Thursday, December 12, 2013

Free Webinar: Parents' Guide to Social Media

Many parents often feel overwhelmed as they try to navigate social media such as Facebook, Twitter, Instagram, YouTube, Snapchat and more. In this training, we'll review where kids are spending most of their social media time (spoiler: it's not Facebook.) We will share with parents how they can stay informed and involved with their kids in healthy ways. We'll outline methods of helping your children make smart decisions and remain safe online. Finally, we will take a closer look at cyberbullying and interactivity.

Training Objectives: 
  • Be introduced to the world of social media, exploring where children are spending most of their time online. 
  • Learn healthy ways for parents to stay informed and involved. 
  • Explore methods of helping children make smart decisions to remain safe. 
  • Learn the basics of cyberbullying and interactivity.
Tuesday, December 17
 12:00 pm - 1:00 pm (CST) 
optional Q&A: 1-1:15pm

1 CEU available for the following:
  • Adoptive Parents
  • Foster Parents
  • Social Workers
  • Counselors
CAS is an approved CE Provider NBCC #6459 ABSWE #0039. 

Jamie Golden joined the team at CAS in November 2006. She currently serves as the agency Director of Marketing. A degree from Emory University in 1998 gave her something invaluable: an introduction to the Internet and electronic mail. She graduated and took her Napster account and worked for the Department of Human Resources recruiting foster and adoptive families. In 2000, she dug into LiveJournal and a start-up nonprofit, The Storehouse, where she planned events and ministered to students. In 2004, MySpace and serving as a student minister at Westwood Baptist were dominating Jamie's time. Jamie now splits her social media affection among many: Facebook, Twitter, Instagram, Pinterest, YouTube, and her blog, Jamie's Rabbits. She also has a real life too. She promises.

Tuesday, December 10, 2013

Birth Parent and Adult Adoptee Support Event

Contact Audrey Derevenko at or 205-943-5343 for more information.

Tuesday, December 3, 2013

Giving Tuesday: Consider Children's Aid

Today is #GivingTuesday, a national day of giving to help jumpstart the annual holiday season. With #GivingTuesday, we'll harness the power of social media to celebrate the great American spirit of contribution.

Please consider for a moment the families living in Alabama who lack the resources to provide for their children's basic needs. Children who lack these essentials struggle in school, and eventually can make a series of poor choices for their lives.

These choices can have far-reaching consequences - not only on the children themselves, but on the strength of our families and communities as a whole.

Here is your opportunity to contribute to a better life for these children, and to invest in the future of Alabama. Your investment will not only help children and families in need right now, but will also help prevent these problems from occurring in the future.

Make your gift now and make the difference for a child - forever.

Children's Aid a 501(c)(3) organization.

Thursday, November 14, 2013

Runaway Prevention: Letter to the Editor

November is National Runaway Prevention Month, which aims to raise awareness in our local communities about runaway and homeless youth and seek solutions to prevent this growing issue. For years, three local agencies including Family Connection, Children’s Aid Society, and JCCEO have specialized in serving these young people and have worked collectively, along with other partner agencies throughout AL, to meet the needs of youth that run away from their homes and often become homeless.

Youth run away for a variety of reasons. They either run towards a person or situation that draws them, or run away from a person or situation that seems hopeless. Rarely do we see youth in our programs that have run away or become homeless as a result of thrill-seeking. Running away is most often a means of escape, which can lead to a multitude of other unwanted and unanticipated challenges that vulnerable young people are not prepared to face.

Once a young person leaves home, they have few legal means by which they can earn enough money to meet basic needs, due to their age. Many find that exchanging sex for food, clothing, and shelter is their only chance of survival. Many drop out of school. Living without supervision, nurturance, and support, these youth are at the highest risk of being exploited by adults and in turn, victimizing others. We now know that these youth are prime human trafficking victims. Aside from victimization, these young people face school-failure, long-term homelessness, delinquent activities, drug dependency, pregnancy, and sometimes death.

Please join us in our efforts to prevent youth from seeking risky solutions to their feelings of hopelessness. Through our professional experience and through years of research, we know that youth who feel connected in school, to their families, to their friends, to communities of faith, and to other healthy adult role models are less likely to solve their problems by running away. Each of us has a vital role to play in the lives of young people we come into contact with on a regular basis. The value of appropriate adult care and connection cannot be underestimated.

Gayle Watts, LCSW
CAS Executive Director

Friday, November 1, 2013

National Adoption Month Activities

We are hosting FREE mini-conference events across Alabama in November in recognition of National Adoption Month. Each event includes training hours for parents and professionals.

Thursday, November 7
8:30am - 2:00pm 
Click for more information and to register online.

Friday, November 8
8:30am - 4:30pm 
Click for more information and to register online. 

Saturday, November 16
8:30am - 12:00pm 
Click for more information and to register online. 

Wednesday, October 30, 2013

Helping Foster Youth Realize Their Dreams

Foster youth have dreams. It's our job at CAS to help them realize those dreams.

With the support of DHR, CAS launched a service in 2010 for older youth who are in foster care and close to leaving the care of the public child welfare system. In our field of service, we refer to this as “aging out” of the system. We acknowledge that most young people who have grown up in the best of situations are not prepared to launch independent and successful lives at age 19, and many young adults are a part of their families’ households well into their 20’s.

CAS provides a variety of services for Independent Living (IL) youth and the professionals who serve them. Click here to learn more about our IL program.

Friday, October 25, 2013

Halloween Safety Tips

Halloween is an exciting time of year for kids, and to help ensure they have a safe holiday, here are some tips from the American Academy of Pediatrics (AAP). 
  • Plan costumes that are bright and reflective. Make sure that shoes fit well and that costumes are short enough to prevent tripping, entanglement or contact with flame.
  • Consider adding reflective tape or striping to costumes and trick-or-treat bags for greater visibility.
  • Because masks can limit or block eyesight, consider non-toxic makeup and decorative hats as safer alternatives. Hats should fit properly to prevent them from sliding over eyes.
  • When shopping for costumes, wigs and accessories look for and purchase those with a label clearly indicating they are flame resistant.
  • If a sword, cane, or stick is a part of your child's costume, make sure it is not sharp or too long. A child may be easily hurt by these accessories if he stumbles or trips.
  • Obtain flashlights with fresh batteries for all children and their escorts.
  • Do not use decorative contact lenses without an eye examination and a prescription from an eye care professional. While the packaging on decorative lenses will often make claims such as “one size fits all,” or “no need to see an eye specialist,” obtaining decorative contact lenses without a prescription is both dangerous and illegal. This can cause pain, inflammation, and serious eye disorders and infections, which may lead to permanent vision loss.
  • Teach children how to call 9-1-1 (or their local emergency number) if they have an emergency or become lost. 
  • Small children should never carve pumpkins. Children can draw a face with markers. Then parents can do the cutting.
  • Consider using a flashlight or glow stick instead of a candle to light your pumpkin. If you do use a candle, a votive candle is safest.
  • Candlelit pumpkins should be placed on a sturdy table, away from curtains and other flammable objects, and should never be left unattended. 
  • To keep homes safe for visiting trick-or-treaters, parents should remove from the porch and front yard anything a child could trip over such as garden hoses, toys, bikes and lawn decorations.
  • Parents should check outdoor lights and replace burned-out bulbs.
  • Wet leaves or snow should be swept from sidewalks and steps.
  • Restrain pets so they do not inadvertently jump on or bite a trick-or-treater. 
  • A parent or responsible adult should always accompany young children on their neighborhood rounds.
  • If your older children are going alone, plan and review the route that is acceptable to you. Agree on a specific time when they should return home.
  • Only go to homes with a porch light on and never enter a home or car for a treat.
  • Because pedestrian injuries are the most common injuries to children on Halloween, remind Trick-or-Treaters.
  • Stay in a group and communicate where they will be going.
  •  Remember reflective tape for costumes and trick-or-treat bags.
  • Carry a cellphone for quick communication.
  • Remain on well-lit streets and always use the sidewalk.
  • If no sidewalk is available, walk at the far edge of the roadway facing traffic.
  • Never cut across yards or use alleys.
  • Only cross the street as a group in established crosswalks (as recognized by local custom). Never cross between parked cars or out driveways.
  • Don’t assume the right of way. Motorists may have trouble seeing Trick-or-Treaters. Just because one car stops, doesn't mean others will!
  • Law enforcement authorities should be notified immediately of any suspicious or unlawful activity.
  • A good meal prior to parties and trick-or-treating will discourage youngsters from filling up on Halloween treats.
  • Consider purchasing non-food treats for those who visit your home, such as coloring books or pens and pencils.
  • Wait until children are home to sort and check treats. Though tampering is rare, a responsible adult should closely examine all treats and throw away any spoiled, unwrapped or suspicious items.
  • Try to ration treats for the days following Halloween.
 ©2013 American Academy of Pediatrics

Tuesday, October 22, 2013

Special Needs of Adopted Children in Schools

Adopted and foster children may have special needs at school based upon their unique life experiences of loss, abandonment, neglect, and trauma. Their experiences may impact them in the following ways:

Grief and Loss
Many of these issues arise when the child is 7 or 8 years old and developmentally move from concrete to abstract thinking thus understanding the meaning of their history: adoption and foster care, loss issues, feelings of rejection, etc.

Educational Implications
The child may spend so much time in class focusing on these issues that they are not focused on learning. Frequently peers may be inquisitive and ask questions that can be difficult to answer and bring up difficult emotions. 

Identity issues
The child may feel concerned or self-conscious about looking different than their adoptive or foster parents (often is accentuated when a child enters school).

Educational Implications
Difficult questions from peers, wanting to "fit in," and not knowing how to answer questions, i.e. why they look different from their parents, why didn't their "real" parents want them, etc., typically creates stress for the child. 

Emotional Challenges
The Center for Adoption: Support and Education identifies six common areas that cause distress for adopted students.
* Difference - my family is different from other families 
* Reason for Adoption - Why was I adopted?
* Missing Information - I don't know what my birth parents look like, I don't even have a picture 
* Identity - Who am I, Am I like my adoptive parents or birth parents?
* Loyalty - I know things were bad with my birth family but I still love my grandmother, I have questions about my birth family but am afraid to ask
* Permanence- I will move again

Educational Implications
A child's emotional wellbeing impacts their ability to cope with various stressors which impacts their ability to function and be successful in the classroom.

Health problems, growth delays, sensory integration difficulties, and developmental delays
These may be caused by early trauma, abuse and neglect, early deprivation, interrupted attachments, prenatal substance exposure, and altered brain development. They create various conditions that can impair a child's ability to learn.

Educational Implications
Studies show that many adopted children (especially children adopted from foster care) are often about a year behind in academic capabilities (Evan B. Donaldson Adoption Institute, 2006). Additionally, they are more likely to have changed schools, been retained in a grade, attend lower performing schools and be placed in special education. Often there are gaps in their learning foundations due to their changing schools and missing new material. 

Social Issues
The adopted and foster child may not feel "safe" to talk about or even reveal their history. Parents may choose not to disclose adoption. Unless the classroom is an "adoption-friendly" atmosphere, the child may experience discomfort and/or shame.

Educational Implications
Children who have moved frequently often have attachment or loss issues and may struggle with trusting others. They may have difficulty in their interpersonal skills which will create difficulties in their peer relationships. 

Behavior Problems
All of the above discussed issues can contribute to behavior problems in school. If the child is not coping well, feels different, struggling with academics, is feeling embarrassed, does not have a sense of belonging and has had an unstable home life, etc. their ability to be able to attend to and present their best effort is diminished.  Children who have experienced significant trauma in early life may have neurological and hormonal differences that cause them to be in a state of elevated stress. When they feel challenged or afraid, strong defensive actions can be triggered easily. They often lack the capacity to control their emotions and behaviors.

Additionally, parents who relinquish their parental rights may be more likely to have a learning disability. The child may have experienced a harmful prenatal environment which may have included exposure to drugs, alcohol or tobacco, poor nutrition, and the lack of pre-natal care. Frequently, their caregiver was abusive or neglectful which may have caused emotional & neurological damage.

With all this being stated it is understandable that adopted and foster children are going to be more likely to struggle both academically, socially and behaviorally at school. They are more likely to have a learning disability. 

The Federal government has assured that children would have the legal right to free and appropriate programs of special education and related services.  Two federal laws have mandated these services: The  Americans with Disabilities Act is a federal law that protects persons with disabilities from discrimination in the operations of public businesses and governments, and IDEIA - Individuals with Disabilities Education Improvement Act 2004.  The Individuals with Disabilities Education Improvement Act 2004 (IDEIA) contains four parts:
  • it outlines IDEIA's purpose and defines terms used within the document
  • explains the requirements for public school children from age three to age 21
  • details requirements for families with infants and toddlers, birth to age two
  • discusses resources and national initiatives to improve special education
Additionally, IDEIA outlines procedural safeguards that must be followed and sets forth appropriate discipline measures for students with disabilities.  

Every year, under the federal law known as IDEIA, millions of children with disabilities receive special services designed to meet their unique needs. These services can be very important in helping children and youth with disabilities develop, learn, and succeed in school and other settings. The importance of early intervention cannot be minimalized.   Early intervention assessment, evaluation and programs can help children to bridge the gaps and have lifelong impacts.

IDEIA is the Federal law requiring public schools to provide special education services. IDEIA lists 13 different disability categories under which 3 through 21-year-olds may be eligible for services. For a child to be eligible for services, the disability must affect the child's educational performance. Under IDEIA, a child may not be identified as a "child with a disability" just because he or she speaks a language other than English and does not speak or understand English well. A child may not be identified as having a disability just because he or she has not had enough instruction in math or reading.  Learning disabilities (LDs) affect the brain's ability to receive, process, store, respond to and communicate information. LDs are actually a group of disorders, not a single disorder.  This does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

The disability categories listed in IDEIA are:

A child ages 3-9 who is experiencing developmental delays in one or more of the following areas:
*       physical development,
*       cognitive development,
*       communication development,
*       social or emotional development, or
*       adaptive development   
and who, because of the developmental delays is in need of special education and related services.

The other recognized disabilities are:
*       Autism
*       Deaf-Blindness
*       Emotional Disturbance
*       Hearing Impairment (including deafness)
*       Mental Retardation
*       Multiple Disabilities
*       Orthopedic impairment
*       Other Health Impairment
*       Specific Learning Disability
*       Speech or Language Impairment
*       Traumatic Brain Injury
*       Visual impairment (including blindness)

An additional federal law requires schools to provided services to students with a disability.  Section 504 of the Rehabilitation Act, a civil rights statue. It prohibits discrimination on the basis of disability. The 504 states a child must have a medical diagnosis of disability, a physical or mental medical impairment that substantially limits one or more major life event. Then the evaluating team determines whether there is an impairment (verified by the medical diagnosis) and if that impairment substantially limits a major life function. 
  • Children may be evaluated by a team at the school to see if they qualify for special education services
  • Children may be provided specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings, including instruction in physical education.
In Alabama, before a child is evaluated for special education eligibility, general education strategies should be implemented by the BBSST (Building-Based Student Support Team) for 8 weeks (pg. 15 Special Education in Alabama Special Education). The two purposes of the evaluation are:
*       to see if the child has a disability, as defined by IDEIA,
*       to learn in more detail what his or her special needs are
If a child qualifies for Special Education services, the child will receive specially designed instruction, at no cost to parents, that meet the unique needs of the child with the disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings, and instruction in physical education.
may include tools and procedures that provide equal access to instruction and assessments for students with disabilities.  They are designed to "level the playing field" for students with disabilities,
Individualized Education Plans (IEP) are the plans developed to assure that the child is obtaining their educational goals. They include written statements about what the child needs. The child's IEP describes any modifications to the child's regular education classes. The IEP is written by a team of teachers, school personnel, child (if deemed appropriate), the child's legal guardian & acting parental guardian (if applicable). It is typically written for one school year. If the child is over the age of 14 the plan will include a transition goal.
504 Plans
are written for students that have a record of a physical or mental impairment (permanent or temporary) that substantially limits one or more major life activity. In comparison to IDEIA (for IEP's), Section 504 provides less direction to schools about the required evaluation process, who must be involved in the process, consent procedures, evaluation documentation, and time lines (Pg. 90 of A Right Not a Favor - ADAP book). 

 It is important as professional that we are aware of  The Disability Act and of IDEIA so we can advocate for children that are in  need of special services to assure their success at school. If it is believed that a violation has occurred there are specific channels to assure compliance. It is important that concerns and issues are communicated as they occur. Below is listed the procedure for filing a complaint:
*       State Complaint: A written complaint that can be filed by any organization or individual, when a school district within the state has violated requirements regarding the delivery of S.E. services.
*       Due Process Complaint: A written complaint filed by a parent or a school district relating to the identification, evaluation, educational placement or provision of a free, appropriate, public education to a student with a disability. Due process complaints must be filed within two years of the matter in dispute.
*       Due Process Hearing: A formal, quasi-legal procedure before an impartial hearing officer or administrative law judge (or panel of judges) who is not an employee of the state educational agency or school district. Both the parents and the school district present arguments and evidence.

IDEIA Special Education News Sunday, August 18. 2013
National Center for Learning Disabilities
Schoettle, M. (2003) A Manual for Teachers and Counselors SAFE at School. Center for Adoption Support and Education. pp27-40
Celebrate Adoptions INC. (1999) An Educators Guide to Adoption
Families Adopting In Response (2001) pp69-111,118
Adoptive Families (2001)
Pickar, J. L. (1986) "Children's Understanding of Parenthood." Ph.D. diss., University of Michigan,
Evan B. Donaldson Adoption Institute (2006) Adoption in the Schools: A Lot to Learn, Retrieved August 4, 2008
North American Council on Adoptable Children (2002) Adoption in the Schools, Retrieved August 1, 2008 from
Alabama Disabilities Advocacy Program (2004) The ABCs of IEPS [brochure] University of Alabama, AL
National Institute of Mental Health (2008) Attention Deficit Hyperactivity Disorder, Retrieved on August 7, 2008 from (
Ng, N., Wood, L. (2001) Adoption and the Schools. Families Adopting In Response.

Monday, October 21, 2013

Free Webinar: Bullying


Bullying has been a problem for children for decades, but with the growing popularity of social networking and instant connectivity, bullying has taken on a whole new intensity. This training provides information on the different types of bullying, characteristics of victims and bullies and what you can do as parents if your child is being bullied or bullying others.

Tuesday, October 22
 12:00 pm - 1:00 pm (CST) 

1 CEU available for the following:
  • Adoptive Parents
  • Foster Parents
  • Social Workers
  • Counselors
CAS is an approved CE Provider NBCC #6459 ABSWE #0039. 

Hannah Taylor, CRC, is a Family Support Worker III with the APAC program of Children’s Aid Society. Hannah received an undergraduate degree in Psychology at Troy University and a Masters degree in Counseling at Auburn University. Her experience includes working with DHR as a counselor and working as Unit Director at Sequel TSI. She has been a foster parent since November 2010. Hannah lives in Tallassee with her husband and 3 children.