beg; squeegee windshields; work; steal; prostitution? On what do they spend their own money? Number of focus group children who have their own: Bath towel |__|__|, face towel |__|__|, toothbrush |__|__|. THEME 3: Food Discussion points: Food: Diversity, quality, meat, fruit, access to food outside the daily meal schedule, involvement in menu selection, the dining room (furniture, access, equipment, use for other purposes)? 110 THEME 4: Education Discussion points: School: Type of school (special, mainstream); transport to/from school; school supplies; school problems – re-sits, grade retention; transfer from one school to another; getting attention; getting homework help; tutoring, if needed (especially for tests/exams); which Center employee stays in touch with school; to whom do they talk if they have a school problem? School Relationship with schoolmates and teachers; can they talk to their teachers or relations: schoolmates when they have a problem at the Center? THEME 5: Health Discussion points: Healthcare: Are they on medication; who administers it; do they take neuroleptics; to whom do they talk if they are in pain and how are things handled; when they go to the doctor, what is the attitude of the medical staff; have they been to the dentist? THEME 6: Leisure activities Discussion points: Indoor Toys; library (do books look used; do children have their own books as well?), TV activities: (between what hours are they allowed to watch TV; what shows do they watch; who is allowed to turn on the TV; who chooses the channel/show they are watching); activity room (furniture, access, equipment, use for other purposes – e.g. homework, joint meetings, supervision; computer – functionality, access, computer games)? Birthdays: How are they celebrated? Outdoor Playground, football pitch – access rules, equipment; participation in leisure activities: activities outside the Center – camps, trips THEME 7: Relationship with Center employees Discussion points: Head of Do they know the Head of Center; when do they turn to him/her; are meetings held Center: with all children and employees; can they seek advice from him/her; can they report what they don’t like or any abuse from their CP colleagues or at school? Educators: Overall satisfaction; ensuring a climate of trust, “hav ing someone to talk to when you have a problem�; discrimination, abuse, etc.; do they get help if they ask for it? Other staff: Orderlies, caregivers, cooks, watchmen, etc. Do they interact with the children? Do they check if children are in bed at night? Do they get help when they ask for it? THEME 8: Relationship with Center colleagues Discussion points: Relationship Cohesion and cooperation versus division into “masters� (the older ones) and between “servants� (the young ones); any kind of abuse; joint activities; relationship between children: boys and girls? 111 Any physical violence or theft between children? Children’s Council and its activities? Do they know the Internal Rules of the CTF/AP? CTF/AP residents who are involved in a relationship? THEME 9: Relationship with the case manager Discussion points: Case manager: Do they know the case manager; when do they turn to him/her; how frequently do they meet; can they seek advice from him/her; can they report what they don’t like or any abuse from their CP colleagues or at school; can they talk with the case manager alone without anyone else hearing them; how do they communicate with the case manager (face-to-face, over the phone, via e-mail, etc.)? THEME 10: Relationship with parents and family Discussion points: Siblings: Do they have siblings in public care, in the same CP or elsewhere; do they have siblings back home; how frequently do they meet; do they come/go to birthday parties (if birthdays are celebrated)? Mother and Do they know and maintain contact with them; do they go home on weekends and/or father: holidays; do they talk on the phone; do they visit them; do they get packages from them; when they come and visit, where do they meet (there should be a dedicated visiting area)? Extended Do they have grandparents, aunts or other relatives with whom they grew up and family: maintain contact; do they go there on weekends and/or holidays; do they talk on the phone; do they visit them; do they get packages from them; when they come and visit, where do they meet (there should be a dedicated visiting area)? Desire to go Do they want to go home? If no, why not? home: Questions/discussion points you added (very briefly) Dependence on the caregiver/system: Traumas: End time: |___|___|: |___|___| Thank you! 112 SC AMP. AMP Case Study Case study steps The case study involves the following steps: - Introduction with the DGASPC Director; - Discussions and planning with the head of the DGASPC AMP Service or the AMP’s MC or the MC appointed for the children placed with the AMP, as appropriate. Please talk about the case study and decide (if not available, decide with the Director): a. With whom you will complete the QQ AMP (desk review of the selected AMP); b. Who will go with you on the field visit. According to instructions, the QQ AMP will be completed with the MC/social worker monitoring the AMP. If not available, it can be completed with the MC of the child/children placed with the selected AMP. Anyway, ideally, a discussion should be held with both the MC/social worker of the AMP and the MC of the child/children (before the visit and with respect to the field visit). - Complete the QQ AMP; - Conduct the field visit to the AMP. During the visit, you will have to: a. Fill out an AMP Form (IntAMP), based on direct observation and the information provided by the AMP and the children during face-to-face interaction at the AMP’s home. b. Run an individual/group discussion with the child/children placed with the AMP available at the time of visit – regardless of which ones or how many are available – using the Discussion Guide (GD AMP) below. Note! Some AMP information is found in the AMP List. That information will be checked (and possibly corrected) and completed upon QQ AMP application. All of it represents entry data for the field visit (so it should be known before the visit). When you plan the visit, please pay attention to the time of day you get there so that children/youth (at least some of them) are present. Strongly discourage the practice of not sending the child/children to school on the scheduled day of the visit “because they’re coming ... to check on us!� Please inform the DGASPC representatives who accompany you on the ground that the discussion with the AMP might take up to two hours, based on the number of foster children in the household. We have learned about people who have 12 children in their placement, in which case the discussion with the AMP (IntAMP) could take up to as much as three hours. In addition, please allocate around 45 minutes for talking with the child/children. 113 IntAMP. AMP Form JUDsc2. County (acronyms)... DATsc2. Date of IntAMP completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc2. Team member who completed the IntAMP (social worker): OMsc2. Person with whom the field visit was conducted and the IntAMP was completed: Person 1 11. Surname: 12. First name: 13. Position: 14. Telephone (if possible): Person 2 21. Surname: 22. First name: 23. Position: 24. Telephone (if possible): PozMC. If the person participating in the field visit shows up on the MC (See the MC List) List, write PozMC: 0. Not on the MC List PozMC10. PozMC of person 1 on the MC List (where applicable): ... PozMC20. PozMC of person 2 on the MC List (where applicable): ... PozAMP. AMP’s position on the AMP List: ... (See the AMP List) INFsc2. Was the information from the AMP List and QQ AMP known 0. No 1. Yes, partially before the field visit? 2. Yes, completely Introduction with project description 114 COMPREHENSIVE PICTURE OF AMP’S HOUSEHOLD To be filled out with data about all the members of the AMP’s household. Reference person = selected AMP, CPERS=01. A household is a group of people, normally living together and generally related to each other, who manage the house together (share domestic tasks), sometimes work together in the household, jointly consume and make use of the produce they obtain, and are fully or partly involved in the way the household income and expenditure budget is set and used . Table 1 Each To be filled out for all Must record all household members working 1-M Clearly write the household household members. abroad and all children placed with/moved/sent 2-F day, month and member is to relatives. year of birth. assigned a 1 – Person who is present Household member code for registration will start with 2 - Person working abroad registration in the selected AMP the household 3 - Person studying or working elsewhere in the (reference person), the country from 1 to n spouse, if any, and will 4 - Short-term hospital patient (max. 45 days) continue with children, from the eldest to the 5 - Long-term hospital patient/care home or youngest. This structure social institution resident will be used for each 6 - Person who is in prison household family. 100 – Other Person’s code Person’s full name Household presence Sex Date of birth CPERS NUME PREZ SEX DD M YYYY M 01 02 03 04 05 06 07 08 09 10 L8a. How many couples are there in the household? |__|__| 115 Table 2 Use codes Person with For children (<18) If KPLAS>1 from Table national ID 1 number Clearly write the 0. No (family’s children) 1 - Father/mother Date of (birth CPERS code of the -2. Children in care, without a 2- placement certificate main caregiver next placement measure Brother/sister/brot measure - or ID card, to each household 1. Child in public care with a her-in-law/sister- Year according to child under 18 years special protection measure not in-law age) of age. implemented in the AMP’s 3- household and who is Grandfather/grand visiting/on holiday there mother 1. Yes 2. Family placement (PFam 4 - Uncle/aunt with any household member) 5 – Other relative 0. No 3. Foster care (with any 6 – Not related, household member) AMP 7 - Not related, other than the AMP Person’s National ID Who is the main Children with a special How is the child In what year code Number caregiver for protection measure who are related to the was the child children in the in the AMP’s household? caregiver? placed with household? the AMP? CPERS CNP MAINRESP KPLAS RELRESPK YPLAS 01 02 03 04 05 06 07 08 09 10 Use codes For people aged 18 or older For code 1 to PERSDEP from Table 1 1. Yes Clearly write the CPERS code of 0. No the main caregiver next to each dependent in the household Person’s Dependent adult (who is not Who is the main caregiver for code autonomous) requiring constant the dependent person in the support household CPERS PERSDEP RESPPERSDEP 01 02 03 04 05 06 07 08 09 10 116 Table 3 Use codes For children For all Write the level of education completed, NOT from (<18) the current one. Table 1 1- Romanian 1 - Married Does the child 2- Hungarian 1 – No school 2 – Consensual union (in an have siblings in 3- Roma unregistered relationship) 2 – Primary school (1- 4 grades) the household? 4- German 3 - Lower secondary school (5-8 grades) 5- Other 3 – Divorced or separated 4 - Vocational, apprenticeship or 1. Yes (currently not in an complementary school registered or unregistered 5 - Lower high school (9-10 grades) 0. No relationship) 6 - High school (9-12 grades) 5 – Not married (never 7 - Specialized post-secondary been married or in a school/technical foreman school consensual union) 8 - Short-term university courses/college 6 – Widow(er) 9 - Long-term university courses (including Master’s) 10 – PhD program Siblings in the Ethnicity Marital status Educational attainment household CPERS KBRO NAT STACIV NIVE 01 02 03 04 05 06 07 08 09 10 Use 1. Employee If OCUP=1 codes 2. Otherwise employed (day laborer, informal worker, etc.) (employee) from 3. Employer Table 1 4. Non-agricultural own-account worker (including sole proprietor, family association, 1. Yes freelancer) 0. No 5. Agricultural own-account worker 6. Family worker (works without pay in their own household and is not looking for another job) 7. Unemployed, either registered or unregistered (no longer gets the unemployment benefit/support allowance and is a jobseeker) 9. Old-age pensioner 10. Other type of pensioner 11. Pupil, student (Note! Include children who go to kindergarten) 12. Homemaker 13. Unfit for work 14. Otherwise inactive (preschooler who does not go to kindergarten, dependent) Main employment status in the past 12 months Who is the AMP? CPERS OCUP GAMP 01 02 03 04 05 06 07 08 09 117 10 HEALTH Table 4 Use codes 1. Yes 1. Yes 1. Yes 1. Yes For DIZ=1 1. Yes 1. Yes 1. Yes from Table 0. No 0. No 0. No 0. No 0. No 0. No 0. No 1 1. Yes For example 0. No TB, HIV, diabetes, mental illness, etc. Person Person Person with Person with Person Person Person Person with registered a chronic an with a eating eating drinking health with a disease impairment/ disability fresh fruit meat, alcohol insurance family deficiency/di certificate and milk, every physician sability vegetables eggs day every day every day CPERS ASIGMED MEDIC BCRON DIZ CTF VEG MEAT ALC 01 02 03 04 05 06 07 08 09 10 Use codes For children placed (AMP or PFam) For children (<18) For all from Table in the household (KPLAS>1 in Table 1 2) 1 – Twice a day 1 – Every day Does anyone in the 2 – Once a day 2 - A few times a week household benefit Child’s health problems at the start 3 – A few times a 3 – Once a week from (any kind of) of placement/now week 4 – Less than once a recovery/rehabilita 4 – Whenever s/he week tion services? 2. Very serious remembers 1. Serious, but treatable in the 5 - On special 1. Yes medium term occasions 0. No 0. Normal for a child 6 - Never Start of At present (Feb How often does the How often does the Recovery placement 2018) child brush his/her child bathe? teeth? /rehabilitation CPERS KPH0 KPH1 IG3 IG4 IRR 01 02 03 04 05 06 07 08 118 09 10 Use codes For all For children (<18) If KTRAUME=1 from Table 1 Did anyone in the household Did any children in the Did these children benefit from benefit from a psychological household go through psychological counseling or other specialized evaluation in the past 12 traumas, abuses, negative services in the past 12 months? months? experiences in their lives? 1. Yes 1. Yes 0. No 0. No Psychological evaluation Child traumas Services for traumatized children CPERS EVPSI KTRAUME KSPSI 01 02 03 04 05 06 07 08 09 10 CHILDREN’S EDUCATION To be filled out with data about all household members under 18 years of age. Reference person (providing the information) = selected AMP, CPERS=01. Table 5 Use codes For children placed (AMP or If DADAPT0=1 For all For code 1 from PFam) in the household to GRAD Table 1 (KPLAS>1 in Table 2) To what extent have kindergarten/school 1. Yes 1 - Junior 1. Yes At the start of placement, did adjustment difficulties or 0. No 2- 0. No the child show any problems improved? Intermediat kindergarten/school adjustment e difficulties or problems? 4. Very great extent, fully 3 - Senior 3. Great extent 1. Yes 2. Small extent 0. No 1. Very small extent, at all EDUC adjustment difficulties Adjustment difficulties Is the child In what Does the child now enrolled in group is the go to kindergart child? kindergarten en? every day? CPERS DADAPT0 DADAPT1 GRAD GRUP GRADF 01 02 03 04 05 06 07 119 08 09 10 If s/he missed school (ABSEN=1) Use codes For all If s/he goes from Table to school 1 0 – Does not go to (TYPESCH>0) 1. Yes 1. Yes school 0. No 0. No --> GO TO Table 6 Write the -1. -1. -1. -1. DNK/NR grade in DNK/NR DNK/NR DNK/NR 1 – Goes to mainstream Arabic school, including numerals integrated education 2 – Goes to special school Child’s school type In what grade Does the Did the Total Total Total is the child? child go child miss number number of number of to school school in of excused unexcused every the past absences absences absences day? month? CPERS TYPESCH CLASS SCHOOL ABSEN ABSENT ABSENM ABSENN 01 02 03 04 05 06 07 08 09 10 If s/he goes to school According to the For children placed (TYPESCH>0) educational (AMP or PFam) in guidance the household certificate Write the 1. Yes 1. Yes 1. Yes 1. Yes grade. 0. No 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR Use codes How would you rate In the past Did the Is the child Does the child Is the child treated from Table the child’s academic school year, child thinking of have special differently by 1 results, from 1 (very what was the repeat dropping educational teachers or other bad) to 10 (very child’s any out? needs? students at school? good)? conduct grade? grade? CPERS SIT PURT REPET ABNINT CES KSCDIF 01 02 03 04 05 06 07 120 08 09 10 Table 6 Use codes If s/he goes to school For children placed (AMP or PFam) If s/he had behavioral problems from Table (TYPESCH>0) in the household upon entry (KPBBEH0=1) 1 3. Yes, daily Behavioral problems such as: self- Does s/he still have those behavioral 2. Yes, weekly (1-3 times) hitting, body-rocking, always problems? 1. Yes, occasionally anxious and scared, etc.? 0. No 2. Yes, all of them, just as severe 1. Yes 1. Yes, some of them or less severe 0. No 0. Not at all Do you help the child with Upon entry into placement, did the Children with behavioral problems his/her homework? child have any behavioral at present problems? CPERS KHW KPBBEH0 KPBBEH1 01 02 03 04 05 06 07 08 09 10 Use codes For all Write the corresponding For children in from Table answer: placement 1 0 – Everything is allowed (KPLAS>1) 1. Yes 1 - Talking, making them Write down the How would you 0. No understand number of rate your After taking the 2 - Deprivation (no more hours. relationship child/children in sweets, not allowed to watch (selected AMP) your placement, TV or play, etc.) with children in did the relationship 3 – Shouting at the child the household? with your own 4 – Threatening to punish children change? them 4. Excellent 5 – Beating them 3. Good 2. Yes, better 6 – Calling them names 2. Average 1. Yes, worse 7 – Lovingly holding them in 1. Bad 0. No your arms 8 – No measure, indifference Does the child The child discipline method Approximately Self-evaluation Changes in the sometimes stay most frequently used in the how many of the AMP’s relationship with home alone or household hours a day do relationship their own children without adult you spend with with children in supervision? the child? the household CPERS CSING DISCIP HKID EVRELK EVRELCH 01 02 03 04 05 121 06 07 08 09 10 Table 7 Use codes For all 2. Yes, from Table children in all 1 aged 7 or 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes, older 0. No 0. No 0. No 0. No 0. No 0. No 0. No 0. No 0. No in some -7. -7. -7. 1. Yes N/A N/A N/A 0. No 0. No -7. N/A CPERS DVI1 DVI2 DVI3 DVI4 DVI5 DVI6 DVI7 DVI8 DVI9 DVI10 DVI11 01 02 03 04 05 06 07 08 09 10 List of indicators: Children and youngsters in the household are involved/participate in... DVI1 food preparation and serving DVI2 cleaning DVI3 laundry and ironing DVI4 placing their own clothes and personal items in the closet DVI5 using the stove DVI6 using the oven DVI7 using the washing machine DVI8 shopping and choosing their own clothes or shoes DVI9 getting personal money and knowing how to use it, ask for change, for a receipt, etc. DVI10 received a key to the house DVI11 going on vacation, trips with the selected AMP’s family -7. N/A Choose when there is/are no stove, oven, washing machine, trips/holidays KINTG. Do you have family discussions involving your own 1. Yes 0. No -7. No children of children but not the child/children in your placement? their own or children in their placement are too young If KINTG=1 a. Please give an example of such discussions: 122 CONTACT OF THE CHILD/CHILDREN IN PLACEMENT WITH THEIR BIOLOGICAL OR EXTENDED FAMILY MEMBERS To be filled out only for the children placed (AMP or PFam) in the household, for whom KPLAS>1 in Table 2 from the first section of IntAMP. The section concerns parents, relatives (within any degree of consanguinity), and siblings back home or in the special protection system. Table 8 1 - Yes 1 - Yes 1 - Yes 1 - Yes 1 - Yes 0 - No 0 - No 0 - No 0 - No 0 - No -7. No parents -7. No adult -7. No siblings -7. No relatives -7. No other siblings who are within the 4th relatives not degree of institutionalized consanguinity Use codes Does the AMP have Does the AMP How about the How about the How about those from Table at least one have a list or at contact details of contact details of of other relatives? 1 contact detail least some contact the child’s siblings the child’s (address, phone) of details (address, who are in public relatives within the child’s parents phone) of the care or institutions the 4th degree of (M, T, M+T)? child’s adult for adults? consanguinity? siblings who are not institutionalized? CPERS KFAM1 KFAM2 KFAM3 KFAM4 KFAM5 01 02 03 04 05 06 07 08 09 10 If a child in placement does not have any DO NOT APPLY the following tables 8 biological or extended family members (-7 to --> and 9 for this child. all Table 8 columns above) 123 If s/he has parents If s/he has adult If s/he has siblings If s/he has If s/he has other siblings who are in public care or relatives within relatives not institutionalized the 4th degree 1 - Yes, mother institutionalized adult siblings 2 - Yes, father 2 - Yes, with 2+ 3 - Yes, mother and 2 - Yes, with 2+ 2 - Yes, with 2+ 2 - Yes, with 2+ 1 - Yes, with one father 1 - Yes, with one 1 - Yes, with one 1 - Yes, with one 0 - No 0 - No 0 - No 0 - No 0 - No -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR Use codes Does the child stay Does the child Does the child stay How about with a How about with from Table in touch with one stay in touch with in touch with any relative within the any other 1 or both parents (M, any adult siblings siblings who are in 4th degree of relatives? T, M+T)? who are not public care or consanguinity? institutionalized? institutions for adults? CPERS KFAM1a KFAM2a KFAM3a KFAM4a KFAM5a 01 02 03 04 05 06 07 08 09 10 If a child in placement does not stay in touch with any DO NOT APPLY table 9 for this biological or extended family members (zero to all --> child. Table 8 columns above) 124 Table 9 Only if the child stays in touch with at least one biological or extended family member (any of the Table 8 variables is greater than zero). For code 1 to KIDVIS 1 - Yes 1 - Yes 1 - Yes 1 - Yes and/or KIDVAC 0 - No 0 - No 0 - No 0 - No -7. N/A, small child -1. DNK/NR -1. DNK/NR -1. DNK/NR Use codes Is the child allowed In the past 12 In the past 12 In the past 12 How many times did from Table to call/see his/her months, did months, did months, did anyone the child see his/her 1 family any time anyone in the anyone in the in the family take family in the past 12 s/he wants? family talk to the family visit the child (or did the months (whether the child on the the child? child go) on a family came to visit or phone? weekend or on the child went to visit holiday? on a weekend or on holiday)? CPERS KIDPAC KIDPHONE KIDVIS KIDVAC NRVIS 01 02 03 04 05 06 07 08 09 10 Only if the child stays in touch with at least one biological or extended family member. 2 - Yes, any time 4. Yes, I think s/he would go back for good 1 - Yes, but only under certain conditions 3. Yes, but I don’t know for how long and for a certain period of time 2. Yes, but only to visit 0 - No 1. Yes, but to another family member than the one who wants to -7. The child has KIDFAM3>0 in Table 8, take him/her home meaning s/he only has siblings in public 0. No, I don’t think s/he would like to go back care or institutions for adults Use codes As far as you (AMP) know, does anyone How about the child, would s/he like to go back to his/her from Table in the family want to take the child family? 1 home? CPERS PZ1 PZ2 01 02 03 04 05 06 07 08 09 10 125 LIVING CONDITIONS To be filled out with data about the selected AMP’s home. L1. This winter, how often were you unable to keep your home 1. Every day warm enough not to feel cold? 2. A few times a week 3. Once a week 4. A few times a month 5. More rarely 6. Never L2. In the past six months, how often were you unable to put 1. Every day enough food on the table so that children didn’t feel hungry? 2. A few times a week 3. Once a week 4. A few times a month 5. More rarely 6. Never L3. Total number of rooms (excluding hallways, bathroom and |__|__| other annexes)? L7. Does the number of rooms in your home suit your household 1 – Yes 0 – No needs? L28. Is the kitchen separated from the living area? 1 – Yes 0 – No L4. In how many rooms do you sleep? |__|__| L5. Is there a special place in your household where children can 1 – Yes 0 – No -1 – N/A do their homework/play? L16. In how many beds do children and adults sleep in the household? a. |__|__| Beds for children b. |__|__| Beds for adults c. |__|__| Beds for adults and children L16a. Is each bed fully equipped (sheets, blankets, pillows)? 1 – Yes 0 – No L17. Is your home fully equipped so that the entire household 1 – Yes 0 – No can eat (cooking utensils, dishware and cutlery for all members)? L9a. Do you have any house problems (roof leaks, damp walls, 1 – Yes 0 – No rotten/damaged window frames/floors)? L9b. Do the rooms have natural light? 1 – Yes 0 – No L10. Home ownership 1 – Family owned 2 – Owned by other relatives 3 – State rent 4 – Private rent 5 – Social housing/free housing 126 6 – Improvised shelter, illegal occupancy L11. What is the L12. What is the means of transport most approximate distance (in often used by the child/children... meters) from the AMP’s 1. Public transport home to the nearest ... 2. Transport provided by the institution -7. N/A, not available/the 3. AMP’s personal car child doesn’t go there/the child does not 4. Other (bike, carriage, etc.) stay in touch or is too 5. The service is in close proximity young a. Kindergarten, school b. Physician c. Recovery center, relevant medical services d. Church, park, other relevant community places e. Parents, extended family AMP’S HOUSEHOLD INCOME BSTOT. Last month (January 2018), approximately how much money did all household members earn in total (AMP included), taking into account all RON sources of income (salaries, pensions, self-employment earnings, allowances, sales, rent, remittances, etc.)? SUPR. If tomorrow your household income dropped 1 – Less than a week significantly, let’s say by a quarter, for a period of 2 – A week – less than a month three months or even more, how long do you think you 3 - 1-3 months would manage? 4 - 3-6 months 5 - 6-12 months 6 – At least a year -1 - DNK/NR BSBS. What social benefits/services does your household (any member) receive...? 1. Monthly placement allowance 1. Yes 0. No 2. Monthly allowance for people with profound and severe disabilities 1. Yes 0. No 3. Monthly allowance for caregivers to adults with profound visual impairment 1. Yes 0. No 4. Unemployment benefit/professional integration allowance/support 1. Yes 0. No allowance 5. Child benefit 1. Yes 0. No 6. Social security (GMI) 1. Yes 0. No 127 7. Family support allowance (ASF) 1. Yes 0. No 8. Heating benefit 1. Yes 0. No 9. Food aid from the European Union or the Social Canteen 1. Yes 0. No 10. Day care center 1. Yes 0. No 11. Scholarships for pupils and students (social or merit-based scholarships) 1. Yes 0. No 12. High School Money or Vocational Grant Program 1. Yes 0. No 13. EURO 200 Program (to boost computer purchases) 1. Yes 0. No 14. Bread Roll and Milk Program 1. Yes 0. No 15. School Supplies Program 1. Yes 0. No 16. A (national or NGO-run) program which offered you support to 1. Yes 0. No start/develop a business 17. Other social benefits (allowances, indemnities, infant formula, emergency 1. Yes 0. No payment from the mayoralty, etc.) BSHOME. Do you produce some of the food you eat in your household 1. Yes 0. No (vegetables, eggs, milk, etc.)? BSK. Are the funds currently allocated for raising the 1. Yes 0. No child/children in placement enough for your household? 10. In the past 12 months, were there any fund allocation delays? 1. Yes 0. No If yes Days 11. What was the longest delay? 12. Did those delays cause you any financial troubles? 3. Yes, a lot; we had to cut down some expenses to be able to cope 2. Yes, some; we coped without expense cuts 1. Yes, small 0. No 20. How often do you have to present receipts for child/children- 0. We don’t have to related expenses? 1. Monthly 2. Other: 40. In the past 12 months did you ever have to postpone a doctor’s 1. Yes 0. No appointment/accessing a recovery or other service for the child due to lack of money? If yes (V27=1) V27. Do you think additional V28. What is the average extra amount financial support is needed for your that would be required each month? household so that..: Fill in the cells corresponding to the profile of the children placed in this household 1. RON/child 2. RON/child with without disabilities/month disabilities/month 128 a. foster care is appealing to you? 1. Yes 0. No -1. Cannot guess b. children’s access to certain 1. Yes 0. No services they need is not -1. Cannot guess postponed or denied for financial reasons? If yes to V27b c. More precisely, for what child services would you need additional financial support? AMP AS A PROFESSION & AMP’S RELATIONSHIP WITH THE DGASPC AND SPAS To be filled out only for the children placed (AMP or PFam) in the household, for whom KPLAS>1 in Table 2 from the first section of IntAMP. Table 10 Use codes Please check whether the household On a scale of 1 to Were there any times Were there any times from Table has a copy of the initial/detailed 10 (like in school), when FAMILY when a MC’S/SOCIAL 1 evaluation, PIP and PIS for each child how well do you CONSENT came WORKER’S CONSENT in their placement (PFam or AMP). know the late/prevented came late/prevented provisions of the prompt child prompt child child’s PIP/PIS (PIP care/education care/education goal, objectives, decisions, which had decisions, which had services, activities, negative negative consequences? etc.)? consequences? 1 - Yes 1 - Yes 1 - Yes 0 - No 0 - No 0 - No -7. No evaluation/PIP/PIS -7. No family, family is not the legal representative (see Table 8) Copy of Copy of Copy of AMP’s self- Obstacles from Obstacles from the the PIP PIS assessment of family MC/social worker evaluatio PIP/PIS knowledge n CPERS KEV KPIP KPIS KNOWPIP BOTFAM BOTMC 01 02 03 04 05 06 07 08 09 10 129 LEGAS. From your (first) certification to date, how many MCs/social -1. I don’t remember workers have you had? ... Please consider only those appointed for the selected AMP, not for the child/children or for other adults in the household with children in their placement. LEGAS12. How about in the past 12 months? V20. In the past 12 months, how many times were you visited by... a. The MC/social worker who monitors you? visits Please write zero in case of home visits with no interaction. Do not include visits on which the AMP was not at home (according to reports). b. Last (most recent) visit took place on day/month/year: c. The MC/social worker appointed for the child (any child in visits placement)? Please write zero in case of home visits with no interaction. Do not include visits on which the AMP was not at home (according to reports). d. On how many visits (under point c) was the child home and interacted visits directly with his/her MC/social worker? d. Did you get any copies of visit reports from the past 12 months? 2. Yes, all 1. Yes, some 0. None LEG1. Overall, how would you rate the support you 3. Vital, couldn’t do without received from the AMP service/office in the past 12 2. Useful, but we can do without months? 1. Poor, sometimes even cumbersome Excluding AMP salary. 0. No support a. How about the support offered by other DGASPC professionals? For example: psychologist, physician, physical therapist, speech therapist, other professionals. Use LEG1 codes. LEG2a. What kind of support did you receive from the LEG2b. And which of these services do AMP service/office in the past 12 months? you need the most? MULTIPLE ANSWER MAXIMUM 3 ANSWERS Please circle the code corresponding to the services received (LEG2a) and to LEG2a LEG2b the three most needed services (LEG2b) a. Information about the child 1 1 b. Information about services (location, access) 2 2 c. Healthcare mediation (specialty, dental, mental health, recovery or other 3 3 services) d. Educational service mediation (school network, clubs, etc.) 4 4 e. Parent/carer counseling and support 5 5 f. Temporary child care (respite care) 6 6 g. AMP support groups, formal/informal AMP associations 7 7 130 h. Education and training courses 8 8 i. Psychological counseling 9 9 j. Individual or group psychotherapy 10 10 k. Support for the child/children to maintain contact with their 11 11 biological/extended family l. Other type of support, namely: 12 12 m. No support (excluding AMP salary) 0 V21. On a scale of 1 to 10, how would you rate the way you (as AMP) have looked after the child/children placed in your Theoretically, this score should household until now? be equal to the mean of scores (Overall evaluation of actions and activities conducted by the (a+b+c+d+e+f+g+h+i)/9 AMP to meet the child’s needs ... and, now, let’s look at those needs one by one)8 a. Health needs and health promotion (visits to the doctor, physical therapists, recovery professionals); b. Care needs, including security and wellbeing promotion (diversified diet, personal hygiene, and clothing); c. Physical needs (living conditions); d. Emotional needs (emotional climate); e. Educational needs and the pursuit of academic achievement; f. Spare time needs; g. Socialization needs (with peers, adults); h. Maintaining contact with parents, extended family, friends; i. Independent life skills development needs. Comments: LEG3. In general, how was the 3. Easier than expected placement in the past 12 months? 2. As expected 1. With more ups and downs than expected LEG4. How often in the past 12 3. I’m determined to terminate (this placement or one of months did you think of them) terminating this placement (or 2. Most of the time, but I haven’t decided yet any of them)? 1. Sometimes, seldom 0. Never LEG5. In how long do you think 1. 0-6 months 2. 7 moths-1 year 3. 1-5 years 4. 6-10 years you will stop working as an AMP? 5. More than 10 years 6. I will continue as long as I can 8 Child needs pursuant to Order No. 286/2006 of 06/07/2006 approving the Implementing Rules for Service Plan Development and the Implementing Rules for Individual Care Plan Development, published in the Official Gazette, Part I No. 656 of 28/07/2006. 131 LEG6. What were the three main stress factors you had to -1. DNK/NR deal with in the past 12 months as an AMP? 0. No stress factor LEG7. Do you think your work as an AMP is appreciated by... 3. To a (very) great extent 2. To some extent Use the following codes for questions a-e below. 1. To a small extent 0. Not at all a. The child/children in your placement b. Your family c. The DGASPC d. Healthcare, educational or other professionals e. The community where you live LEG8. If you stopped working as an AMP, what do you think 0. Practically zero/very small are your chances of finding a new job that you like? 1. I think I would find one in time and with some effort 2. I would find one without any problems LEG9. Do you know if there is a clear procedure in place for 1. Yes, there is situations where allegations are made against an AMP? 0. No, there isn’t -1. DNK/NR a. If allegations were brought against you, would you know 1. Yes 0. No what to do? V12. Over time (from certification to date), what was the number of complaints/petitions/allegations against you as an AMP (all sources), including actual/suspected cases of child ...complaints/petitions/allegations abuse, neglect or exploitation involving your family members, 0. None relatives, neighbors, or community members? V23. Over the past 12 months, how many times was a -7. N/A, children<10 years beneficiary satisfaction questionnaire applied/completed by ... -1. DNK/NR the children aged 10+ in your placement? 0. No questionnaire LEG10. What do you think are the three main things you would need to make sure that the child/children placed with you in your household are doing as well as possible? a. b. c. SC26. What do you think you could do better to increase the child’s chances of being (re)integrated into a family? a. b. c. 132 Evaluators will answer the questions below immediately after leaving the AMP’s home. Each evaluator has to give a score from 1 (very bad/low) to 10 (very good/high) and the average score will be worked out in the end. ZD1. How would you rate...? Social DGASPC Average worker MC score BM Infrastructure a. The state of the facilities where children are accommodated o. General description of the physical environment where children are living (warm, friendly, personalized, colorful, joyful, clean or not?) Child health and security b. Home cleanliness d. Restroom and bathroom cleanliness e. Kitchen smell g. Restroom and bathroom smell h. Children’s hygiene i. Children’s clothes/shoes (for example, poor, torn, patched, too large or too small, uniform, weather-appropriate) n. Hygiene items (are towels, toothbrushes, soap, etc. available in good shape or are they old, overused, shabby, dirty, lacking?) Child development services and activities l. Equipment available for leisure and educational activities (are TV, PC, Internet, books, games, toys available, working, sufficient and in good shape?) Children’s interaction with the AMP Z14. During the visit to the AMP,... a. Did you see any signs of children’s positive interaction with the AMP/AMP’s family? 1. Yes 0. No Examples: playing with children; holding children in their arms; smiling at children and laughing with them, or rewarding/praising children. b. Did you see any signs of children’s negative or indifferent interaction with the AMP/AMP’s family? Examples: children crying; children with bruises, injuries or any other signs of aggression; scared and avoidant children; children with stereotypical behavior (like body-rocking); children tied up to the bed or isolated from other children 1. Yes 0. No (“for their own good�); adults raising their voices, screaming, swearing, shouting, or any other form of child abuse; children who tried to contact you to report or complain about something; or children who asked for food, juice or money. 133 PHOTOGRAPHS For a comparison with the exhaustive study on placement centers, if photos can be taken, please sign the Photo Release Form and fill in the table below. The title of each photo must contain the following: County (acronyms)_Service type (acronyms)_PozAMP_Cod FOTO (from the table below). For instance: CT_AMP_12_U2 is a photograph of the AMP positioned 12 on the AMP List from the County of Constanța, showing the entire building where the AMP lives. Has/Have the ... been photographed? N/A, not Yes No available U1. Fence and gate 1 2 U2. Entire building 1 2 U3. Building entrance (if there are several entrances, the one used by 1 2 children) U4. Window bars -7 U5. Wheelchair ramps 1 2 -7 U6. Playroom/activity room/living room 1 2 -7 U7. Courtyard playground 1 2 -7 U8. Bathroom 1 2 U9. Bathroom for people with special needs U10. Restroom 1 2 U11. Restroom for people with special needs U12. Hygiene kit for a child (ask a child to show his/her toothbrush, toothpaste, towels, shampoo, deodorant, etc., then place them as a kit and 1 2 take a photo) U13. Child’s/children’s sleeping room 1 2 -7 U14. Sleeping room with the smallest number of children U15. Dining room or area 1 2 U16. Storeroom or the area where children’s clothes and shoes are stored (other than seasonal ones, which are expected to be kept in the children’s 1 2 -7 wardrobes. We want to see if, in the storeroom, clothes/shoes are stored collectively or separately for each child?) U17. Laundry room for children’s clothes U18. Dedicated drug storage area 1 2 -7 U19. Mold, dampness, dirt, rats, cockroaches 1 2 -7 134 OTHER ASPECTS WORTH MENTIONING End time: |___|___|: |___|___| Thank you! 135 GD AMP. Guide for Individual/Group Discussion with the Child/Children Placed with the Selected AMP, Present at the Time of Visit JUDfg2. County (acronyms)... DATfg2. Date of GD AMP completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinefg2. Team member who completed the GD AMP (social worker): OMfg2. Person with whom the field visit was conducted and the GD AMP was completed: If you are accompanied by two DGASPC representatives, ask only one of them to participate in the discussion with the child, especially if there is only one child in placement . 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the person participating in the field visit shows up on the MC ... (See the MC List) List, write PozMC: 0. Not on the MC List PozAMP. AMP’s position on the AMP List: ... (See the AMP List) Status and participants First of all, please sign the Participation Agreement Form and fill in its Annex. FF1. Did you hold an individual/group discussion with the children 1. Yes 0. No in foster care? If no FF1nu. Please explain why not: If yes a. Where did you hold the discussion? b. Total number of participants, of whom: Gender: girls = boys = Age: 4-6 years = 7-10 years = 11-14 years = 15-17 years = 18+ years = 136 Disabilities: with disabilities = without disabilities = 137 Introduction Introducing the project and the general purpose of the discussion We want to find out what you like and don’t like at your placement with this AMP, and what should change. There are no good or bad answers, we just want to learn about your everyday life here. Introducing the children List of participants Age Gender Number of years in Number of No. the special years with this (full years) 1. M 2. F protection system AMP 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Children’s AMP evaluation The individual/group discussion will not be attended by any members of the AMP’s family. The MC or the DGASPC representative who accompanies you may be allowed to sit in but not engage in the discussion. The World Bank’s social worker is the only one who facilitates the discussion, summarizes, draws conclusions and writes down in the table below the scores given by the child/children for each of the ten discussion themes. 138 Average Lowest Highest Theme Evaluated items score score score 1. Living conditions and cleanliness 2. Personal items 3. Food 4. School 5. Physician 6. Leisure activities 7. Relationship with the AMP 8. - 9. Relationship with the case manager Relationship with parents and biological/extended family 10. (If the child/children stay(s) in touch with their family, see Table 8) 11. Number of participants who know anything (name, particularities) about their MC 12. Number of participants who met with their MC in the past 12 months and had a (confidential) discussion with him/her Set-up: - For each theme, the social worker holds a brief discussion with the children and then asks them to give a score from 1 to 10 (like in school), as a general evaluation of that theme. For three or more children in placement - To ensure confidentiality, we play a funny game with the children so that they can trust that no one knows what score each of them has given. Ask participants to (anonymously) write down the score for each theme on a piece of paper, mix the pieces together in a hat or any other funny raffle box, then open them, read them out loud, work out the score (preferably with the children) and write down the average score in the table. For the game, you will need: A4 sheets of paper (for you to tear into small pieces), pens (for you to give to children), a hat or any other funny raffle box, fruit juice and candy (as healthy as possible). These expenses will be reimbursed, but please try to get a single receipt for all the consumables you need to conduct all the case studies! For only one or two children in placement Ask the child to fill in the table (only the Average Score column), ensuring his/her confidentiality, and then ask him/her to fold the paper, promising you will not show it to anyone in the family or at the DGASPC. Method limitations: Some children don’t understand the meaning of scores or don’t know how to write. In that case, please try to find a qualitative evaluation method and write down the result in the table. 139 - You can hold discussions on each theme however you like, to prepare children’s evaluation. Obviously, you need to fully comply with ethical and deontological codes. For a comparison with the exhaustive study on placement centers and with the discussions with children from the other types of services (CTF/AP, PFam), the discussion points used are presented below. However, you are free to select or add any discussion points that you find suitable, in accordance with the child’s/children’s age and level of maturity and according to circumstances. Note! 1. Some of the following questions refer to placement centers (CP). They need to be adapted to the AMP during the discussion. 2. Please mark with a pen the points that you used. THEME 1: Living conditions and cleanliness Discussion points: Dormitories: Space, light, furniture; does each child have his/her own bed; bed linen; how often is bed linen changed? Bathrooms Sinks, hot water schedule, cold water, heating during winter, toilets, working and showers, privacy, disability adaptations? restrooms: Cleanliness: Mold, dampness, dirt, rats, cockroaches, unpleasant smell? THEME 2: Personal items Discussion points: Hygiene: Personal toothbrush and towels; access to consumables – toothpaste, soap, shampoo, deodorants and their quality; does anyone check if they have brushed their teeth/showered? Clothing and Access to personal clothing/footwear; new clothes and shoes, their quality and footwear: personalization; cleanliness; involvement in clothing selection? Personal Photos, books, posters, headphones, mobiles, etc.; what are the space space/items: personalization rules? Personal Access to personal money (those who are over 18)/child benefit (for all). What do money: they do to earn money for the things (e.g. clothes, phone) or activities (e.g. Internet Café, games, etc.) they want – beg; squeegee windshields; work; steal; prostitution? On what do they spend their own money? Number of focus group children who have their own: Bath towel |__|__|, face towel |__|__|, toothbrush |__|__|. THEME 3: Food Discussion points: Food: Diversity, quality, meat, fruit, access to food outside the daily meal schedule, involvement in menu selection, the dining room (furniture, access, equipment, use for other purposes)? 140 THEME 4: Education Discussion points: School: Type of school (special, mainstream); transport to/from school; school supplies; school problems – re-sits, grade retention; transfer from one school to another; getting attention; getting homework help; tutoring, if needed (especially for tests/exams); which Center employee stays in touch with school; to whom do they talk if they have a school problem? School Relationship with schoolmates and teachers; can they talk to their teachers or relations: schoolmates when they have a problem at the Center? THEME 5: Health Discussion points: Healthcare: Are they on medication; who administers it; do they take neuroleptics; to whom do they talk if they are in pain and how are things handled; when they go to the doctor, what is the attitude of the medical staff; have they been to the dentist? THEME 6: Leisure activities Discussion points: Indoor Toys; library (do books look used; do children have their own books as well?), TV activities: (between what hours are they allowed to watch TV; what shows do they watch; who is allowed to turn on the TV; who chooses the channel/show they are watching); activity room (furniture, access, equipment, use for other purposes – e.g. homework, joint meetings, supervision; computer – functionality, access, computer games)? Birthdays: How are they celebrated? Outdoor Playground, football pitch – access rules, equipment; participation in leisure activities: activities outside the Center – camps, trips THEME 7: Relationship with the AMP Discussion points: AMP: When do they turn to him/her; are meetings held with the family; can they seek advice from him/her; can they report what they don’t like or any abuse from the other children in the household (if any) or at school? Overall satisfaction; ensuring a climate of trust, “having someone to talk to when you have a problem�; discrimination, abuse, etc.; do they get help if they ask for it? AMP’s family: Do they interact with them? Do they check if they are in bed at night? Do they get help if they ask for it? Cohesion and cooperation versus division into “masters� (the older ones) and “servants� (the young ones); any kind of abuse; joint activities; relationship between boys and girls? Any physical violence or theft between children in the household? 141 THEME 9: Relationship with the case manager Discussion points: Case manager: Do they know the case manager; when do they turn to him/her; how frequently do they meet; can they seek advice from him/her; can they report what they don’t like or any abuse from other children in the household or at school; can they talk with the case manager alone without anyone else hearing them; how do they communicate with the case manager (face-to-face, over the phone, via e-mail, etc.)? THEME 10: Relationship with parents and family Discussion points: Siblings: Do they have siblings in public care, with the same AMP or elsewhere; do they have siblings back home; how frequently do they meet; do they come/go to birthday parties (if birthdays are celebrated)? Mother and Do they know and maintain contact with them; do they go home on weekends and/or father: holidays; do they talk on the phone; do they visit them; do they get packages from them; when they come and visit, where do they meet (there should be a dedicated visiting area)? Extended Do they have grandparents, aunts or other relatives with whom they grew up and family: maintain contact; do they go there on weekends and/or holidays; do they talk on the phone; do they visit them; do they get packages from them; when they come and visit, where do they meet (there should be a dedicated visiting area)? Desire to go Do they want to go home? If no, why not? home: Questions/discussion points you added (very briefly) Dependence on the caregiver/system: Traumas: End time: |___|___|: |___|___| Thank you! 142 SC PFam. Family Placement (PFam) Case Study Case study steps The case study involves the following steps: - Introduction with the DGASPC Director; - Discussions and planning with the head of the Child MC Service at the DGASPC. Please talk about the case study and decide (if not available, decide with the Director): a. With whom you will complete the QQ PFam (desk review of the selected PFam); b. Who will go with you on the field visit. According to instructions, the QQ PFam will be completed with the MC/social worker monitoring the selected PFam or with the MC of one or several children placed with that PFam. - Complete the QQ PFam; - Conduct the field visit to the AMP. During the visit, you will have to: a. Fill out a PFam Form (IntPFam), based on direct observation and the information provided by the placement family and the children during face-to-face interaction at PFam’s home. b. Run an individual/group discussion with the child/children placed with the PFam available at the time of visit – regardless of which ones or how many are available – using the Discussion Guide (GD PFam) below. Note! Some PFam information is found in the PFam List. That information will be checked (and possibly corrected) and completed upon QQ PFam application. All of it represents entry data for the field visit (so it should be known before the visit). When you plan the visit, please pay attention to the time of day you get there so that children/youth (at least some of them) are present. Strongly discourage the practice of not sending the child/children to school on the scheduled day of the visit “because they’re coming ... to check on us!� Please inform the DGASPC representatives who accompany you on the ground that the discussion with the PFam might take up to two hours, based on the number of children placed in that household. In addition, please allocate around 45 minutes for talking with the child/children. 143 IntPFam. PFam Form JUDsc3. County (acronyms)... DATsc3. Date of IntPFam completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc3. Team member who completed the IntPFam (social worker): OMsc3. Person with whom the field visit was conducted and the IntPFam was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the person participating in the field visit shows up on the MC ... (See the MC List) List, write PozMC: 0. Not on the MC List PozPFam. PFam position on the PFam List: ... (See the PFam List) INFsc3. Was the information from the PFam List and QQ PFam known 0. No 1. Yes, partially before the field visit? 2. Yes, completely Introduction with project description 144 COMPREHENSIVE PICTURE OF PFam HOUSEHOLD To be filled out with data about all the members of the placement household. Reference person = Placement person or any placement family member, CPERS=01. A household is a group of people, normally living together and generally related to each other, who manage the house together (share domestic tasks), sometimes work together in the household, jointly consume and make use of the produce they obtain, and are fully or partly involved in the way the household income and expenditure budget is set and used . Table 1 Each To be filled out for all Must record all household members working 1-M Clearly write the household household members. abroad and all children placed with/moved/sent 2-F day, month and member is to relatives. year of birth assigned a 1 - Person who is present Household member code for registration will start with 2 - Person working abroad registration in the reference person, the the household 3 - Person studying or working elsewhere in the spouse, if any, and will country from 1 to n continue with children, 4 - Short-term hospital patient (max. 45 days) from the eldest to the youngest. This structure 5 - Long-term hospital patient/care home or will be used for each social institution resident household family. 6 - Person who is in prison 100 – Other Person’s code Person’s full name Household presence Sex Date of birth CPERS NAME PREZ SEX DD M YYYY M 01 02 03 04 05 06 07 08 09 10 L8a. How many couples are there in the household? |__|__| 145 Table 2 Use codes Person with For children (<18) If KPLAS>1 from Table national ID 1 number Clearly write the 0. No (family’s children) 1 - Father/mother Date of (birth CPERS code of the -2. Children in care, without a 2- placement certificate main caregiver next placement measure Brother/sister/brot measure - or ID card, to each household 1. Child in public care with a her-in-law/sister- Year according to child under 18 years special protection measure not in-law age) of age. implemented in the PFam’s 3- Note! household and who is Grandfather/grand See also point visiting/on holiday there mother b LPF7 1. Yes 2. Family placement (PFam 4 - Uncle/aunt variables in with any household member) 5 – Other relative the PFam List. 0. No 3. Foster care (with any 6 – Not related, household member) AMP 7 - Not related, other than the AMP Person’s National ID Who is the main Children with a special How is the child In what year code Number caregiver for protection measure who are related to the was the child children in the in the PFam’s household? caregiver? placed with household? the PFam? CPERS CNP MAINRESP KPLAS RELRESPK YPLAS 01 02 03 04 05 06 07 08 09 10 Use codes For people aged 18 or older For code 1 to PERSDEP from Table 1 1. Yes 1. Yes Clearly write the CPERS code of 0. No 0. No the main caregiver next to each dependent in the household Person’s Household adults who have a Dependent adult (who is not Who is the main caregiver for code child/children in their placement autonomous) requiring constant the dependent person in the support household? CPERS PFAM PERSDEP RESPPERSDEP 01 02 03 04 05 06 07 08 09 10 146 Table 3 Use For For all Write the level of education completed, NOT the codes children 1 - Married current one. from (<18) 1- Romanian 2 – Consensual union (in Table 2- Hungarian an unregistered 1 - No school 1 Does the 3- Roma relationship) 2 – Primary school (1- 4 grades) child have 4- German 3 – Divorced or separated 3 - Lower secondary school (5-8 grades) siblings in 5- Other 4 - Vocational, apprenticeship or complementary school (currently not in an the registered or 5 - Lower high school (9-10 grades) household? 6 - High school (9-12 grades) unregistered relationship) 7 - Specialized post-secondary school/technical foreman 1. Yes school 5 – Not married (never 0. No 8 - Short-term university courses/college been married or in a consensual union) 9 - Long-term university courses (including Master’s) 10 – PhD program 6 – Widow(er) Siblings in Ethnicity Marital status Educational attainment the household CPERS KBRO NAT STACIV NIVE 01 02 03 04 05 06 07 08 09 10 Use 1. Employee If OCUP=1 codes 2. Otherwise employed (day laborer, informal worker, etc.) (employee) from 3. Employer Table 4. Non-agricultural own-account worker (including sole proprietor, family association, 1. Yes 1 freelancer) 0. No 5. Agricultural own-account worker 6. Family worker (works without pay in their own household and is not looking for another job) 7. Unemployed, either registered or unregistered (no longer gets the unemployment benefit/support allowance and is a jobseeker) 9. Old-age pensioner 10. Other type of pensioner 11. Pupil, student (Note! Include children who go to kindergarten) 12. Homemaker 13. Unfit for work 14. Otherwise inactive (preschooler who does not go to kindergarten, dependent) Main employment status in the past 12 months Who is the AMP? CPERS OCUP GAMP 01 02 03 04 05 06 07 08 09 147 10 HEALTH Table 4 Use codes 1. Yes 1. Yes 1. Yes 1. Yes For DIZ=1 1. Yes 1. Yes 1. Yes from Table 0. No 0. No 0. No 0. No 0. No 0. No 0. No 1 1. Yes For example 0. No TB, HIV, diabetes, mental illness, etc. Person Person Person with Person with Person Person Person Person with registered a chronic an with a eating eating drinking health with a disease impairment / disability fresh fruit meat, alcohol insurance family deficiency/di certificate and milk, every physician sability vegetables eggs day every day every day CPERS ASIGMED MEDIC BCRON DIZ CTF VEG CARNE ALC 01 02 03 04 05 06 07 08 09 10 Use codes For children placed (AMP or PFam) For children (<18) For all from Table in the household (KPLAS>1 in Table 1 2) 1 - Twice a day 1 - Every day Does anyone in the 2 – Once a day 2 - A few times a week household benefit Child’s health problems at the start 3 – A few times a 3 – Once a week from (any kind of) of placement/now week 4 – Less than once a recovery/rehabilita 4 – Whenever s/he week tion services? 2. Very serious remembers 1. Serious, but treatable in the 5 - On special 1. Yes medium term occasions 0. No 0. Normal for a child 6 - Never Start of At present (Feb How often does the How often does the Recovery placement 2018) child brush his/her child bathe? /rehabilitation teeth? CPERS KPH0 KPH1 IG3 IG4 IRR 01 02 03 04 05 06 07 08 148 09 10 Use codes For all For children (<18) If KTRAUME=1 from Table 1 Did anyone in the household Did any children in the Did these children benefit from benefit from a psychological household go through psychological counseling or other specialized evaluation in the past 12 traumas, abuses, negative services in the past 12 months? months? experiences in their lives? 1. Yes 1. Yes 0. No 0. No Psychological evaluation Child traumas Services for traumatized children CPERS EVPSI KTRAUME KSPSI 01 02 03 04 05 06 07 08 09 10 CHILDREN’S EDUCATION To be filled out with data about all household members under 18 years of age. Reference person = Placement person or any placement family member, CPERS=01. Table 5 Use codes For children placed (AMP or If DADAPT0=1 For all For code 1 from Table PFam) in the household to GRAD 1 (KPLAS>1 in Table 2) To what extent have kindergarten/school 1. Yes 1 - Junior 1. Yes At the start of placement, did adjustment difficulties or 0. No 2- 0. No the child show any problems improved? Intermediat kindergarten/school e adjustment difficulties or 4. Very great extent, fully 3 - Senior problems? 3. Great extent 2. Small extent 1. Yes 1. Very small extent, at all 0. No EDUC adjustment difficulties Adjustment difficulties now Is the child In what Does the enrolled in group is the child go to kindergarte child? kindergarte n? n every day? CPERS DADAPT0 DADAPT1 GRAD GRUP GRADF 01 02 03 04 05 149 06 07 08 09 10 If s/he missed school (ABSEN=1) Use codes For all If s/he goes from Table to school 1 0 - Does not go to (TYPESCH>0) 1. Yes 1. Yes school 0. No 0. No --> GO TO Table 6 Write the -1. -1. -1. -1. DNK/NR grade in DNK/NR DNK/NR DNK/NR 1 – Goes to mainstream Arabic school, including numerals integrated education 2 – Goes to special school Child’s school type In what grade Does the Did the Total Total Total is the child? child go child miss number number of number of to school school in of excused unexcused every the past absences absences absences day? month? CPERS TYPESCH CLASS SCHOOL ABSEN ABSENT ABSENM ABSENN 01 02 03 04 05 06 07 08 09 10 If s/he goes to school According to For children placed (TYPESCH>0) the (AMP or PFam) in the educational household guidance Write the certificate 1. Yes grade. 1. Yes 1. Yes 0. No 0. No 0. No 1. Yes -1. DNK/NR -1. DNK/NR -1. DNK/NR 0. No Use codes How would you rate In the past Did the Is the child Does the child Is the child treated from Table the child’s academic school year, child thinking of have special differently by 1 results, from 1 (very what was the repeat dropping educational teachers or other bad) to 10 (very child’s any out? needs? students at school? good)? conduct grade? grade? CPERS SIT PURT REPET ABNINT CES KSCDIF 01 02 03 04 05 150 06 07 08 09 10 Table 6 Use codes If s/he goes to school For children placed (AMP or PFam) If s/he had behavioral problems from Table (TYPESCH>0) in the household upon entry (KPBBEH0=1) 1 3. Yes, daily Behavioral problems such as: self- Does s/he still have those behavioral 2. Yes, weekly (1-3 times) hitting, body-rocking, always problems? 1. Yes, occasionally anxious and scared, etc.? 0. No 2. Yes, all of them, just as severe 1. Yes 1. Yes, some of them or less severe 0. No 0. Not at all Do you help the child with Upon entry into placement, did the Children with behavioral problems his/her homework? child have any behavioral at present problems? CPERS KHW KPBBEH0 KPBBEH1 01 02 03 04 05 06 07 08 09 10 Use codes For all Write the corresponding For children in from Table answer: placement 1 0 – Everything is allowed (KPLAS>1) 1. Yes 1 - Talking, making them Write down the How would you 0. No understand number of rate your After taking the 2 - Deprivation (no more hours. relationship child/children in sweets, not allowed to watch (selected PFam) your placement, TV or play, etc.) with children in did the relationship 3 – Shouting at the child the household? with your own 4 – Threatening to punish children change? them 4. Excellent 5 – Beating them 3. Good 2. Yes, better 6 – Calling them names 2. Average 1. Yes, worse 7 – Lovingly holding them in 1. Bad 0. No your arms 8 – No measure, indifference Does the child The child discipline method Approximately Self-evaluation Changes in the sometimes stay most frequently used in the how many of the PFam’s relationship with home alone or household hours a day do relationship their own children without adult you spend with with children in supervision? the child? the household CPERS CSING DISCIP HKID EVRELK EVRELCH 01 02 03 04 151 05 06 07 08 09 10 Table 7 Use codes For all 2. Yes, from Table children in all 1 aged 7 or 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes, older 0. No 0. No 0. No 0. No 0. No 0. No 0. No 0. No 0. No in some -7. -7. -7. 1. Yes N/A N/A N/A 0. No 0. No -7. N/A CPERS DVI1 DVI2 DVI3 DVI4 DVI5 DVI6 DVI7 DVI8 DVI9 DVI10 DVI11 01 02 03 04 05 06 07 08 09 10 List of indicators: Children and youngsters in the household are involved/participate in... DVI1 food preparation and serving DVI2 cleaning DVI3 laundry and ironing DVI4 placing their own clothes and personal items in the closet DVI5 using the stove DVI6 using the oven DVI7 using the washing machine DVI8 shopping and choosing their own clothes or shoes DVI9 getting personal money and knowing how to use it, ask for change, for a receipt, etc. DVI10 received a key to the house DVI11 going on vacation, trips with the placement family/person -7. N/A Choose when there is/are no stove, oven, washing machine, trips/holidays KINTG. Do you have family discussions involving your own 1. Yes 0. No -7. No children of children but not the child/children in your placement? their own or children in their placement are too young If KINTG=1 152 a. Please give an example of such discussions: CONTACT OF THE CHILD/CHILDREN IN PLACEMENT WITH THEIR BIOLOGICAL OR EXTENDED FAMILY MEMBERS To be filled out only for the children placed (AMP or PFam) in the household, for whom KPLAS>1 in Table 2 from the first section of IntPFam. The section concerns parents, relatives (within any degree of consanguinity), and siblings back home or in the special protection system. Table 8 1 - Yes 1 - Yes 1 - Yes 1 - Yes 1 - Yes 0 - No 0 - No 0 - No 0 - No 0 - No -7. No parents -7. No adult -7. No siblings -7. No relatives -7. No other siblings who are within the 4th relatives not degree of institutionalized consanguinity Use codes Does the PFam Does the PFam How about the How about the How about those from Table have at least one have a list or at contact details of contact details of of other relatives? 1 contact detail least some contact the child’s siblings the child’s (address, phone) of details (address, who are in public relatives within the child’s parents phone) of the care or institutions the 4th degree of (M, T, M+T)? child’s adult for adults? consanguinity? siblings who are not institutionalized? CPERS KFAM1 KFAM2 KFAM3 KFAM4 KFAM5 01 02 03 04 05 06 07 08 09 10 If a child in placement does not have any DO NOT APPLY the following tables 8 biological or extended family members (-7 to --> and 9 for this child. all Table 8 columns above) 153 If s/he has parents If s/he has adult If s/he has siblings If s/he has If s/he has other siblings who are in public care or relatives within relatives not institutionalized the 4th degree 1 - Yes, mother institutionalized adult siblings 2 - Yes, father 2 - Yes, with 2+ 3 - Yes, mother and 2 - Yes, with 2+ 2 - Yes, with 2+ 2 - Yes, with 2+ 1 - Yes, with one father 1 - Yes, with one 1 - Yes, with one 1 - Yes, with one 0 - No 0 - No 0 - No 0 - No 0 - No -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR Use codes Does the child stay Does the child Does the child stay How about with a How about with from Table in touch with one stay in touch with in touch with any relative within the any other 1 or both parents (M, any adult siblings siblings who are in 4th degree of relatives? T, M+T)? who are not public care or consanguinity? institutionalized? institutions for adults? CPERS KFAM1a KFAM2a KFAM3a KFAM4a KFAM5a 01 02 03 04 05 06 07 08 09 10 If a child in placement does not stay in touch with any DO NOT APPLY table 9 for this biological or extended family members (zero to all --> child. Table 8 columns above) 154 Table 9 Only if the child stays in touch with at least one biological or extended family member (any of the Table 8 variables is greater than zero). For code 1 to KIDVIS 1 - Yes 1 - Yes 1 - Yes 1 - Yes and/or KIDVAC 0 - No 0 - No 0 - No 0 - No -7. N/A, small child -1. DNK/NR -1. DNK/NR -1. DNK/NR Use codes Is the child allowed In the past 12 In the past 12 In the past 12 How many times did from Table to call/see his/her months, did months, did months, did anyone the child see his/her 1 family any time anyone in the anyone in the in the family take family in the past 12 s/he wants? family talk to the family visit the child (or did the months (whether the child on the the child? child go) on a family came to visit or phone? weekend or on the child went to visit holiday? on a weekend or on holiday)? CPERS KIDPAC KIDPHONE KIDVIS KIDVAC NRVIS 01 02 03 04 05 06 07 08 09 10 Only if the child stays in touch with at least one biological or extended family member. 2 - Yes, any time 4. Yes, I think s/he would go back for good 1 - Yes, but only under certain conditions 3. Yes, but I don’t know for how long and for a certain period of time 2. Yes, but only to visit 0 - No 1. Yes, but to another family member than the one who wants to -7. The child has KIDFAM3>0 in Table 8, take him/her home meaning s/he only has siblings in public 0. No, I don’t think s/he would like to go back care or institutions for adults Use codes As far as you (PFam) know, does anyone How about the child, would s/he like to go back to his/her from Table in the family (other than PFam, if family (other than PFam, if related)? 1 related) want to take the child home? CPERS PZ1 PZ2 01 02 03 04 05 06 07 08 09 10 155 LIVING CONDITIONS To be filled out with data about the selected PFam’s home. L1. This winter, how often were you unable to keep your home 1. Every day warm enough not to feel cold? 2. A few times a week 3. Once a week 4. A few times a month 5. More rarely 6. Never L2. In the past six months, how often were you unable to put 1. Every day enough food on the table so that children didn’t feel hungry? 2. A few times a week 3. Once a week 4. A few times a month 5. More rarely 6. Never L3. Total number of rooms (excluding hallways, bathroom and |__|__| other annexes)? L7. Does the number of rooms in your home suit your household 1 – Yes 0 – No needs? L28. Is the kitchen separated from the living area? 1 – Yes 0 – No L4. In how many rooms do you sleep? |__|__| L5. Is there a special place in your household where children can 1 – Yes 0 – No -1 – N/A do their homework/play? L16. In how many beds do children and adults sleep in the household? a. |__|__| Beds for children b. |__|__| Beds for adults c. |__|__| Beds for adults and children L16a. Is each bed fully equipped (sheets, blankets, pillows)? 1 – Yes 0 – No L17. Is your home fully equipped so that the entire household 1 – Yes 0 – No can eat (cooking utensils, dishware and cutlery for all members)? L9a. Do you have any house problems (roof leaks, damp walls, 1 – Yes 0 – No rotten/damaged window frames/floors)? L9b. Do the rooms have natural light? 1 – Yes 0 – No L10. Home ownership 1 - Family owned 2 – Owned by other relatives 3 – State rent 4 – Private rent 5 - Social housing/free housing 156 6 – Improvised shelter, illegal occupancy L11. What is the L12. What is the means of transport most approximate distance (in often used by the child/children... meters) from the PFam’s 1. Public transport home to the nearest... 2. Transport provided by the institution -7. N/A, not available/the 3. PFam’s personal car child doesn’t go there/the child does not 4. Other (bike, carriage, etc.) stay in touch or is too 5. The service is in close proximity young a. Kindergarten, school b. Physician c. Recovery center, relevant medical services d. Church, park, other relevant community places e. Parents, extended family PFam HOUSEHOLD INCOME BSTOT. Last month (January 2018), approximately how much money did all household members earn in total (reference person included), taking into RON account all sources of income (salaries, pensions, self-employment earnings, allowances, sales, rent, remittances, etc.)? SUPR. If tomorrow your household income dropped 1 - Less than a week significantly, let’s say by a quarter, for a period of 2 – A week – less than a month three months or even more, how long do you think you 3 - 1-3 months would manage? 4 - 3-6 months 5 - 6-12 months 6 – At least a year -1 - DNK/NR BSBS. What social benefits/services does your household (any member) receive...? 1. Monthly placement allowance 1. Yes 0. No 2. Monthly allowance for people with profound and severe disabilities 1. Yes 0. No 3. Monthly allowance for caregivers to adults with profound visual impairment 1. Yes 0. No 4. Unemployment benefit/professional integration allowance/support 1. Yes 0. No allowance 5. Child benefit 1. Yes 0. No 6. Social security (GMI) 1. Yes 0. No 157 7. Family support allowance (ASF) 1. Yes 0. No 8. Heating benefit 1. Yes 0. No 9. Food aid from the European Union or the Social Canteen 1. Yes 0. No 10. Day care center 1. Yes 0. No 11. Scholarships for pupils and students (social or merit-based scholarships) 1. Yes 0. No 12. High School Money or Vocational Grant Program 1. Yes 0. No 13. EURO 200 Program (to boost computer purchases) 1. Yes 0. No 14. Bread Roll and Milk Program 1. Yes 0. No 15. School Supplies Program 1. Yes 0. No 16. A (national or NGO-run) program which offered you support to 1. Yes 0. No start/develop a business 17. Other social benefits (allowances, indemnities, infant formula, emergency 1. Yes 0. No payment from the mayoralty, etc.) BSHOME. Do you produce some of the food you eat in your household 1. Yes 0. No (vegetables, eggs, milk, etc.)? BSK. Is the allowance provided for raising the child/children in 1. Yes 0. No placement enough for your household? 10. In the past 12 months, were there any fund allocation delays? 1. Yes 0. No If yes Days 11. What was the longest delay? 12. Did those delays cause you any financial troubles? 3. Yes, a lot; we had to cut down some expenses to be able to cope 2. Yes, some; we coped without expense cuts 1. Yes, small 0. No 20. How often do you have to present receipts for child/children- 0. We don’t have to related expenses? 1. Monthly 2. Other: 40. In the past 12 months, did you ever have to postpone a 1. Yes 0. No doctor’s appointment/accessing a recovery or other service for the child due to lack of money? If yes (V27=1) V27. Do you think additional V28. What is the average extra amount financial support is needed for your that would be required each month? household so that...: Fill in the cells corresponding to the profile of the children placed in this household 158 1. RON/child 2. RON/child with without disabilities/month disabilities/month a. family placement does not have 1. Yes 0. No a negative impact on your budget? -1. Cannot guess b. children’s access to certain 1. Yes 0. No services they need is not -1. Cannot guess postponed or denied for financial reasons? If yes to V27b c. More precisely, for what child services would you need additional financial support? PFam’s RELATIONSHIP WITH THE DGASPC AND SPAS To be filled out only for the children placed (AMP or PFam) in the household, for whom KPLAS>1 in Table 2 from the first section of IntPFam. Table 10 Use codes Please check whether the household On a scale of 1 to from Table has a copy of the initial/detailed 10 (like in school), 1 evaluation, PIP and PIS for each child how well do you in their placement (PFam or AMP). know the provisions of the child’s PIP/PIS (PIP goal, objectives, services, activities, etc.)? 1 - Yes 0 - No -7. No evaluation/PIP/PIS Copy of Copy of Copy of PFam’s self- the PIP PIS assessment of evaluatio PIP/PIS knowledge n CPERS KEV KPIP KPIS KNOWPIP 01 02 03 04 05 06 07 08 159 09 10 LEGAS. From the start of the placement measure (the first one if there -1. I don’t remember are several children) to date, with how many MCs/social workers ... appointed for children have you worked? Please consider only the selected PFam, not other adults in the household with children in their placement. LEGAS12. How about in the past 12 months? V20. In the past 12 months, how many times were you visited by... c. The MC/social worker appointed for the child (any child in placement)? visits Please write zero in case of home visits with no interaction. Do not include visits on which the PFam was not at home (according to reports). b. Last (most recent) visit took place on day/month/year: d. On how many visits (under point c) was the child home and interacted visits directly with his/her MC/social worker? LEG11. Are there any documents and working tools that you prepare on 1. Yes 0. No a regular basis? document/ tool If yes a. Which ones? b. How often do you prepare them? months LEG12. Was the placement family informed about potential risks and ways to avoid them by a DGASPC professional? 1. Yes 0. No LEG13. From the start of the placement measure (the first one if there are several children) to date, ... a. Were there any problems in the household that required police 1. Yes 0. No intervention? b. Were there any changes to the criminal record of anyone in the 1. Yes 0. No household? LEG1. Overall, how would you rate the support you 3. Vital, couldn’t do without received from the DGASPC in the past 12 months? 2. Useful, but we can do without Exclude placement allowance. Include: MC, social 1. Poor, sometimes even cumbersome workers, psychologist, physician, physical therapist, 0. No support speech therapist, other professionals. LEG2a. What kind of support did you receive from LEG2b. And which of these services do you the DGASPC in the past 12 months? need the most? MULTIPLE ANSWER MAXIMUM 3 ANSWERS Please circle the code corresponding to the services received (LEG2a) and to LEG2a LEG2b the three most needed services (LEG2b) a. Information about the child 1 1 160 b. Information about services (location, access) 2 2 c. Healthcare mediation (specialty, dental, mental health, recovery or other 3 3 services) d. Educational service mediation (school network, clubs, etc.) 4 4 e. Parent/carer counseling and support 5 5 f. Temporary child care (respite care) 6 6 g. PFam support groups 7 7 h. Education and training courses 8 8 i. Psychological counseling 9 9 j. Individual or group psychotherapy 10 10 k. Support for the child/children to maintain contact with their 11 11 biological/extended family l. Other type of support, namely: 12 12 m. No support 0 V21. On a scale of 1 to 10, how would you rate the way you have looked after the child/children placed in your household Theoretically, this score should until now? be equal to the mean of scores (Overall evaluation of actions and activities conducted by the (a+b+c+d+e+f+g+h+i)/9 PFam to meet the child’s needs ... and, now, let’s look at those needs one by one)9 a. Health needs and health promotion (visits to the doctor, physical therapists, recovery professionals); b. Care needs, including security and wellbeing promotion (diversified diet, personal hygiene, and clothing); c. Physical needs (living conditions); d. Emotional needs (emotional climate); e. Educational needs and the pursuit of academic achievement; f. Spare time needs; g. Socialization needs (with peers, adults); h. Maintaining contact with parents, extended family, friends; i. Independent life skills development needs. Comments: LEG3. In general, how was the 3. Easier than expected placement in the past 12 months? 2. As expected 1. With more ups and downs than expected 9 Child needs pursuant to Order No. 286/2006 of 06/07/2006 approving the Implementing Rules for Service Plan Development and the Implementing Rules for Individual Care Plan Development, published in the Official Gazette, Part I No. 656 of 28/07/2006. 161 LEG4. How often in the past 12 3. I’m determined to terminate (this placement or one of months did you think of them) terminating this placement (or 2. Most of the time, but I haven’t decided yet any of them)? 1. Sometimes, seldom 0. Never LEG6. What were the three main stress factors you had to -1. DNK/NR deal with in the past 12 months as a placement 0. No stress factor person/family? V12. Over time (from certification to date), what was the number of complaints/petitions/allegations against you as a placement person/family (all sources), including ...complaints/petitions/allegations actual/suspected cases of child abuse, neglect or exploitation 0. None involving your family members, relatives, neighbors, or community members? LEG10. What do you think are the three main things you would need to make sure that the child/children placed with you in your household are doing as well as possible? a. b. c. Evaluators will answer the questions below immediately after leaving the placement family’s home. Each evaluator has to give a score from 1 (very bad/low) to 10 (very good/high) and the average score will be worked out in the end. ZD1. How would you rate...? Social worker DGASPC Average BM MC score Infrastructure a. The state of the facilities where children are accommodated o. General description of the physical environment where children are living (warm, friendly, personalized, colorful, joyful, clean or not?) Child health and security b. Home cleanliness d. Restroom and bathroom cleanliness e. Kitchen smell g. Restroom and bathroom smell h. Children’s hygiene i. Children’s clothes/shoes (for example, poor, torn, patched, too large or too small, uniform, weather-appropriate) n. Hygiene items (are towels, toothbrushes, soap, etc. available in good shape or are they old, overused, shabby, dirty, lacking?) Child development services and activities 162 l. . Equipment available for leisure and educational activities (are TV, PC, Internet, books, games, toys available, working, sufficient and in good shape?) Children’s interaction with PFam Z14. During the visit to the PFam,... a. Did you see any signs of children’s positive interaction with the placement family/person? 1. Yes 0. No Examples: playing with children; holding children in their arms; smiling at children and laughing with them, or rewarding/praising children. b. Did you see any signs of children’s negative or indifferent interaction with the placement family/person? Examples: children crying; children with bruises, injuries or any other signs of aggression; scared and avoidant children; children with stereotypical behavior (like body-rocking); children tied up to the bed or isolated from other children 1. Yes 0. No (“for their own good�); adults raising their voices, screaming, swearing, shouting, or any other form of child abuse; children who tried to contact you to report or complain about something; or children who asked for food, juice or money. PHOTOGRAPHS For a comparison with the exhaustive study on placement centers, if photos can be taken, please sign the Photo Release Form and fill in the table below. The title of each photo must contain the following: County (acronyms)_Service type (acronyms)_PozPFam_Cod FOTO (from the table below). For instance: BV_PFam_10_U1 is a photograph of the PFam positioned 10 on the PFam List from the County of Brașov, showing the fence and gate. Has/Have the ... been photographed? N/A, not Yes No available U1. Fence and gate 1 2 U2. Entire building 1 2 U3. Building entrance (if there are several entrances, the one used by 1 2 children) U4. Window bars -7 U5. Wheelchair ramps 1 2 -7 U6. Playroom/activity room/living room 1 2 -7 U7. Courtyard playground 1 2 -7 U8. Bathroom 1 2 U9. Bathroom for people with special needs U10. Restroom 1 2 U11. Restroom for people with special needs U12. Hygiene kit for a child (ask a child to show his/her toothbrush, toothpaste, towels, shampoo, deodorant, etc., then place them as a kit and 1 2 take a photo) U13. Child’s/children’s sleeping room 1 2 -7 U14. Sleeping room with the smallest number of children 163 Has/Have the ... been photographed? N/A, not Yes No available U15. Dining room or area 1 2 U16. Storeroom or the area where children’s clothes and shoes are stored (other than seasonal ones, which are expected to be kept in the children’s 1 2 -7 wardrobes. We want to see if, in the storeroom, clothes/shoes are stored collectively or separately for each child?) U17. Laundry room for children’s clothes U18. Dedicated drug storage area 1 2 -7 U19. Mold, dampness, dirt, rats, cockroaches 1 2 -7 OTHER ASPECTS WORTH MENTIONING End time: |___|___|: |___|___| Thank you! 164 GD PFam. Guide for Individual/Group Discussion with the Child/Children Placed with the Selected PFam, Present at the Time of Visit JUDfg3. County (acronyms)... DATfg3. Date of GD PFam completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinefg3. Team member who completed the GD PFam (social worker): OMfg3. Person with whom the field visit was conducted and the GD PFam was completed: If you are accompanied by two DGASPC representatives, ask only one of them to participate in the discussion with the child, especially if there is only one child in placement . 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozMC. If the person participating in the field visit shows up on the MC ... (See the MC List) List, write PozMC: 0. Not on the MC List PozPFam. PFam position on the PFam List: ... (See the PFam List) Status and participants First of all, please sign the Participation Agreement Form and fill in its Annex. FF1. Did you hold an individual/group discussion with the children 1. Yes 0. No placed with the PFam? If no FF1nu. Please explain why not: If yes a. Where did you hold the discussion? b. Total number of participants, of whom: Gender: girls = boys = Age: 4-6 years = 7-10 years = 11-14 years = 15-17 years = 18+ years = Disabilities: with disabilities = without disabilities = 165 Introduction Introducing the project and the general purpose of the discussion We want to find out what you like and don’t like at your placement with this family/person, and what should change. There are no good or bad answers, we just want to learn about your everyday life here. Introducing the children List of participants Age Gender Number of years in Number of No. the special years with this (full years) 1. M 2. F protection system PFam 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Children’s PFam evaluation The individual/group discussion will not be attended by any members of the placement family. The MC or the DGASPC representative who accompanies you may be allowed to sit in but not engage in the discussion. The World Bank’s social worker is the only one who f acilitates the discussion, summarizes, draws conclusions and writes down in the table below the scores given by the child/children for each of the ten discussion themes. 166 Average Lowest Highest Theme Evaluated items score score score 1. Living conditions and cleanliness 2. Personal items 3. Food 4. School 5. Physician 6. Leisure activities 7. Relationship with the placement family/person 8. - 9. Relationship with the case manager Relationship with parents and biological/extended family 10. (If the child/children stay(s) in touch with their family, other than PFam, see Table 8 ) 11. Number of participants who know anything (name, particularities) about their MC 12. Number of participants who met with their MC in the past 12 months and had a (confidential) discussion with him/her Set-up: - For each theme, the social worker holds a brief discussion with the children and then asks them to give a score from 1 to 10 (like in school), as a general evaluation of that theme. For three or more children in placement - To ensure confidentiality, we play a funny game with the children so that they can trust that no one knows what score each of them has given. Ask participants to (anonymously) write down the score for each theme on a piece of paper, mix the pieces together in a hat or any other funny raffle box, then open them, read them out loud, work out the score (preferably with the children) and write down the average score in the table. For the game, you will need: A4 sheets of paper (for you to tear into small pieces), pens (for you to give to children), a hat or any other funny raffle box, fruit juice and candy (as healthy as possible). These expenses will be reimbursed, but please try to get a single receipt for all the consumables you need to conduct all the case studies! For only one or two children in placement Ask the child to fill in the table (only the Average Score column), ensuring his/her confidentiality, and then ask him/her to fold the paper, promising you will not show it to anyone in the family or at the DGASPC. Method limitations: Some children don’t understand the meaning of scores or don’t know how to write. In that case, please try to find a qualitative evaluation method and write down the result in the table. 167 - You can hold discussions on each theme however you like, to prepar e children’s evaluation. Obviously, you need to fully comply with ethical and deontological codes. For a comparison with the exhaustive study on placement centers and with the discussions with children from the other types of services (CTF/AP, AMP), the discussion points used are presented below. However, you are free to select or add any discussion points that you find suitable, in accordance with the child’s age and level of maturity and according to circumstances. Note! 1. Some of the following questions refer to placement centers (CP). They need to be adapted to the PFam during the discussion. 2. Please mark with a pen the points that you used. THEME 1: Living conditions and cleanliness Discussion points: Dormitories: Space, light, furniture; does each child have his/her own bed; bed linen; how often is bed linen changed? Bathrooms Sinks, hot water schedule, cold water, heating during winter, toilets, working and showers, privacy, disability adaptations? restrooms: Cleanliness: Mold, dampness, dirt, rats, cockroaches, unpleasant smell? THEME 2: Personal items Discussion points: Hygiene: Personal toothbrush and towels; access to consumables – toothpaste, soap, shampoo, deodorants and their quality; does anyone check if they have brushed their teeth/showered? Clothing and Access to personal clothing/footwear; new clothes and shoes, their quality and footwear: personalization; cleanliness; involvement in clothing selection? Personal Photos, books, posters, headphones, mobiles, etc.; what are the space space/items: personalization rules? Personal Access to personal money (those who are over 18)/child benefit (for all). What do money: they do to earn money for the things (e.g. clothes, phone) or activities (e.g. Internet Café, games, etc.) they want – beg; squeegee windshields; work; steal; prostitution? On what do they spend their own money? Number of focus group children who have their own: Bath towel |__|__|, face towel |__|__|, toothbrush |__|__|. THEME 3: Food Discussion points: Food: Diversity, quality, meat, fruit, access to food outside the daily meal schedule, involvement in menu selection, the dining room (furniture, access, equipment, use for other purposes)? 168 THEME 4: Education Discussion points: School: Type of school (special, mainstream); transport to/from school; school supplies; school problems – re-sits, grade retention; transfer from one school to another; getting attention; getting homework help; tutoring, if needed (especially for tests/exams); which Center employee stays in touch with school; to whom do they talk if they have a school problem? School Relationship with schoolmates and teachers; can they talk to their teachers or relations: schoolmates when they have a problem at the Center? THEME 5: Health Discussion points: Healthcare: Are they on medication; who administers it; do they take neuroleptics; to whom do they talk if they are in pain and how are things handled; when they go to the doctor, what is the attitude of the medical staff; have they been to the dentist? THEME 6: Leisure activities Discussion points: Indoor Toys; library (do books look used; do children have their own books as well?), TV activities: (between what hours are they allowed to watch TV; what shows do they watch; who is allowed to turn on the TV; who chooses the channel/show they are watching); activity room (furniture, access, equipment, use for other purposes – e.g. homework, joint meetings, supervision; computer – functionality, access, computer games)? Birthdays: How are they celebrated? Outdoor Playground, football pitch – access rules, equipment; participation in leisure activities: activities outside the Center – camps, trips THEME 7: Relationship with the placement family/person Discussion points: PFam: When do they turn to them; are meetings held with the family; can they seek advice from them; can they report what they don’t like or any abuse from the other children in the household (if any) or at school? Overall satisfaction; ensuring a climate of trust, “having someone to talk to when you have a problem�; discrimination, abuse, etc.; do they get help if they ask for it? Any physical violence or theft between children in the household? THEME 9: Relationship with the case manager Discussion points: Case manager: Do they know the case manager; when do they turn to him/her; how frequently do they meet; can they seek advice from him/her; can they report what they don’t like or any abuse from other children in the household or at school; can they talk with the case manager alone without anyone else hearing them; how do they communicate with the case manager (face-to-face, over the phone, via e-mail, etc.)? 169 THEME 10: Relationship with parents and family (other than PFam) Discussion points: Siblings: Do they have siblings in public care, with the same PFam or elsewhere; do they have siblings back home; how frequently do they meet; do they come/go to birthday parties (if birthdays are celebrated)? Mother and Do they know and maintain contact with them; do they go home on weekends and/or father: holidays; do they talk on the phone; do they visit them; do they get packages from them; when they come and visit, where do they meet (there should be a dedicated visiting area)? Extended Do they have grandparents, aunts or other relatives with whom they grew up and family: maintain contact; do they go there on weekends and/or holidays; do they talk on the phone; do they visit them; do they get packages from them; when they come and visit, where do they meet (there should be a dedicated visiting area)? Desire to go Do they want to go home? If no, why not? home: Questions/discussion points you added (very briefly) Dependence on the caregiver/system: Traumas: End time: |___|___|: |___|___| Thank you! 170 CSursa. Study in the Source Communities Community study steps The community study involves the following steps: - Introduction with the DGASPC Director. Theme 4 of IntDir will be completed with the Director either by GROUP 1 at county kickoff or by GROUP 4 (see Theme 4. Source community selection and organization). - Complete the KSCS List. List of Children in the Special Protection System (All Services) from the Selected Source Community, with the person designated by the Director. - Conduct the CSDgaspc interview with the person(s) designated by the Director, with a focus on: a. DGASPC evaluation of services available in the selected source community; b. List of new services that should be developed in the selected source community, according to the DGASPC. - Conduct the field visit to the selected source community, possibly with the person designated by the Director. During the visit, you will have to complete the CSloco questionnaire, containing the following sections: a. Interview with the MAYOR (or mayoralty secretary) b. SPAS interview, including the KMOM LIST. List of Mothers Who Put Their Children into the Special Protection System in the Past Five Years and List of Children Currently in Public Care, to be obtained from SPAS c. Interview with the COORDINATING SCHOOL PRINCIPAL d. Interview with the FAMILY PHYSICIAN (or local nurse) e. Interview with representatives of SCC (Community Advisory Structure) or any other local stakeholder (priest, informal group, police officer, etc.) with initiative in this field f. Form on social services identified in the community or vicinity Note! Please inform the DGASPC representatives who accompany you on the ground about the whole list of activities so as to avoid unrealistic expectations, for instance that “we’ll be done in two hours�. Also, please ask the DGASPC, either the Director or the person working in the selected community, to make an introductory call to the mayoralty. 171 Theme 4. Source Community Selection and Organization Interviewee: DGASPC Director (or Deputy Director if the Director decides so) Community selection: The DGASPC Director is to be informed about the source communities we have identified in the county (Table 3), based on the data available in the child case files from all the placement centers in the country. Support materials: For the discussion, you have to prepare Table 3, with information from the List of Source Communities Excel file, as shown below. Table 4: Support materials for IntDir (Theme 4) Count Locality Number Commune with Total Population in Population in y (name_superior) of at least one population at marginalized marginalized mothers marginalized the 2011 communities communities with community Census children (*) in centers (Number) (%) PH VALEA CALUGAREASCA 7 0 10,657 0 0 PH BARCANESTI 6 0 9,384 0 0 (*) According to Teșliuc et al (2015) The Atlas of Rural Marginalized Areas, World Bank. By definition,10 “source communities� (be they rural or urban) are sub -locality areas where a considerably larger number of children end up in public care. Sub-locality areas may refer to a neighborhood, a street, a group of houses, and/or apartment buildings in urban areas and to a whole village, a hamlet, or only a group of houses in rural areas. Our research limitations come from the fact that we had data about children and youth only from placement centers, not from all the protective services. Therefore, we see the identified communities as “potential source communities� and we ask the DGASPC Director to choose from the identified rural communities, based on the following: (1) communities where relatively more children enter public care (into any protective service) than in other rural communities from the county and (2) where the DGASPC plans to intervene or considers that there is a more urgent need to develop separation prevention and support services in the community. JUDcs. County (acronyms): CSurs. Selected commune: MCsurs. Reasons for selection: (MULTIPLE ANSWER) 0. N/A, only one potential source community has been identified (*) 1. Relatively more children come from this community 2. The DGASPC plans to intervene in this community 3. There is an urgent need to develop preventive services in the community 4. Other reason, namely: 10 Stănculescu et al (2016) Children in Public Care 2014, World Bank, UNICEF and ANPDCA. 172 (*) In some counties, only one potential source community has been identified. In that case, you only have to inform the DGASPC Director about it and then move on to the next steps. 173 Organization: Ask the Director with whom our team should talk about the following: Person designated by the Position Director - DGASPC evaluation of services available in that community - New services that should be developed in that community, according to the DGASPC - List of children from that community placed in the special protection system (all services) - Case study fieldwork with the team if the Director finds it useful/necessary Cinesc1. Who completed Theme 4 of IntDir? 1. GROUP 1 as part of county kickoff, namely: 2. GROUP 4, namely: DATKCS1. Date of Theme 4 completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| End time: |___|___|: |___|___| Thank you! 174 KSCS List. List of Children in the Special Protection System (All Services) from the Selected Source Community, as of February 2018 Complete the KSCS List in an Excel file, with the person designated by the Director, most probably someone from the Monitoring Service. JUDcs. County (acronyms): CSurs. Selected commune: SIRSUPK: DATKCS2. Date of KSCS List completion: |___|___|: |___|___|: |___|___|___|___| Cinesc2. Who completed the KSCS List? 1. GROUP 1 as part of county kickoff, namely: 2. GROUP 4, namely: OMsc2. Person with whom the KSCS List was completed: 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): PozKCS. Child’s position on the KSCS ... List = No. KCS1a. Child’s surname ... KCS1b. Child’s first name ... KCS2. Child’s gender 1. M 2. F KCS3. Child’s date of birth: ... day/month/year KCS4. Service where the child is 1. CP placed 2. CTF/AP 3. AMP 4. Family placement with relatives within the 4th degree of consanguinity 5. Family placement with other families/persons 6. Other services (CPRU, CM, etc.): KCS5. Child’s home village from the selected commune ... SIRINFK: 175 KCSM1a. Surname of the child’s ... mother -7. No mother, deceased, unknown --> GO TO FATHER KCSM1b. First name of the child’s ... mother KCSM2. Mother’s actual domicile a. Country (acronyms) ... b. County (acronyms) ... -1. Actual domicile unknown --> GO TO FATHER c. Locality (UAT): SIRSUPM: d. Village: Note! Some towns/cities may include villages. SIRINFM: KCST1a. Surname of the child’s ... father -7. No father, deceased, unknown --> GO TO MC KCST1b. First name of the child’s ... father KCSM2. Father’s actual domicile a. Country (acronyms) ... b. County (acronyms) ... -1. Actual domicile unknown --> GO TO MC c. Locality (UAT): SIRSUPT: d. Village: Note! Some towns/cities may include villages. SIRINFT: KMC. Full name of the child’s ... MC/case handler TelMC. MC’s telephone (if possible) ... Comment: The SIRSUP and SIRINF variables are to be filled out at the office. 176 CSDgaspc. DGASPC Evaluation of Existing Services and New Social Services Needed in the Selected Source Community, as of February 2018 Conduct this interview with the person(s) designated by the Director. JUDcs. County (acronyms): CSurs. Selected commune: SIRSUPK: DATKCS3. Date of CSDgaspc completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc3. Who completed the CSDgaspc? GROUP 4, namely: OMsc3. Person with whom the CSDgaspc was completed: Person 1 11. Surname: 12. First name: 13. Position: 14. Telephone (if possible): Person 2 21. Surname: 22. First name: 23. Position: 24. Telephone (if possible): N1. Over the past 12 months, how often did you visit 0. Seldom, never this community? 1. Occasionally, when/if we were asked to 2. Monthly 3. Weekly 4. More often 5. Other, namely: N2. How would you describe the community? 177 Q6. To the best of your knowledge, which of the following groups Yes, DNK/ of children and youth in difficulty are found in the selected Yes isolate No NR source community... d cases 1. Children abandoned at hospitals 2 1 0 -1 2. Children from the commune who were taken into special care (all services) Note! The KSCS List shows only the current situation while this 2 1 0 -1 question takes a broader perspective as it refers to the situation over time, as known to DGASPC specialists. 3. Children (under 18) integrated/reintegrated into local families 2 1 0 -1 4. Youth (18+) who left child care and joined or came back to the 2 1 0 -1 community 5. Children living in poverty (including from large or single-parent 2 1 0 -1 families) 6. Children and youth living on the street 2 1 0 -1 7. Children with parents abroad 2 1 0 -1 8. Children and youth deprived of liberty 2 1 0 -1 9. Underage mothers 2 1 0 -1 20. Young sex workers 2 1 0 -1 10. Children with disabilities 2 1 0 -1 11. Children with SEN 2 1 0 -1 12. Children who dropped out or left school 2 1 0 -1 13. Young addicts (alcohol, drugs) 2 1 0 -1 14. Domestic violence victims 2 1 0 -1 15. Human trafficking victims 2 1 0 -1 16. Children and youth from marginalized areas* 2 1 0 -1 17. Children and youth from communities affected by natural 2 1 0 -1 hazards (floods, landslides, etc.) 21. Other groups of children and youth in difficulty: 2 1 0 -1 Note: *Marginalized areas are highly disadvantaged areas, with a population who completed lower secondary education at most, informal sector earnings (especially from agriculture), precarious living conditions, even by rural standards, and generally low access to basic infrastructure and utilities (overcrowded houses and/or no access to water or electricity). These marginalized areas are considered 'problematic' due to a combination of factors, that is a great number of low-income households, low levels of education and skills demanded on the labor market, the preponderance of single mothers, the large number of children, and a high petty crime rate. Even more than the other communities, especially rural ones, marginalized areas feature poor physical accessibility, with dirt roads, inappropriate housing, exposure to environmental hazards (floods, landslides etc.), and low-quality or absent public services.11 11 Swinkels et al. (coord.) (2014) for urban areas and Teșliuc et al. (coord.) (2015) for rural areas . 178 Table N3 N3. Types of services which are A. Are these If yes, (A=1) If not, If not, available and services which will services D. Total B. Does the C. In your be or need to be developed in available in number DGASPC want expert opinion, the community, considering the the source to develop should they be profile of the groups of children community? them in this developed? in difficulty commune? 1. Yes 1. Yes 0. No 1. Yes 0. No -1. DNK/NR 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 1. Placement centers for children (CP) 2. CTF or APs 3. Foster care 4. Family placement (PFam) 5. Center for mothers 6. Other residential services for children (CPRU, etc.) 7. Day care centers supporting children’s family integration/reintegration 8. Day care centers for children with disabilities 9. Day care centers for independent life skills development 10. Guidance, supervision and social reintegration centers for juvenile criminal offenders below the age of criminal responsibility 11. Counseling centers for abused, neglected, exploited children 12. Drop-in counseling and support centers for parents and children/pregnant women in difficulty 13. Sheltered housing 14. Institutions for adults (CITO, CRRN, CIA, socio-medical facility, inpatient palliative care center, etc.) 15. Day or night shelters 179 N3. Types of services which are A. Are these If yes, (A=1) If not, If not, available and services which will services D. Total B. Does the C. In your be or need to be developed in available in number DGASPC want expert opinion, the community, considering the the source to develop should they be profile of the groups of children community? them in this developed? in difficulty commune? 1. Yes 1. Yes 0. No 1. Yes 0. No -1. DNK/NR 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 16. Drug prevention, evaluation and anti-drug counseling centers 17. Addiction recovery centers 18. Therapeutic community centers 19. Multipurpose centers/services 21. Community–based integrated service centers 22. Standby medical center 23. Other, namely: LIST 1 OF SOCIAL SERVICES (DGASPC) LIST1 contains all services available in the source community, according to the DGASPC (column N3A=1). For each service identified by the DGASPC in the source community, the Questions section below must be completed. This is with the exception of foster care and family placement, which are treated as an AMP network and PFam network, respectively. For example, if you find 2 CPs, 3 CZ, 4 AMPs and 10 PFam in a commune, you will complete 2+3+1+1 sections. NRI. Work out the total number of services for which the Questions section needs = to be completed Multiply the Questions section on the next page, according to the NRI. 180 LIST 1 OF SOCIAL SERVICES (DGASPC) (continued) Questions section for each service identified by the DGASPC: SERVICE 1 12 I0. Position of the service identified by the DGASPC: = No. (=1 for Service 1) I11. Type of service: ... Please use codes 1-23 above. For code 23 (Other services), please specify the service to which you refer. I12. Name of service: We record this only because it could prove useful during the discussions. For AMP and PFam, please write only some examples. IFURN. Service provider 1. DGASPC 2. APL 3. NGO 4. Religious organization 5. Business 6. Other, namely: CSurs. Selected commune: ... SIRSUPK: I13. Village where the service is located: ... See LIST OF VILLAGES from CSloco I14 = SIRINFSS: I15. Do you (DGASPC specialists) work/cooperate with 0. Yes 1. No -1. DNK/NR this service? I16. On a scale of 1 to 10, how efficient do you think ... -1. Cannot say -7. N/A this service is at preventing family separation and protecting children separated from their families? This concerns the actual efficiency of this service, not how efficient such a service should or could be. If the I16 score is 1-8 (less than 9) 0. Nothing, I16=9 or 10 -1. DNK/NR I17. What do you think is needed for this service to work better? MAXIMUM TWO ANSWERS a. b. ... Use the same model for all identified services (according to the NRI) . 12 For SERVICE 2, section variables will be I21, I22, I23, I24, I25, I26, and I27. For SERVICE 3, variables will be I31, I32, I33, etc. 181 Now, let’s move from services (centers, institutions) to interventions/activities, which can be carried out in various types of centers (if any)/institutions or by a local professional. Regarding these interventions/activities, we would like to find out the following: (A) Is that intervention/activity available in the source community? 1. Yes 0. No -1. DNK/NR (B) If the intervention/activity is available, does the DGASPC work 1. Yes 0. No -1. DNK/NR with the center/institution/professional implementing it? (C) To the best of your knowledge, on a scale of 1 to 10, how ... (Score from 1 to 10) efficient are these local services at preventing children’s -1. DNK/NR, Cannot say separation from their families and ensuring the welfare of children from the community? This concerns the actual efficiency of this service, not how efficient such a service should or could be. Table N4 (questions A, B, C from the columns are detailed above) N4. Types of interventions/activities which are A. Are these If yes, (A=1) If yes, the available in the community services DGASPC B. Do you available in works with The interventions/activities (called services (DGASPC the source them (B=1) below) can be carried out in various types of specialists) community? centers (if any)/institutions or by a local work/cooperate C. Score for professional. with the efficiency providers of these services? 14. Parent education services 15. Family planning services 16. Sex education services for youth 17. Home care services for children/families with children 18. Psychological counseling services 19. School counseling and guidance services 20. Professional/vocational counseling and guidance services 21. Supportive educational services 13 13 Supportive educational services needed for the integration of children/students/youth with special educational needs are delivered by itinerant and resource teachers, in partnership with all the stakeholders involved. Normally, the beneficiaries of supportive educational services are: (1) children/students with an educational and vocational guidance certificate issued by the Educational and Vocational Assessment and Guidance Committee under the CJRAE; (2) parents; (3) teachers; (4) children/students with learning, developmental and school adaptation difficulties who are, at some point, faced with school failure or the risk of dropping out and who benefit from remedial education/psychoeducational counseling from their class teachers/school counselor/speech therapist, etc. Based on the student’s progress, the teachers who have worked with him or her may recommend for him or her to be assessed by the Educational and Vocational Assessment and Guidance Committee under the CJRAE with a view to appointing an itinerant and resource teacher. 182 N4. Types of interventions/activities which are A. Are these If yes, (A=1) If yes, the available in the community services DGASPC B. Do you available in works with The interventions/activities (called services (DGASPC the source them (B=1) below) can be carried out in various types of specialists) community? centers (if any)/institutions or by a local work/cooperate C. Score for professional. with the efficiency providers of these services? 22. Speech therapy services 23. Physical therapy services 24. Other recovery/rehabilitation services 25. Abuse, neglect and exploitation prevention services 26. Counseling services for domestic violence prevention and control 27. Perpetrator support services 28. Meals on Wheels or social canteen 29. Social ambulance 30. Other, namely: Supportive Educational Services under the CJRAE are tasked with: (a) Developing/revising curricular adaptations and the individual intervention plan, in partnership with the class teacher; (b) Providing educational, therapeutic and recovery support to children/students with SEN integrated into mainstream educational establishments; (c) Offering specific compensatory therapies to children/students with learning difficulties, developmental difficulties, adaptation difficulties, behavioral disorders, mental, physical and neuromotor impairment, sensory disorders, etc.; (d) Informing and counseling the families of SEN children with regard to their children’s education; (e) Informing and counseling the teaching staff with regard to inclusive education. 183 Next, we will look at professionals/specialists working in the source community , who offer/could offer to the DGASPC the support network needed for both the reintegration of children who are in public care and the prevention of children’s separation from their families. Regarding professionals/specialists, we would like to find out the following: (A) Are they available in the source community? 1. Yes 0. No -1. DNK/NR (B) If yes, does the DGASPC work with them? 1. Yes 0. No -1. DNK/NR (C) To the best of your knowledge, on a scale of 1 to 10, how ... (Score from 1 to 10) efficient are these local specialists at preventing children’s -1. DNK/NR, Cannot say separation from their families and ensuring the welfare of children from the community? This concerns the actual efficiency, not how efficient that local specialist should or could be. Table N4 (questions A, B, C from the columns are detailed above) N4. Types of specialists available in the A. Are these If yes, (A=1) If yes, the community specialists DGASPC available in B. Do you works with the source (DGASPC them (B=1) community? specialists) work/cooperate C. Score for with these local efficiency specialists? 1. Public social assistance service (SPAS, DAS, DAC, etc.) 2. Professional social worker (one or several) 3. Social assistance clerk (one or several) 4. Community nurse (AMC) 5. Health mediator 6. Family physician 7. School mediator 8. Community mediator or facilitator 9. Community Advisory Structure - SCC (or Community Advisory Board - CCC) – in operation 10. Support groups for vulnerable children and families 11. Religious groups offering support to vulnerable children and families 12. Charitable groups 13. Child protection NGOs 184 Q14. Does the commune have a social service development 1. Yes 0. No -1. DNK/NR strategy? Q16. Does the mayoralty have an annual budget for social service 1. Yes 0. No -1. DNK/NR development (to meet strategy priorities)? Q17. Was the DGASPC consulted or at least informed about the social 1. Yes 0. No -1. DNK/NR service development objectives, measures and activities set out in the local strategy? -7. N/A, no strategy Q18. How about with regard to the social service development 1. Yes 0. No -1. DNK/NR activities actually performed at local level? -7. N/A, no activities Q19. When the DGASPC developed the county strategy, with whom ... -1. DNK/NR did it consult or whom did it inform at community level? -7. N/A (Examples: SPAS, the mayor, local council meeting, county council meeting, sent a copy, etc.) Notes: End time: |___|___|: |___|___| Thank you! 185 CSloco. Support Services and Family Separation Prevention Services in the Selected Source Community and Neighboring Communes, as of February 2018 This fieldwork guide includes questions for the following: a. Interview with the MAYOR (deputy mayor or mayoralty secretary) b. SPAS Interview, including the KMOM LIST. List of Mothers Who Put Their Children into the Special Protection System in the Past Five Years and List of Children Currently in Public Care, to be obtained from SPAS c. Interview with the COORDINATING SCHOOL PRINCIPAL d. Interview with the FAMILY PHYSICIAN (or local nurse) e. Interview with representatives of SCC (Community Advisory Structure) or any other local stakeholder (priest, informal group, police officer, etc.) with initiative in this field f. Form on social services identified in the community or vicinity The guide is to be completed based on face-to-face interaction on the ground. Interviews with different local representatives (a-e) are independent and ordered according to availability. Finally, the list of social services identified in the source community and vicinity is to be drawn up by putting together the information received from the DGASPC, based on the ServSoc List and CSDagspc (LIST 1), with the data from the CSloco interviews (mainly, LIST 2). Re-check addresses/contact details of the social services identified and, for each of them, complete the Form under point f, at the service premises. JUDcs. County (acronyms): CSurs. Selected commune: SIRSUPK: Preparations for Intended Micro-Area Demarcation Before going on the field, we need to establish what we understand by “source community and neighboring communes�. To this end, please consult Google Maps, http://comuna.info/, http://www.comune.ro/, or any other resource you find useful for delimiting the micro-area = commune selected under the Theme 4 instrument + (urban and rural) localities in the immediate vicinity. For example, let’s say that, in PH, the DGASPC Director chooses the Commune of VALEA CĂLUGĂREASCĂ out of the two identified source communities. On Google Maps, we see that there are five communes in the vicinity of Valea Călugărească Commune – Albești Paleologu, Bucov, Berceni, Plopu and Dumbrava, but only the first two seem to be well-connected to the selected source community, with clear transport routes. Then, from the Romanian Siruta Codes Excel file, pull the information related to the villages belonging to all these communes, with their names and corresponding SIRINF codes. Between those 15 + 4 + 5 + 5 + 4 + 6 (=39) villages, we want to define a micro-area that includes the selected commune and the area reachable by mass transit or, perhaps, by car within approximately 30 minutes. Thus, the villages we include in the micro-area should be connected by roads, otherwise any social service available in the micro-area would be irrelevant for the people living in the selected source community. We will make the actual demarcation with the mayor (deputy mayor, secretary). 186 LIST OF VILLAGES Siruta code Name of village (=SIRINF) SELECTED SOURCE COMMUNE = J1. Isolation, lack of access, “over VALEA CĂLUGĂREASCĂ the hilltop�, “behind the forest�, etc. 135958 VALEA CALUGAREASCA S1 1. Yes 0. No 135967 ARVA S2 1. Yes 0. No 135976 COSLEGI S3 1. Yes 0. No 135985 DIRVARI S4 1. Yes 0. No 135994 PANTAZI S5 1. Yes 0. No 136009 RACHIERI S6 1. Yes 0. No 136018 RADILA S7 1. Yes 0. No 136027 SCHIAU S8 1. Yes 0. No 136036 VALEA LARGA S9 1. Yes 0. No 136045 VALEA MANTEI S10 1. Yes 0. No 136054 VALEA NICOVANI S11 1. Yes 0. No 136063 VALEA POIENII S12 1. Yes 0. No 136072 VALEA POPII S13 1. Yes 0. No 136081 VALEA URSOII S14 1. Yes 0. No 136090 VIRFURILE S15 1. Yes 0. No NEIGHBORING COMMUNES WELL- CONNECTED TO THE SOURCE COMMUNITY 1. ALBESTI-PALEOLOGU Commune 2. BUCOV Commune 131942 ALBESTI-PALEOLOGU V11 130794 BUCOV V21 131951 ALBESTI-MURU V12 130801 BIGHILIN V22 131960 CIOCENI V13 130810 CHITORANI V23 131979 VADU PARULUI V14 130829 PLEASA V24 130838 VALEA ORLEI V25 NEIGHBORING COMMUNES WHICH DON’T SEEM WELL-CONNECTED TO THE SOURCE COMMUNITY, AT LEAST ON THE MAP 3. BERCENI Commune 4. PLOPU Commune 130623 BERCENI V31 134407 PLOPU V41 130632 CARTIERUL DIMBU V32 134416 GALMEIA V42 130641 CATUNU V33 134425 HARSA V43 130650 CORLATESTI V34 134434 NISIPOASA V44 130669 MOARA NOUA V35 5. DUMBRAVA Commune Other commune 6: ... 133107 DUMBRAVA V51 ... 133116 CIUPELNITA V52 133125 CORNU DE SUS V53 133134 TRESTIENII DE JOS V54 Other commune 7: ... 133143 TRESTIENII DE SUS V55 ... 133152 ZANOAGA V56 187 a. Interview with the MAYOR (Deputy Mayor or Mayoralty Secretary) DATKCS4a. Date of interview with the MAYOR: |___|___|:|___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc4a. Who conducted the interview with the MAYOR? OMsc4a. Person with whom the interview was conducted? 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): Introduction regarding the Map of Services available in the community. Using the LIST OF VILLAGES above, please help us understand the following: J1. Are there any villages in the commune that are isolated, located far away from the central village, without adequate access roads? Fill the answers in the LIST OF VILLAGES, questions J1S1, ..., J1S15 (in the given example). J2. If necessary, please check the communes on the LIST OF VILLAGES and mark (circle) the codes of the villages belonging to the neighboring communes which form a functional micro-area, meaning an area within a 30-minute range, to which the population of the 15 villages included in the source commune has relatively good access (by mass transit or by car). Thus, if a social service is available in a village from this micro-area, the people from at least one other constituent village could access it, even in wintertime. Note! One or several neighboring communes might be missing from the list you prepared using the map. Add the missing commune(s) and relevant villages to the LIST OF VILLAGES . Overall, CSloco focuses either on the selected commune (with all its constituent villages ) or on the functional micro-area made up of the neighboring villages with codes... (from the LIST OF VILLAGES). J3. As a recap, the neighboring communes included in the functional micro-area of the source community comprise the following villages: Neighboring commune 1: ... Villages: Neighboring commune 2: ... Villages: Neighboring commune 3: ... Villages: Neighboring commune 4: ... Villages: Neighboring commune 5: ... Villages: 188 N20. How would you describe your commune... ( read the name of the commune)? Write down only key words or quotes, like “on the other side of the world�, “heaven on Earth� “hardworking people�, “God-fearing people�, “lazybones�, etc. Table Q6 If yes, a social problem (Q6=2) Q6sat. Generally, in which villages of the commune? Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. Which of the following groups of children in Yes, Vil Vil Vil Vil Vil difficulty pose a social problem for your Yes isolate No lag lag lag lag lag commune? d cases e e e e e 1. Children abandoned at hospitals 2 1 0 2. Children from the commune who were taken into special care (all services) Note! You can present the KSCS List for information purposes. 2 1 0 Still, the KSCS List shows only the current situation while this question takes a broader perspective as it refers to the situation over time, as known to the mayoralty. 3. Children (under 18) integrated/reintegrated into 2 1 0 local families 4. Youth (18+) who left child care and joined the 2 1 0 community 5. Children living in poverty (including from large 2 1 0 or single-parent families) 18. Children at risk of abuse, neglect, exploitation In particular, children from households where the adults are heavy drinkers; have a criminal record 2 1 0 or have got in trouble with the police for petty or serious crime; have engaged in sex work, begging 189 Table Q6 If yes, a social problem (Q6=2) Q6sat. Generally, in which villages of the commune? Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. Which of the following groups of children in Yes, Vil Vil Vil Vil Vil difficulty pose a social problem for your Yes isolate No lag lag lag lag lag commune? d cases e e e e e and other deviant behaviors. This also includes incest. 6. Children and youth living on the street 2 1 0 19. Children from families living in caves, huts, 2 1 0 improvised housing, etc. 7. Children with parents abroad 2 1 0 8. Children and youth deprived of liberty 2 1 0 9. Underage mothers 2 1 0 20. Young sex workers 2 1 0 10. Children with disabilities 2 1 0 11. Children with SEN 2 1 0 12. Children who dropped out or left school 2 1 0 13. Young addicts (alcohol, drugs) 2 1 0 14. Domestic violence victims 2 1 0 15. Human trafficking victims 2 1 0 16. Marginalized areas* 2 1 0 17. Communities affected by natural hazards 2 1 0 (floods, landslides, etc.) 21. Other groups of children and youth in 2 1 0 difficulty: Note: *Marginalized areas are highly disadvantaged areas, with a population who completed lower secondary education at most, informal sector earnings (especially from agriculture), precarious living conditions, even by rural standards, and generally low access to basic infrastructure and utilities (overcrowded houses and/or no access to water or electricity). These marginalized areas are considered 'problematic' due to a combination of factors, that is a great number of low-income households, low levels of education and skills demanded on the labor market, the preponderance of single mothers, the large number of children, and a high petty crime rate. Even more than the other communities, especially rural ones, marginalized areas feature poor physical accessibility, with dirt roads, inappropriate housing, exposure to environmental hazards (floods, landslides etc.), and low-quality or absent public services.14 14 Swinkels et al. (coord.) (2014) for urban areas and Teșliuc et al. (coord.) (2015) for rural areas. 190 J4. Considering the main groups of children and 4. To a very great extent youth in difficulty, as previously discussed, to 3. To a great extent what extent do you think social services in your 2. To a small extent commune manage to cover the specific needs of 1. To a very small extent these groups of children and youth? -1. DNK/NR -7. No groups or no services If services are available in the commune J5. In your opinion, what services available in the commune cover the specific needs of children and youth, including those of groups in difficulty (from table Q6)? To help the interviewee, you can give examples of services from tables N3 and N4 in CSDgaspc. Write all the services mentioned, even if they don’t theoretically fit into the category of social services. Type of service: To be filled out at the office using the codes from tables N3 and N4 in CSDgaspc. Commune village where the service is located: Use 1-n and SIRINF codes from the LIST OF VILLAGES Commune village where the service is located No. a. Name (or description) of service: b. Type c. d. Village of service Village SIRINF code 1 2 3 4 ... 191 J6. Looking at the previously defined functional 4. To a very great extent micro-area, to what extent do you think social 3. To a great extent services in the neighboring villages manage to 2. To a small extent cover (at least partially) the specific needs of 1. To a very small extent these groups of children and youth in difficulty from your commune? -1. DNK/NR -7. No groups or no services If services are available in the functional micro-area J7. In your opinion, what services available in the functional micro-area cover the specific needs of children and youth, including those of groups in difficulty (from table Q6)? Write all the services mentioned, even if they don’t theoretically fit into the category of social services. Type of service: To be filled out at the office using the codes from tables N3 and N4 in CSDgaspc. Village from a neighboring commune where the service is located: Use V11-Vn and SIRINF codes from the LIST OF VILLAGES Village from a neighboring commune where the service is located No. a. Name (or description) of service: b. Type c. d. Village of service Village SIRINF code 1 2 3 4 ... 192 J8. Considering all the services you have 0. No, the needs of all groups in difficulty from previously mentioned (under J5 and J7), are the commune are covered to a great or very there in your commune any groups of children great extent and youth in difficulty (from table Q6) whose Yes, some groups, namely ... needs are only covered to a small extent or not covered at all? 1. Children abandoned at hospitals MULTIPLE ANSWER 2. Children from the commune who were taken into special care (all services) 3. Children (under 18) integrated/reintegrated into local families 4. Youth (18+) who left child care and joined the community 5. Children living in poverty (including from large or single-parent families) 18. Children at risk of abuse, neglect, exploitation 6. Children and youth living on the street 19. Children from families living in caves, huts, improvised housing, etc. 7. Children with parents abroad 8. Children and youth deprived of liberty 9. Underage mothers 20. Young sex workers 10. Children with disabilities 11. Children with SEN 12. Children who dropped out or left school 13. Young addicts (alcohol, drugs) 14. Domestic violence victims 15. Human trafficking victims 16. Marginalized areas* 17. Communities affected by natural hazards (floods, landslides, etc.) 21. Other groups of children and youth in difficulty, namely: ......................................................... 100. Yes, all groups of children and youth -1. DNK/NR -7. No groups or no services 193 If the needs of one or several groups are only covered to a small extent/not covered at all J9. To address the problem(s), do you plan on 1. Yes 0. No -1. DNK/NR -7. N/A setting up new services or developing the existing ones, in the period 2018-2020? If they have plans/intentions to set up new services J10. What are the new services you plan on setting up (or existing services you plan on developing) in the commune? Write all the services mentioned, even if they don’t theoretically fit into the category of social services. Type of service: To be filled out at the office using the codes from tables N3 and N4 in CSDgaspc. Commune village where the service is located: Use 1-n and SIRINF codes from the LIST OF VILLAGES Commune village where the service is located No. a. Name (or description) of service: b. Type c. d. Village of service Village SIRINF code 1 2 3 4 ... Q14. Does the commune have a social service development 1. Yes 0. No -1. DNK/NR strategy? If yes, there is a local strategy a. Are the newly planned/intended services under J10 included in the 1. Yes 0. No -1. DNK/NR local strategy? b. Did you get the local strategy or a copy of (new service) 1. Yes 0. No development objectives? Q16. Does the mayoralty have an annual budget for social service 1. Yes 0. No -1. DNK/NR development (to meet strategy priorities)? -7. No plans (priorities for service development) If yes, there is a local budget for social services 1. Yes 0. No -1. DNK/NR a. Are the newly planned/intended services under J10 included in the -7. No budget/plans 2018 budget planning? 194 b. Is the local budget big enough to develop/set up all the 4. All of them (over 90%) existing/new services you have previously mentioned (under J10)? 3. Most of them (60-90%) 2. Half of them (40-59%) 1. Few of them (under 40%) -1. DNK/NR -7. No budget/plans J11. Is your commune part of a GAL (Local Action Group)? 1. Yes 0. No -1. DNK/NR J12. Alone or with GAL (where applicable), did you apply for/gain funding under the PNDR 2014-2020, LEADER, HC OP, or other 1. Yes 0. No -1. DNK/NR European, national or international sources, for a project aimed at setting up or developing a new social service? If yes, they applied for funds from any source a. Is the social service included in that project mentioned under J10? 1. Yes, row... 0. No If the service is not mentioned under J10 J13. Please give details: a. Name (or description) of service: b. Type of service: c. J3 code of the commune where the service will be located: d. J3 code of the village where the service will be located: e. SIRINF from the LIST OF VILLAGES for the village where the service will be located: J14. Is there any public land or building in the commune that could be used for setting up/developing new social services? a. Land for construction 1. Yes 0. No b. Abandoned or disused buildings which can be converted for 1. Yes 0. No this purpose c. Buildings whose construction was disrupted and could be 1. Yes 0. No converted/completed for this purpose J15. What kind of support would be needed to develop social services in the commune in order to adequately meet the needs of children and youth so that they reach their full potential in their own families? And who should provide that support? Support 1: a1. ... Who 1: b1. ... Support 2: a2. ... Who 2: b2. ... 195 Notes: End time: |___|___|: |___|___| Thank you! 196 b. SPAS Interview The interview will be conducted with the social worker or the social assistance clerk, as the case may be. If SPAS has several employees (social workers or social work technicians/caseworkers), the interview may be conducted as a group discussion with the whole SPAS. For the interview, you have the following support materials: - The KSCS List of children from the commune who are currently into protective services, obtained from the DGASPC - The list of social services available in the commune, according to the DGASPC, LIST 1 in the CSDgaspc questionnaire - Functional micro-area defined with the mayor (deputy mayor or mayoralty secretary) - The list of groups of children and youth in difficulty and the social service development plans of the commune, according to the mayor (deputy mayor or mayoralty secretary). DATKCS4b. Date of SPAS interview completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc4b. Who conducted the SPAS interview? OMsc4b. Person with whom the SPAS interview was conducted? Person 1 11. Surname: 12. First name: 13. Position: 14. Telephone (if possible): Person 2 21. Surname: 22. First name: 23. Position: 24. Telephone (if possible): Introduction regarding the Map of Services available in the community. 197 Table Q6 (Repeat) If number > 5 (Q6A>5) With SPAS we repeat Table Q6 from the interview with the B. Generally, in which mayor because we want to get a quantitative picture for the villages of the past 12 months. commune? Write codes from the LIST OF VILLAGES (1-n) Write zero in column A if the group does not exist. -1 = DNK/NR 100 = All villages (Code 100 goes in the first column) Q6. In your commune, approximately how many children A. Vil Vil Vil Vil Vil and young people were in each of the following groups in lag lag lag lag lag difficulty over the past 12 months? Number e e e e e 1. Children abandoned at hospitals 2. Children from the commune who were taken into special care (all services) Note! You can present the KSCS List for information purposes. Still, the KSCS List shows only the current situation while this question refers to the past 12 months. 3. Children (under 18) integrated/reintegrated into local families 4. Youth (18+) who left child care and joined the community 5. Children living in poverty (including from large or single- parent families) 18. Children at risk of abuse, neglect, exploitation In particular, children from households where the adults are heavy drinkers; have a criminal record or have got in trouble with the police for petty or serious crime; have engaged in sex work, begging and other deviant behaviors. This also includes incest. 6. Children and youth living on the street 19. Children from families living in caves, huts, improvised housing, etc. 7. Children with parents abroad 8. Children and youth deprived of liberty 9. Underage mothers 20. Young sex workers 10. Children with disabilities 11. Children with SEN 12. Children who dropped out or left school 13. Young addicts (alcohol, drugs) 198 Table Q6 (Repeat) If number > 5 (Q6A>5) With SPAS we repeat Table Q6 from the interview with the B. Generally, in which mayor because we want to get a quantitative picture for the villages of the past 12 months. commune? Write codes from the LIST OF VILLAGES (1-n) Write zero in column A if the group does not exist. -1 = DNK/NR 100 = All villages (Code 100 goes in the first column) Q6. In your commune, approximately how many children A. Vil Vil Vil Vil Vil and young people were in each of the following groups in lag lag lag lag lag difficulty over the past 12 months? Number e e e e e 14. Domestic violence victims 15. Human trafficking victims 16. Children and youth from marginalized areas* 17. Children and youth from communities affected by natural hazards (floods, landslides, etc.) 30. Children and youth who need transport to social services (including recovery/rehabilitation) from other localities 31. Children and youth without identity documents 21. Other groups of children and youth in difficulty: Please inform SPAS about the KSCS List of children from the commune who are currently into protective services. Check with SPAS (and the DGASPC representative who accompanies you) the information on the KSCS List about mothers and fathers. If necessary, add and correct the information, then save the correction file as KSCSnew List. In addition, add to the Excel file those nine columns (corresponding to questions VIZ1-VIZ7 below) completed with SPAS. A copy of the completed and corrected list will be sent/handed to the DGASPC representative. Additional questions to be answered for each child on the KSCS List and which are included on the KSCSnew List Note! If several children on the KSCS List are a group of siblings or come from the same household, information consistency should be ensured. VIZ1. Over the past 12 months, how many times did anyone at SPAS ... 0. No visits conduct home visits to the child’s family? -1. DNK/NR -7. N/A, mother, father, family no longer in the commune If visits were conducted (VIZ1>0) VIZ2. The last (most recent) visit took place on: day/month/year ... -1. DNK/NR 199 VIZ3. After the child left home, has anyone at SPAS talked to the 0. No, not at all family about the child’s situation (regardless of the place of 1. Yes, more seldom interaction) for the purpose of maintaining contact? 2. Yes, about once a year 3. Yes, twice a year 4. Yes, a few times a year 5. Yes, monthly 6. Yes, more often -1. DNK/NR -7. N/A, mother, father, family no longer in the commune VIZ4. Do you think that, after the child left home, SPAS has worked 2. Yes, to a great extent with the child’s family to raise his or her chances of going back to his 1. Yes, to a small extent or her family? 0. No, not at all -1. DNK/NR -7. N/A, mother, father, family no longer in the commune VIZ5. Over the past 12 months, did SPAS offer this family any kind of 1. Yes 0. No -1. DNK/NR support for reintegrating the child taken into care? -7. N/A, mother, father, family no longer in the commune If SPAS offered support to the family a. ... VIZ6. Generally, what kind of support was offered? b. ... MAXIMUM THREE ANSWERS c. ... VIZ7. Over the past 12 months, did you apply the 1. Yes 0. No -1. DNK/NR monitoring/evaluation tools under GD No 691/2015 for this child’s -7. N/A, mother, father, family? family no longer in the commune Now, we would like to supplement the KSCS List with the KMOM List of mothers from the commune who put their children into care in the past five years (in addition to those already included on the KSCS List). This concerns both mothers who are currently living in the commune and those who, in the meantime, moved elsewhere in the country or abroad. KMOM List (See instructions below) PozMOM KCSM1a. Surname KCSM1b. First name KCSM2a. KCSM2b. KCSM2c. = No. of the child’s of the child’s Country County Locality (UAT): mother mother 1 2 3 4 5 200 6 7 8 9 10 11 12 13 14 15 Instructions: KCSM2a. Country (acronyms) ... KCSM2b. County (acronyms) ... -1. Actual domicile unknown KCSM2c. Locality (UAT): If living in the selected commune, use code zero. If living in a neighboring commune, which is part of the functional micro-area, use commune codes under J3. If living in another UAT, clearly write the name of the locality. SIRSUPM: To be filled out at the office KCSM2d. Village: If living in the selected commune or the functional micro-area, use the codes from the LIST OF VILLAGES. If living in another UAT, clearly write the name of the village. SIRINFM: To be filled out at the office KCSM3. Number of children put into care The number has to be greater than zero. -1=DNK/NR Note! Please record here all the children of that mother who were put into care, even if that happened after the mother had left and the children were taken/put into care by the father or other relatives/families/persons who were looking after them. KCSM4. Number of children taken back home Write zero if no child was taken back home. -1=DNK/NR Note! Please record here all the children of that mother who were taken back home, even if they were taken by the father or other relatives/families/persons (the mother had left, moved out, disappeared, etc.) PozMOM SIRSUPM KCSM2d. Village: SIRINFM KCSM3. KCSM4. Number = No. Number of of children children taken back put into home care 1 201 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Let’s move on now to the services available in the selected commune and in the functional micro - area Please inform SPAS about the functional micro-area so that questions are properly understood. For the SPAS discussion, also use the information about services 1-23 below that you have from table N3 (CSDgaspc) to help them out and ensure consistent data. Table N3 A. Are these B. How about D. How about If yes, (A=1 services in the in the or B=1 or Types of services which are available in villages from functional D=1) available in the commune and in your the micro-area? the functional micro-area, commune? functional according to SPAS URBAN micro-area? C. Total RURAL number 1. Yes 1. Yes 1. Yes 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 1. Placement centers for children (CP) 2. CTF or APs 3. Foster care 4. Family placement (PFam) 5. Center for mothers 6. Other residential services for children (CPRU, etc.) 202 Table N3 A. Are these B. How about D. How about If yes, (A=1 services in the in the or B=1 or Types of services which are available in villages from functional D=1) available in the commune and in your the micro-area? the functional micro-area, commune? functional according to SPAS URBAN micro-area? C. Total RURAL number 1. Yes 1. Yes 1. Yes 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 7. Day care centers supporting children’s family integration/reintegration 8. Day care centers for children with disabilities 9. Day care centers for independent life skills development 10. Guidance, supervision and social reintegration centers for juvenile criminal offenders below the age of criminal responsibility 11. Counseling centers for abused, neglected, exploited children 12. Drop-in counseling and support centers for parents and children/pregnant women in difficulty 13. Sheltered housing 14. Institutions for adults (CITO, CRRN, CIA, socio-medical facility, inpatient palliative care center, etc.) 15. Day or night shelters 16. Drug prevention, evaluation and anti-drug counseling centers 17. Addiction recovery centers 18. Therapeutic community centers 19. Multipurpose centers/services 21. Community-based integrated service centers 23. Other, namely: Comment: The question about ‘22. Standby medical center’ is included in the Interview with the Physician. 203 LIST 2 OF SOCIAL SERVICES (SPAS) LIST 2 contains all services available in the source community or in the (rural and urban) functional micro-area, according to SPAS (column N3C greater than zero). For each service identified by SPAS in the source community or in the functional micro-area, the Questions section below must be completed. This is with the exception of foster care and family placement which are treated as an AMP network and PFam network, respectively. For example, if you find 2 CPs, 3 CZ, 4 AMPs and 10 PFam in a commune, you will complete 2+3+1+1 sections. NRIS. Work out the total number of services identified by SPAS for which the = Questions section needs to be completed Multiply the Questions section on this page, according to the NRIS. Questions section for each service identified by SPAS: SERVICE 115 IS0. Position of service No. (=1 for Service 1) IS11. Type of service: ... Please use codes 1-23 above. For code 23 (Other services), please specify the service to which you refer. IS12. Name of service: We record this only because it could prove useful during the discussions. For AMP and PFam, please write only some examples. IS13. Service provider 1. DGASPC 2. APL 3. NGO 4. Religious organization 5. Business 6. Other, namely: IS14. Commune where the service is located: ... If it is in the selected commune, use code zero. If it is in a IS14a. SIRSUP: neighboring commune, which is part of the functional micro-area, use commune codes under J3. IS15. Village where the service is located: ... Use codes from the LIST OF VILLAGES IS15a = SIRINF: IS16. Do you (SPAS) work/cooperate with this service? 0. Yes 1. No -1. DNK/NR IS17. Over the past 12 months, did SPAS refer any 0. Yes 1. No person/family from your commune to this service? If the service is located in the functional micro-area 0. Yes 1. No -1. DNK/NR (neighboring villages) 15 For SERVICE 2, section variables will be IS21, IS22, IS23, IS24, IS25, IS26, IS27, IS28, and IS29. For SERVICE 3, variables will be IS31, IS32, IS33, etc. 204 IS18. To the best of your knowledge, did this service have any beneficiaries from your commune in the past 12 months? IS19. On a scale of 1 to 10, how efficient do you think ... -1. Cannot say -7. N/A this service is at preventing family separation or protecting children separated from their families in your commune? This concerns the actual efficiency of this service, not how efficient such a service should or could be. Comment: The SIRSUP and SIRINF variables are to be filled out at the office. ... Use the same model for all identified services (according to the NRIS) . Now, let’s move from services (centers, institutions) to interventions/activities, which can be carried out in various types of centers (if any)/institutions or by a local professional. Table N4 A. Are these E. How about F. How about services in the in the Types of interventions/activities which are available in villages from functional available in your commune and functional micro- your the micro-area? area commune? functional URBAN micro-area? The interventions/activities (called services RURAL below) can be carried out in various types of centers (if any)/institutions or by a local 1. Yes 1. Yes 1. Yes professional. 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 14. Parent education services 15. Family planning services 16. Sex education services for youth 17. Home care services for children/families with children 18. Psychological counseling services 19. School counseling and guidance services 20. Professional/vocational counseling and guidance services 21. Supportive educational services 16 16 Supportive educational services needed for the integration of children/students/youth with special educational needs are delivered by itinerant and resource teachers, in partnership with all the stakeholders involved. Normally, the beneficiaries of supportive educational services are: (1) children/students with an educational and vocational guidance certificate issued by the Educational and Vocational Assessment and Guidance Committee under the CJRAE; (2) parents; (3) teachers; (4) children/students with learning, developmental and school adaptation difficulties who are, at some point, faced with school failure or the risk of dropping out and who benefit from remedial education/psychoeducational counseling from their class teachers/school counselor/speech therapist, etc. Based on the student’s progress, the teachers who have worked with him or her may recommend for him or her to be assessed by the Educational and Vocational Assessment and Guidance Committee under the CJRAE with a view to appointing an itinerant and resource teacher. 205 Table N4 A. Are these E. How about F. How about services in the in the Types of interventions/activities which are available in villages from functional available in your commune and functional micro- your the micro-area? area commune? functional URBAN micro-area? The interventions/activities (called services RURAL below) can be carried out in various types of centers (if any)/institutions or by a local 1. Yes 1. Yes 1. Yes professional. 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 41. School after school services (After School) 22. Speech therapy services 23. Physical therapy services 24. Other recovery/rehabilitation services 29. Social ambulance 25. Abuse, neglect and exploitation prevention services 26. Counseling services for domestic violence prevention and control 27. Perpetrator support services 28. Meals on Wheels or social canteen 51. Job skills assessment services 52. Labor market counseling and mediation services 53. Job search support, including accompaniment 54. Professional training services for adults 55. Social enterprise 61. School sporting club, football team and similar activities 62. Children’s club, folklore ensemble, other relevant leisure activities 71. Social housing services (youth housing units (ANL), social housing units, emergency housing units, etc.) 72. Home renovation or improvement support 81. Legal aid services Supportive Educational Services under the CJRAE are tasked with: (a) Developing/revising curricular adaptations and the individual intervention plan, in partnership with the class teacher; (b) Providing educational, therapeutic and recovery support to children/students with SEN integrated into mainstream educational establishments; (c) Offering specific compensatory therapies to children/students with learning difficulties, developmental difficulties, adaptation difficulties, behavioral disorders, mental, physical and neuromotor impairment, sensory disorders, etc.; (d) Informing and counseling the families of SEN children with regard to their children’s education; (e) Informing and counseling the teaching staff with regard to inclusive education. 206 Table N4 A. Are these E. How about F. How about services in the in the Types of interventions/activities which are available in villages from functional available in your commune and functional micro- your the micro-area? area commune? functional URBAN micro-area? The interventions/activities (called services RURAL below) can be carried out in various types of centers (if any)/institutions or by a local 1. Yes 1. Yes 1. Yes professional. 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 30. Other, namely: 207 LIST OF INTERVENTIONS/ACTIVITIES ONLY FOR THE INTERVENTIONS/ACTIVITIES (called services in table N4 above) AVAILABLE IN THE SOURCE COMMUNITY OR FUNCTIONAL MICRO-AREA (column A=1 or E=1 or F=1). Complete questions below for each intervention/activity identified. For example, if parent education is provided in the selected commune by (let’s say) an NGO and also by a generous teacher from a neighboring village, we will complete two Questions sections, one for each. NRYS. Work out the total number of interventions/activities identified by = SPAS for which the Questions section needs to be completed Multiply the Questions section on this page and on the next, according to the NRYS. Questions section for each intervention/activity identified in the source community or in the functional micro-area: INTERVENRION/ACTIVITY 1. 17 YS0. Position of intervention/activity No. (=1 for intervention/activity 1) YS11. Type of intervention/activity: ... Use codes 14-81 above. YS12. The intervention/activity is carried 1. A center, social facility (for example, at one of the out at...: social services from table N3) 2. An educational establishment 3. A health facility 4. Another institution (club, cultural center , mayoralty, clinic, etc.), namely: 5. By an individual or a group from the community If YS12=1, complete only YS14 and YS15 The center/facility/institution is among the social services ... YS14LIST. ... identified by the DGASPC? 1. Yes 0. No a. If yes, write position I0 = ... (See LIST 1 in CSDgaspc) YS15LIST. ... identified by SPAS? 1. Yes 0. No a. If yes, write position IS0 = ... (See LIST 2 above) 17 For INTERVENTION/ACTIVITY 2, section variables will be YS21, YS22, YS23, YS24, YS24LIST, YS25, YS25LIST, YS27, YS28, and YS29. For INTERVENTION/ACTIVITY 3, variables will be YS31, YS32, YS33, etc. 208 If YS12>1, that is the intervention/activity is carried out --> GO TO NEXT QUESTIONS by an institution which is NOT a social service or by an individual YS13. Name of the center/facility/institution (which is Example: Valea Călugărească not a social service) where the intervention/activity is Elementary and Middle School carried out: YS14. Commune where the ... center/facility/institution/person carrying out the intervention/activity is located: If it is in the selected commune, use code zero. If it is in a YS14a. SIRSUP: neighboring commune, which is part of the functional micro-area, use commune codes under J3. YS15. Village where the ... center/facility/institution/person carrying out the YS15a = SIRINF: intervention/activity is located: Use codes from the LIST OF VILLAGES YS17. Over the past 12 months, did SPAS refer any 0. Yes 1. No person/family in your commune to this intervention/activity? If the service is located in the functional micro-area (neighboring villages) YS18. To the best of your knowledge, did this 0. Yes 1. No -1. DNK/NR intervention/activity have any beneficiaries from your commune in the past 12 months? YS19. On a scale of 1 to 10, how efficient do you think ... -1. Cannot say -7. N/A this intervention/activity is at preventing family separation or protecting children separated from their families in your commune? ... Use the same model for all interventions/activities identified in the source community or in the functional micro-area (according to NRYS). Note! If the center/facility/institution is among the social services identified by the DGASPC (LIST 1) or SPAS (LIST 2), then we already have all the information about it. If the center/facility/institution is not on any of the two lists of social services (LIST 1 & LIST 2), then complete the LIST 2 Questions section (see above) for this center/facility/institution in order to add those services to LIST 2. 209 Table N71. IF SOCIAL HOUSING SERVICES ARE AVAILABLE IN THE SELECTED COMMUNE (row 71 from table N4, column A=1) N71. At present (February 2018), what is the number of ... in your Number commune? a. youth housing units (ANL) b. social housing/social-like housing/state rental housing units c. staff housing units d. emergency housing units Check with SPAS (and the DGASPC representative who accompanies you) the information from table N4 (CSDgaspc) about the specialists available in the source community. If necessary, add and correct the information. Table N4 (continued) A. Are these If yes, (A=1) specialists N4. Types of specialists available in your commune D. Total number available in the source community? DNK/ Yes No NR 1. Public social assistance service (SPAS, DAS, DAC, etc.) If it is an office or just a social assistance clerk, choose 1 0 -1 x 0=No 2. Professional social worker 1 0 -1 3. Social assistance clerk 1 0 -1 4. Community nurse (AMC) 1 0 -1 5. Health mediator 1 0 -1 6. Family physician 1 0 -1 7. School mediator 1 0 -1 8. Community mediator or facilitator 1 0 -1 9. Community Advisory Structure - SCC (or Community 1 0 -1 x Advisory Board - CCC) – in operation 10. Support groups for vulnerable children and families 1 0 -1 11. Religious groups offering support to vulnerable 1 0 -1 children and families 12. Charitable groups 1 0 -1 13. Child protection NGOs 1 0 -1 40. Other relevant professionals, namely: 1 0 -1 210 N4. Types of professionals available in your commune E. How about in F. How about in the villages from the functional Please circle the appropriate answer. the functional micro-area? micro-area? URBAN RURAL DNK/ DNK/ Yes No NR Yes No NR 10. Support groups for vulnerable children and families 1 0 -1 1 0 -1 11. Religious groups offering support to vulnerable 1 0 -1 1 0 -1 children and families 12. Charitable groups 1 0 -1 1 0 -1 13. Child protection NGOs 1 0 -1 1 0 -1 Q20. On a scale of 1 to 10, how well does SPAS know (if several people participate in the interview, please work out the mean) the ... -1. DNK/NR county social service development strategy, drawn up by the -7. N/A DGASPC? Comments: J15. What kind of support would be needed to develop social services in the commune in order to adequately meet the needs of children and youth so that they reach their full potential in their own families? And who should provide that support? Support 1: a1. ... Who 1: b1. ... Support 2: a2. ... Who 2: b2. ... Support 3: a3. ... Who 3: b3. ... Notes: End time: |___|___|: |___|___| Thank you! 211 c. Interview with the COORDINATING SCHOOL PRINCIPAL DATKCS4c. Date of interview completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc4c. Who conducted the interview? OMsc4c. Person with whom the interview was conducted? 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): Introduction regarding the Map of Services available in the community. Table Q6 If number > 5 (Q6A>5) B. Generally, in which villages of the Write zero in column A if the group does not exist. -1 = commune? DNK/NR Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. In your commune, approximately how many children A. Vil Vil Vil Vil Vil and young people were in each of the following groups in lag lag lag lag lag difficulty over the past 12 months? Number e e e e e 5. Children living in poverty (including from large or single- parent families) 18. Children at risk of abuse, neglect, exploitation In particular, children from households where the adults are heavy drinkers; have a criminal record or have got in trouble with the police for petty or serious crime; have engaged in sex work, begging and other deviant behaviors. This also includes incest. 51. Preschool children, not enrolled in kindergarten 52. Children ages 6-9, not enrolled in school 53. Children ages 10-15, not enrolled in school 54. Children ages 6-15 at risk of dropping out 12. Children who dropped out or left school early 212 Table Q6 If number > 5 (Q6A>5) B. Generally, in which villages of the Write zero in column A if the group does not exist. -1 = commune? DNK/NR Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. In your commune, approximately how many children A. Vil Vil Vil Vil Vil and young people were in each of the following groups in lag lag lag lag lag difficulty over the past 12 months? Number e e e e e 11. Children with SEN 55. Children and youth who need transport to educational establishments from other localities 31. Children and youth without identity documents 7. Children with parents abroad 13. Young addicts (alcohol, drugs) 20. Young sex workers 14. Domestic violence victims 16. Children and youth from marginalized areas* 21. Other groups of children and youth in difficulty: Let’s move on now to the services available in the selected commune and in the functional micro- area Please inform the coordinating school principal about the functional micro-area so that questions are properly understood. A. Are B. How about D. How about Table N3 If yes, (A=1 or these in the in the B=1 or D=1) N3. Types of services which are services villages from functional available in the commune and in available the micro-area? the functional micro-area, in your functional URBAN C. Total according to the coordinating commune? micro-area? number school principal RURAL 1. Yes 1. Yes 1. Yes 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 51. Kindergarten 52. Primary school Does not include schools from row 53. 213 A. Are B. How about D. How about Table N3 If yes, (A=1 or these in the in the B=1 or D=1) N3. Types of services which are services villages from functional available in the commune and in available the micro-area? the functional micro-area, in your functional URBAN C. Total according to the coordinating commune? micro-area? number school principal RURAL 1. Yes 1. Yes 1. Yes 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 53. Primary school with supportive educational services18/integrated special education 54. Lower secondary school Does not include schools from row 55. 55. Lower secondary school with supportive educational services/integrated special education 56. Special school 57. High school 58. Technical high school 23. Other, namely: 18 Supportive educational services needed for the integration of children/students/youth with special educational needs are delivered by itinerant and resource teachers, in partnership with all the stakeholders involved. Normally, the beneficiaries of supportive educational services are: (1) children/students with an educational and vocational guidance certificate issued by the Educational and Vocational Assessment and Guidance Committee under the CJRAE; (2) parents; (3) teachers; (4) children/students with learning, developmental and school adaptation difficulties who are, at some point, faced with school failure or the risk of dropping out and who benefit from remedial education/psychoeducational counseling from their class teachers/school counselor/speech therapist, etc. Based on the student’s progress, the teachers who have worked with him or her may recommend for him or her to be assessed by the Educational and Vocational Assessment and Guidance Committee under the CJRAE with a view to appointing an itinerant and resource teacher. Supportive Educational Services under the CJRAE are tasked with: (a) Developing/revising curricular adaptations and the individual intervention plan, in partnership with the class teacher; (b) Providing educational, therapeutic and recovery support to children/students with SEN integrated into mainstream educational establishments; (c) Offering specific compensatory therapies to children/students with learning difficulties, developmental difficulties, adaptation difficulties, behavioral disorders, mental, physical and neuromotor impairment, sensory disorders, etc.; (d) Informing and counseling the families of SEN children with regard to their children’s education; (e) Informing and counseling the teaching staff with regard to inclusive education. 214 LIST OF SCHOOLS WITH SUPPORTIVE SERVICES ONLY FOR SERVICES FROM ROWS 53 AND 55 (column N3C greater than zero). Complete the questions below for each school with supportive educational services/integrated special education. Multiply the Questions section on this page and on the next, according to the sum of values from column N3C and rows 53 and 55. Questions section for each school with supportive services: SCHOOL 1 19 SCH0. Position of school: No. (=1 for School 1) SCH11. Type of service: ... Use codes 53 or 55 above. SCH12. Name of school: We record this only because it could prove useful during the discussions and checks. SCH13. Service provider: 1. Public 2. Private SCH14. Commune where the school is located: ... If it is in the selected commune, use code zero. If it is in a SCH14a. SIRSUP: neighboring commune, which is part of the functional micro- area, use commune codes under J3. SCH15. Village where the service is located: ... Use codes from the LIST OF VILLAGES SCH15a = SIRINF: SCH16. Capacity of supportive educational services/integrated students special education SCH17. Are there any places available for enrolling those children who would be reintegrated into local families or 0. Yes 1. No -1. DNK/NR transferred into foster care or family placement in the commune? SCH18. Which of the following supportive services does the school provide...? a. Developing/revising curricular adaptations and the individual 1. Yes 0. No intervention plan, in partnership with the class teacher b. Providing educational, therapeutic and recovery support to children/students with SEN integrated into mainstream 1. Yes 0. No educational establishments c. Offering specific compensatory therapies to children/students with learning difficulties, developmental difficulties, adaptation 1. Yes 0. No difficulties, behavioral disorders, mental, physical and neuromotor impairment, sensory disorders, etc. 19 For SCHOOL 2, section variables will be SCH21, SCH22, SCH23, SCH24, SCH24a, SCH25, SCH25a, SCH26, SCH27, etc. 215 d. Informing and counseling the families of SEN children with 1. Yes 0. No regard to their children’s education e. Informing and counseling the teaching staff with regard to 1. Yes 0. No inclusive education f. ‘Bread Roll and Milk’ or any other national program 2. Yes, all 1. Yes, some 0. No g. Hot meal 2. Yes, all 1. Yes, some 0. No h. School transport 2. Yes, all 1. Yes, some 0. No i. Homework support 2. Yes, all 1. Yes, some 0. No j. Other, namely: 1. Yes 0. No k. Other, namely: 1. Yes 0. No l. Other, namely: 1. Yes 0. No m. Other, namely: 1. Yes 0. No SCH19. Does the school...? a. Offer physical access to all children 1. Yes 0. No b. Have alternative means of information and communication 1. Yes 0. No c. Have a daily schedule, adaptable to the needs of every child (children with complex disabilities, chronic diseases, deviant 1. Yes 0. No behaviors or behavioral disorders; people with mental health problems) If the service is located in the functional micro-area (neighboring villages) SCH100. To the best of your knowledge, did this service have 0. Yes 1. No -1. DNK/NR any beneficiaries from your commune over the past 12 months? SCH101. On a scale of 1 to 10, how efficient do you think this ... -1. Cannot say - - service is at preventing the separation of children from their 7. N/A families in your commune? ... Use the same model for all schools with supportive services. 216 Table N4 N4. Types of professionals available in your commune A. Are these If yes, (A=1) professionals D. Total number available in the source community? DNK/ Yes No NR 7. School mediator 1 0 -1 51. School counselor 1 0 -1 52. Itinerant and resource teacher 1 0 -1 53. Speech therapist 1 0 -1 54. Special educational needs teacher (other than the 1 0 -1 speech therapist) 8. Community mediator or facilitator 1 0 -1 9. Community Advisory Structure - SCC (or Community 1 0 -1 x Advisory Board - CCC) – in operation 10. Support groups for vulnerable children and families 1 0 -1 11. Religious groups offering support to vulnerable 1 0 -1 children and families 12. Charitable groups 1 0 -1 13. Child protection NGOs 1 0 -1 40. Other relevant professionals, namely: 1 0 -1 N4. Types of professionals available in your commune E. How about in F. How about in the villages from the functional Please circle the appropriate answer. the functional micro-area? micro-area? URBAN RURAL DNK/ DNK/ Yes No NR Yes No NR 10. Support groups for vulnerable children and families 1 0 -1 1 0 -1 11. Religious groups offering support to vulnerable 1 0 -1 1 0 -1 children and families 12. Charitable groups 1 0 -1 1 0 -1 13. Child protection NGOs 1 0 -1 1 0 -1 217 Table N4 (continued) N4. Types of A. Are E. How H. How If yes, (A=1 or If yes, (A=1 interventions/activitie these about in about in the E=1 or H=1) or E=1 or s which are available services the villages functional H=1) F. Over the in your commune and available from the micro-area? past 12 G. Is the functional micro-area in your functional URBAN months, did service cost commune? micro- this service partially or area? have any fully borne The RURAL beneficiaries by interventions/activitie from your beneficiarie s (called services commune? s? below) can be carried out in various types of 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes centers (if 0. No 0. No 0. No 0. No 0. No any)/institutions or by -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR a local professional. 14. Parent education services 16. Sex education services for youth 18. Psychological counseling services 19. School counseling and guidance services 20. Professional/vocational counseling and guidance services 41. School after school services (After School) 42. A Second Chance 22. Speech therapy services 26. Counseling services for domestic violence prevention and control 51. Job skills assessment services 52. Labor market counseling and mediation services 54. Professional training services for adults 61. School sporting club, football team and similar activities 218 N4. Types of A. Are E. How H. How If yes, (A=1 or If yes, (A=1 interventions/activitie these about in about in the E=1 or H=1) or E=1 or s which are available services the villages functional H=1) F. Over the in your commune and available from the micro-area? past 12 G. Is the functional micro-area in your functional URBAN months, did service cost commune? micro- this service partially or area? have any fully borne The RURAL beneficiaries by interventions/activitie from your beneficiarie s (called services commune? s? below) can be carried out in various types of 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes centers (if 0. No 0. No 0. No 0. No 0. No any)/institutions or by -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR a local professional. 62. Children’s club, folklore ensemble, other relevant leisure activities 30. Other, namely: J15. What kind of support would be needed to develop educational services in the commune in order to adequately meet the needs of children and youth so that they reach their full potential in their own families? And who should provide that support? Support 1: a1. ... Who 1: b1. ... Support 2: a2. ... Who 2: b2. ... Notes: End time: |___|___|: |___|___| Thank you! 219 d. Interview with the FAMILY PHYSICIAN (or Local Nurse) DATKCS4d. Date of interview completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc4d. Who conducted the interview? OMsc4d. Person with whom the interview was conducted? 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): Introduction regarding the Map of Services available in the community. Table Q6 If number > 5 (Q6A>5) B. Generally, in which villages of the Write zero in column A if the group does not exist. -1 = commune? DNK/NR Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. In your commune, approximately how many children A. Vil Vil Vil Vil Vil and young people were in each of the following at-risk lag lag lag lag lag groups over the past 12 months? Number e e e e e 1. Children abandoned at hospitals 40. Unvaccinated children under one year 41. Children under one year with low birth weight (less than 1,500 grams) 42. Children under six months who are not exclusively breastfed 43. Children over six months and under 1 year without a properly diversified diet 44. Children under one year lagging behind developmental milestones 45. Children over one year and under 10 years lagging behind developmental milestones 220 Table Q6 If number > 5 (Q6A>5) B. Generally, in which villages of the Write zero in column A if the group does not exist. -1 = commune? DNK/NR Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. In your commune, approximately how many children A. Vil Vil Vil Vil Vil and young people were in each of the following at-risk lag lag lag lag lag groups over the past 12 months? Number e e e e e 46. Children and youth who are not registered with a family physician 10. Children with disabilities 47. Children and youth who need assistance in preparing disability rating documents 30. Children and youth who need transport to social services (including recovery/rehabilitation) from other localities 31. Children and youth without identity documents 5. Children (under 18) living in poverty (including from large or single-parent families) 18. Children at risk of abuse, neglect, exploitation In particular, children from households where the adults are heavy drinkers; have a criminal record or have got in trouble with the police for petty or serious crime; have engaged in sex work, begging and other deviant behaviors. This also includes incest. 19. Children from families living in caves, huts, improvised housing, etc., or with unhealthy living conditions 9. Underage mothers or at-risk pregnancies 20. Young sex workers 13. Young addicts (alcohol, drugs) 14. Domestic violence victims 16. Children and youth from marginalized areas * 21. Other groups of children and youth in difficulty: 221 Let’s move on now to the services available in the selected commune and in the micro -area Please inform the family physician about the functional micro-area so that questions are properly understood. Table N3 A. Are B. How about D. How about If yes, (A=1 or these in the in the B=1 or D=1) N3. Types of services which are services villages from functional available in the commune and in available the micro-area? the functional micro-area, in your functional C. Total according to the physician URBAN commune? micro-area? number RURAL 1. Yes 1. Yes 1. Yes 0. No 0. No 0. No -1. DNK/NR -1. DNK/NR -1. DNK/NR 71. Home child care providers 72. Mobile teams 73. Hospital, polyclinic 8. Day care centers for children with disabilities 12. Drop-in counseling and support centers for parents and children/pregnant women in difficulty 17. Addiction recovery centers 18. Therapeutic community centers 19. Multipurpose centers/services 21. Community-based integrated service centers 22. Standby medical center 23. Other, namely: 222 LIST OF MEDICAL SERVICES ONLY FOR SERVICES FROM ROWS 8, 12, 71, AND 72 (column N3C greater than zero). Complete questions below for each one of the selected medical services. Multiply the Questions section on this page and the next according to the sum of the values from column N3C and rows 8, 12, 71, and 72. Questions section for each medical service: SERV MED 1 20 SMED0. Position of service: No. (=1 for SERV MED 1) SMED11. Type of service: ... Use codes 8, 12, 71 or 72 above. SMED12. Name of service: We record this only because it could prove useful during the discussions and checks. SMED13. Service provider: 1. Public 2. Private SMED14. Commune where the service is located: ... If it is in the selected commune, use code zero. If it is in a SMED14a. SIRSUP: neighboring commune, which is part of the functional micro- area, use commune codes under J3. SMED15. Village where the service is located: ... Use codes from the LIST OF VILLAGES SMED15a = SIRINF: SMED16. Service capacity SMED17. Are there any places available for enrolling those children who would be reintegrated into local families or 0. Yes 1. No -1. DNK/NR transferred into foster care or family placement in the commune? SMED18. Which of the following interventions/activities does the service carry out...? a. Parent education services 1. Yes 0. No b. Family planning services 1. Yes 0. No c. Sex education services for youth 1. Yes 0. No d. Home care services for children/families with children 1. Yes 0. No e. Psychological counseling services 1. Yes 0. No f. Speech therapy services 1. Yes 0. No g. Physical therapy services 1. Yes 0. No h. Other recovery/rehabilitation services 1. Yes 0. No i. Transport of children to/from the service 1. Yes 0. No -7. N/A j. Other, namely: 1. Yes 0. No 20 For MED SERV 2, section variables will be SMED21, SMED22, SMED23, SMED24, etc. 223 k. Other, namely: 1. Yes 0. No l. Other, namely: 1. Yes 0. No m. Other, namely: 1. Yes 0. No SMED19. Does the service...? a. Offer physical access to all children 1. Yes 0. No b. Have alternative means of information and communication 1. Yes 0. No c. Have a daily schedule, adaptable to the needs of every child (children with complex disabilities, chronic diseases, deviant 1. Yes 0. No behaviors or behavioral disorders; people with mental health problems) If the service is located in the functional micro-area (neighboring villages) SMED100. To the best of your knowledge, did this service have 0. Yes 1. No -1. DNK/NR any beneficiaries from your commune over the past 12 months? SMED101. On a scale of 1 to 10, how efficient do you think ... -1. Cannot say - - this service is at preventing the separation of children from 7. N/A their families in your commune? ... Use the same model for all the selected medical services . 224 Table N4 N4. Types of professionals available in your commune A. Are these If yes, (A=1) professionals D. Total number available in the source community? DNK/ Yes No NR 4. Community nurse (AMC) 1 0 -1 5. Health mediator 1 0 -1 6. Family physician 1 0 -1 71. Nurses 1 0 -1 72. Speech therapist 1 0 -1 73. Physical therapist 1 0 -1 74. Occupational therapist 1 0 -1 9. Community Advisory Structure - SCC (or Community 1 0 -1 x Advisory Board - CCC) – in operation 10. Support groups for vulnerable children and families 1 0 -1 11. Religious groups offering support to vulnerable 1 0 -1 children and families 12. Charitable groups 1 0 -1 13. Child protection NGOs 1 0 -1 40. Other relevant professionals, namely: 1 0 -1 N4. Types of professional available in your commune E. How about in F. How about in the villages from the functional Please circle the appropriate answer. the functional micro-area? micro-area? URBAN RURAL DNK/ DNK/ Yes No NR Yes No NR 10. Support groups for vulnerable children and families 1 0 -1 1 0 -1 11. Religious groups offering support to vulnerable 1 0 -1 1 0 -1 children and families 12. Charitable groups 1 0 -1 1 0 -1 13. Child protection NGOs 1 0 -1 1 0 -1 225 Table N4 (continued) N4. Types of A. Are E. How H. How If yes, (A=1 or If yes, (A=1 interventions/activitie these about in the about in the E=1 or H=1) or E=1 or s which are available services villages from functional H=1) F. Did this in your commune and available the micro-area? service have G. Is the functional micro-area in your functional URBAN any service cost commune micro-area? beneficiaries partially or ? RURAL from your fully borne The commune over by interventions/activitie the past 12 beneficiarie s (called services months? s? below) can be carried out in various types of 1. Yes 1. Yes 1. Yes 1. Yes 1. Yes centers (if 0. No 0. No 0. No 0. No 0. No any)/institutions or by -1. -1. DNK/NR -1. DNK/NR -1. DNK/NR -1. DNK/NR a local professional. DNK/NR 14. Parent education services 15. Family planning services 16. Sex education services for youth 17. Home care services for children/families with children 18. Psychological counseling services 22. Speech therapy services 23. Physical therapy services 24. Other recovery/rehabilitation services 29. Social ambulance 30. Other, namely: 226 J15. What kind of support would be needed to develop medical services in the commune in order to adequately meet the needs of children and youth so that they reach their full potential in their own families? And who should provide that support? Support 1: a1. ... Who 1: b1. ... Support 2: a2. ... Who 2: b2. ... Notes: End time: |___|___|: |___|___| Thank you! 227 e. Interview with Representatives of SCC (Community Advisory Structure) or Any Other Local Stakeholder (Priest, Informal Group, Police Officer, etc.) Active/with Initiative in This Field DATKCS4e. Date of interview completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc4e. Who conducted the interview? OMsc4e. Person with whom the interview was conducted? 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): Introduction regarding the Map of Services available in the community. N20. How would you describe your commune... ( read the name of the commune)? Write down only key words or quotes, like “on the other side of the world�, “heaven on Earth� “hardworking people�, “God-fearing people�, “lazybones�, etc. Table Q6 If yes, a social problem (Q6=2) Q6sat. Generally, in which villages of the commune? Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. Which of the following groups of children in Yes, Vil Vil Vil Vil Vil difficulty pose a social problem for your Yes isolate No lag lag lag lag lag commune? d cases e e e e e 1. Children abandoned at hospitals 2 1 0 228 Table Q6 If yes, a social problem (Q6=2) Q6sat. Generally, in which villages of the commune? Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. Which of the following groups of children in Yes, Vil Vil Vil Vil Vil difficulty pose a social problem for your Yes isolate No lag lag lag lag lag commune? d cases e e e e e 2. Children from the commune who were taken into special care (all services) 2 1 0 Note! Do not present the KSCS List. 3. Children (under 18) integrated/reintegrated into 2 1 0 local families 4. Youth (18+) who left child care and joined the 2 1 0 community 5. Children living in poverty (including from large 2 1 0 or single-parent families) 18. Children at risk of abuse, neglect, exploitation In particular, children from households where the adults are heavy drinkers; have a criminal record or have got in trouble with the police for petty or 2 1 0 serious crime; have engaged in sex work, begging and other deviant behaviors. This also includes incest. 6. Children and youth living on the street 2 1 0 19. Children from families living in caves, huts, 2 1 0 improvised housing, etc. 7. Children with parents abroad 2 1 0 8. Children and youth deprived of liberty 2 1 0 9. Underage mothers 2 1 0 20. Young sex workers 2 1 0 10. Children with disabilities 2 1 0 11. Children with SEN 2 1 0 12. Children who dropped out or left school 2 1 0 13. Young addicts (alcohol, drugs) 2 1 0 14. Domestic violence victims 2 1 0 15. Human trafficking victims 2 1 0 16. Marginalized areas* 2 1 0 229 Table Q6 If yes, a social problem (Q6=2) Q6sat. Generally, in which villages of the commune? Write codes from the LIST OF VILLAGES (1-n) 100 = All villages (Code 100 goes in the first column) Q6. Which of the following groups of children in Yes, Vil Vil Vil Vil Vil difficulty pose a social problem for your Yes isolate No lag lag lag lag lag commune? d cases e e e e e 17. Communities affected by natural hazards 2 1 0 (floods, landslides, etc.) 21. Other groups of children and youth in difficulty: 2 1 0 Please inform the interviewee about the functional micro-area so that questions are properly understood. J4. Considering the main groups of children and 4. To a very great extent youth in difficulty, as previously discussed, to 3. To a great extent what extent do you think social services in your 2. To a small extent commune manage to cover the specific needs of 1. To a very small extent these groups? -1. DNK/NR -7. No groups or no services If services are available in the commune J5. What are the most important services to which you refer? To help the interviewee, you can give examples of services from tables N3 and N4 in CSDgaspc. Write all the services mentioned, even if they don’t theore tically fit into the category of social services. Type of service: To be filled out at the office using the codes from tables N3 and N4 in CSDgaspc. Commune village where the service is located: Use 1-n and SIRINF codes from the LIST OF VILLAGES Commune village where the service is located No. a. Name (or description) of service: b. Type c. d. Village of service Village SIRINF code 1 2 3 230 4 ... J6. Looking at the previously defined functional 4. To a very great extent micro-area, to what extent do you think social 3. To a great extent services in the neighboring villages manage to 2. To a small extent cover (at least partially) the specific needs of 1. To a very small extent these groups of children and youth in difficulty from your commune? -1. DNK/NR -7. No groups or no services If services are available in the functional micro-area J7. What are the most important services to which you refer? Write all the services mentioned, even if they do n’t theoretically fit into the category of social services. Type of service: To be filled out at the office using the codes from tables N3 and N4 in CSDgaspc. Village from a neighboring commune where the service is located: Use V11-Vn and SIRINF codes from the LIST OF VILLAGES Village from a neighboring commune where the service is located No. a. Name (or description) of service: b. Type c. d. Village of service Village SIRINF code 1 2 3 4 ... 231 J8. Considering all the services you have 0. No, the needs of all groups in difficulty from previously mentioned (under J5 and J7), are the commune are covered to a great or very there in your commune any groups of children great extent and youth in difficulty (from table Q6) whose Yes, some groups, namely ... needs are only covered to a small extent or not covered at all? 1. Children abandoned at hospitals MULTIPLE ANSWER 2. Children from the commune who were taken into special care (all services) 3. Children (under 18) integrated/reintegrated into local families 4. Youth (18+) who left child care and joined the community 5. Children living in poverty (including from large or single-parent families) 18. Children at risk of abuse, neglect, exploitation 6. Children and youth living on the street 19. Children from families living in caves, huts, improvised housing, etc. 7. Children with parents abroad 8. Children and youth deprived of liberty 9. Underage mothers 20. Young sex workers 10. Children with disabilities 11. Children with SEN 12. Children who dropped out or left school 13. Young addicts (alcohol, drugs) 14. Domestic violence victims 15. Human trafficking victims 16. Marginalized areas* 17. Communities affected by natural hazards (floods, landslides, etc.) 21. Other groups of children and youth in difficulty, namely: ......................................................... 100. Yes, all groups of children and youth -1. DNK/NR -7. No groups or no services 232 If the needs of one or several groups are only covered to a small extent/not covered at all J9. To address the problem(s), do you think new 1. Yes 0. No -1. DNK/NR -7. N/A services should be set up or the existing ones developed, in the period 2018-2020? If new services should be set up or the existing ones developed J10. What are the services that should be set up/developed first? Write all the services mentioned, even if they don’t theoretically fit into the category of social services. Type of service: To be filled out at the office using the codes from tables N3 and N4 in CSDgaspc. Commune village where the service is located: Use 1-n and SIRINF codes from the LIST OF VILLAGES Commune village where the service is located No. a. Name (or description) of service: b. Type c. d. Village of service Village SIRINF code 1 2 3 4 J15. What kind of support would be needed to develop social services in the commune in order to adequately meet the needs of children and youth so that they reach their full potential in their own families? And who should provide that support? Support 1: a1. ... Who 1: b1. ... Support 2: a2. ... Who 2: b2. ... Notes: End time: |___|___|: |___|___| Thank you! 233 f. Form on Social Services Identified in the Community and in the Functional Micro-Area First of all, the LIST OF SOCIAL SERVICES must be made based on LIST 1 (DGASPC) and LIST 2 (SPAS), supplemented, as applicable, with the social services mentioned during the Interview with the mayor and during the Interview with SCC or other representatives active/with initiative in the field. As a recap, the List of Social Services already contains the information collected for all (or most) of these services, namely: I0 / IS0. Position of the service identified by the No. (=1 for Service 1) DGASPC/SPAS: I11 / IS11. Type of service: ... I12 / IS12. Name of service: 1. DGASPC IFURN / IS13. Service provider: 2. APL 3. NGO 4. Religious organization 5. Business 6. Other, namely: CSurs / IS14. Commune where the service is located: ... If it is in the selected commune, use code zero. If it is in a IS14a. SIRSUP: neighboring commune, which is part of the functional micro-area, use commune codes under J3. I13 / IS15. Village where the service is located: ... Use codes from the LIST OF VILLAGES IS15a = SIRINF: I15 / IS16. Do you (DGASPC specialists/SPAS) 0. Yes 1. No -1. DNK/NR work/cooperate with this service? IS17. Over the past 12 months, did SPAS refer any 0. Yes 1. No person/family from your commune to this service? If the service is located in the functional micro-area (neighboring villages) IS18. To the best of your knowledge, did this service 0. Yes 1. No -1. DNK/NR have any beneficiaries from your commune over the past 12 months? I16 / IS19. On a scale of 1 to 10, how efficient do you ... -1. Cannot say -7. N/A think this service is at preventing family separation or protecting children separated from their families in your commune? ONLY FOR LIST 1 (DGASPC) If I16 score is 1-8 (less than 9) 0. Nothing, I16=9 or 10 -1. DNK/NR I17. What do you think is needed for this service to work better? MAXIMUM TWO ANSWERS a. 234 b. For each service on the LIST OF SOCIAL SERVICES, please fill out the information below either by going to service premises or over the phone (if visiting is not possible). It is preferable that you interview the service head/coordinator. DATKCS4f. Date of interview completion: |___|___|: |___|___|: |___|___|___|___| Start time: |___|___|: |___|___| Cinesc4f. Who conducted the interview? OMsc4f. Person with whom the interview was conducted? 1. Surname: 2. First name: 3. Position: 4. Telephone (if possible): Questions section for each social service from the source community and functional micro-area I0 / IS0. Position of service: No. SSoc1. Service capacity: SSoc2. Are there any places available for enrolling those children who would be reintegrated into local families or 0. Yes 1. No -1. DNK/NR transferred into foster care or family placement in the commune? SSoc3. Which of the following interventions/activities does the service DNK/ Yes No NR carry out...? 14. Parent education services 1 0 -1 15. Family planning services 1 0 -1 16. Sex education services for youth 1 0 -1 17. Home care services for children/families with children 1 0 -1 18. Psychological counseling services 1 0 -1 19. School counseling and guidance services 1 0 -1 20. Professional/vocational counseling and guidance services 1 0 -1 21. Supportive educational services 1 0 -1 41. School after school services (After School) 1 0 -1 42. A Second Chance 1 0 -1 22. Speech therapy services 1 0 -1 23. Physical therapy services 1 0 -1 24. Other recovery/rehabilitation services 1 0 -1 235 SSoc3. Which of the following interventions/activities does the service DNK/ Yes No NR carry out...? 29. Social ambulance 1 0 -1 25. Abuse, neglect and exploitation prevention services 1 0 -1 26. Counseling services for domestic violence prevention and control 1 0 -1 27. Perpetrator support services 1 0 -1 28. Meals on Wheels or social canteen 1 0 -1 51. Job skills assessment services 1 0 -1 52. Labor market counseling and mediation services 1 0 -1 53. Job search support, including accompaniment 1 0 -1 54. Professional training services for adults 1 0 -1 55. Social enterprise 1 0 -1 61. School sporting club, football team and similar activities 1 0 -1 62. Children’s club, folklore ensemble, other relevant leisure activities 1 0 -1 71. Social housing services (youth housing units (ANL), social housing units, 1 0 -1 emergency housing units, etc.) 72. Home renovation or improvement support 1 0 -1 81. Legal aid services 1 0 -1 82. Accommodation 1 0 -1 83. Hot meal 1 0 -1 84. Food packs 1 0 -1 85. Homework support 1 0 -1 86. Transport of children/youth/families to/from the service 1 0 -1 30. Other, namely: 1 0 -1 a. b. c. d. e. 236 SSoc4. Does the service...? a. Offer physical access to all children (including people with 1. Yes 0. No reduced mobility or wheelchair users) b. Have alternative means of information and communication (For example, in Braille for the blind; using pictograms or a language that is easy to understand by persons with learning 1. Yes 0. No -7. N/A difficulties; a sign language interpreter available for the hearing impaired; etc.) d. Have assistive technologies or devices 1. Yes 0. No -7. N/A e. Have a room which can be used as a relaxation, resting or 1. Yes 0. No -7. N/A neuromotor recovery room for children with disabilities f. Have staff with a positive attitude towards the particular needs of 1. Yes 0. No children with special care needs c. Have a daily schedule, adaptable to the needs of every child (children with disabilities, chronic diseases, deviant behaviors or 1. Yes 0. No behavioral disorders; people with mental health problems) SSoc5. Over the past 12 months, what were the costs that beneficiaries had to pay in order to access this service? What did beneficiaries had to pay for? Transport, lab tests, documents...? a. b. c. SSoc6. Approximately how much money does a beneficiary have ... RON to pay to benefit from your services? SSoc7. What are the approximate monthly costs that beneficiaries ... RON/month have to pay for your services? -7. N/A SSoc8. Is the service accredited? 1. Yes 0. No -7. N/A If the service is located in the functional micro-area (neighboring villages) SSoc9. Did this service have any beneficiaries from the selected 0. Yes 1. No -1. DNK/NR source commune over the past 12 months (read the name of the commune)? SSoc10. On a scale of 1 to 10, how efficient do you think your ... -1. Cannot say - service is at preventing family separation or protecting children -7. N/A separated from their families? ... Use the same model for all identified social services . End time: |___|___|: |___|___| 237 Competence makes a difference! Project selected under the Administrative Capacity Operational Program, co-financed by European Union from the European Social Fund „Development of Plans for the De-Institutionalization of Children Deprived of Parental Care and their Transfer to Community-Based Care, SIPOCA 2� The International Bank for Reconstruction and Development May 2017 This report does not necessarily represent the position of the European Union or the Romanian Government. 238