9.3 Decision to Pursue Adoption

9.3.1 The Legal screening | 9.3.2 Adoption Planning | 9.3.3 Adoption Planning for the Child | 9.3.4 Adoption Planning with the Birth Family | 9.3.5 Adoption Planning with the Current Caregiver | 9.3.6 Adoption Planning with Newly Identified Adoptive Family

Underlying best practice in child welfare is the philosophy of concurrent planning. This philosophy essentially requires that at any given point during the life of a case, the permanency worker should consider adoption as a potential permanency option for the child based on their ongoing assessment of the child's needs and the prognosis for reunification with birth family. Certain case events or legally mandated timeframes should trigger key decisions, approved and documented by the permanency worker's supervisor, that lead to the legal screening. When the permanency worker, with the input of the Child and Family Team, assesses that it may be in the child's best interests to pursue adoption, and that the behaviors of the birth family indicate reunification cannot be safely achieved or is unlikely, it is the permanency worker's responsibility to request a legal screening. This may occur when the child is first taken into the Department's custody because grounds are present for expedited termination of parental rights, whenever there may be other grounds for involuntary termination, or at any time that the parent indicates a willingness to make a voluntary adoption plan. However, the worker is required to refer a case for a legal screening when it appears likely that the child will still be in substitute care nine months after placement because the parents have not made reasonable progress toward the child's return, or the child meets the requirements of the Adoption and Safe Families Act (e.g. in care 15 of the most recent 22 months).

9.3.1 The Legal screening

The purpose of the legal screening is two-fold: to determine whether it is in the child's best interests to pursue voluntary or involuntary termination of parental rights and adoption as a permanency goal, and to determine if the legal grounds are present to support a judicial finding of parental unfitness. Because of this dual purpose, those participating in the legal screening are to represent both clinical and legal expertise and must include a DCFS adoption representative and DCFS legal counsel. In some cases it may be important to include clinical and resource staff. The permanency worker will need to come to the legal screening fully prepared, with a thorough knowledge of case history and their assessment of the birth family, child and current caregiver. Based on the information presented at the staffing, the legal screening committee will make a recommendation whether or not to approve the case for adoption and termination of parental rights. When the legal screening committee recommends pursuing involuntary termination of parental rights through a referral to the applicable county State's Attorney's Office, the final decision to proceed with termination of parental rights is made by the State's Attorney's Office. The following factors are addressed during the legal screening, leading to a decision outcome:

The legal screening committee will require certain kinds of documentation in order to support the filing of a petition to terminate parental rights. The documentation that will be required and may be requested for review includes the following:

Once a case has been approved for termination of parental rights and adoption planning, it is the permanency worker's responsibility to ensure that all members of the prospective adoption triad are well prepared for these events.

9.3.2 Adoption Planning

The period of time between approval for termination of parental rights, and its legal resolution, is often very difficult for the members of the prospective adoption triad, as well as the permanency worker who is responsible for managing their changing relationships. This is generally a very emotionally charged time for all involved, requiring the worker's best clinical skills to deal with the conflicting emotions of grief, anxiety and joy and the reactions that result. The permanency worker will need to prepare the child and birth family for the anticipated end of their legal relationship while managing their current relationship. This time will lead to adoption by the current caregiver for some children, but for others will involve a move to a new family and separation from their caregiver. In either case, the worker will need to support the caregiver's relationship with the child and the transition of each to new roles. Once the decision is made to pursue adoption as the permanency goal for the child, the permanency worker must engage in adoption planning activities with each member of the adoption triad.

9.3.3 Adoption Planning for the Child

The permanency worker will need to assess the child's readiness for adoption planning and initiate adoption-related preparation activities in accordance with the child's developmental level and ability to manage these. Adoption planning is likely to be very difficult for the child whose birth parent is actively visiting and contesting termination of parental rights during this time. At the least, however, the child must be prepared for the real possibility that termination of their parent's rights will occur, and receive reassurance that the adults responsible for the child will develop a plan with them to provide permanency with an adoptive family if it does.

Appropriately preparing the child for adoption can make the difference between a successful adoption and adoption disruption or dissolution. It is one of the most important tasks the caseworker will undertake during the adoption process.

Preparing for End of Legal Relationship to Birth ParentsInvolves the permanency worker in the explanation of termination of parental rights for the child in a manner consistent with their age and level of maturity. It should not be assumed that because of a child's young age, or limited verbal skills, the child does not need to be prepared. Even very young children can sense impending changes and the emotional responses of the adults involved, and will need the support of the important adults in their lives to help them understand and manage these changes. The Lifebook can be an especially useful tool for this. The Lifebook should be updated by the permanency worker and used with the child by the worker and caregiver to address the child's sense of loss, past and present, and provide the child with a constructive way of recognizing and processing their grief.

The Lifebook

The Lifebook:

Adapted from Fahlberg, p. 368

The permanency worker should attempt to engage the birth parent in preparing the child, which may be more likely when the birth parent decides to voluntarily relinquish their parental rights. However, even when the plan is to involuntarily terminate, the birth parent should be assessed for their ability to help prepare the child and encouraged to do so. If assessed as capable of helping to prepare the child, the birth parent will need preparation and assistance in order to give the child the message that they are unable to meet the child's needs, and that this responsibility will be taken over by an adult who can. It will also be important for the birth parent to reassure the child that they love and care for them despite their inability to parent the child. When the permanency worker assesses that the visitation between the birth parent and child should be reduced, the reasons for this should be discussed and finalized with them as well as the current caregiver. Again, this is a critical decision that requires supervisory approval and documentation. In some instances this may be appropriate when the level of hostility exhibited by the birth parent is particularly high. The worker may need to enlist the assistance of the Court to reduce visits to less than once per month if more frequent visits are assessed as detrimental to the child. Visits may need to be strictly supervised with restrictions placed on what the parent may say to the child when they have historically been unable to control their expressions of emotion. The permanency worker will need to help the child understand the emotional reactions or behaviors of the birth parent.

The caregiver also plays a crucial role in supporting the child through this difficult and confusing period. The permanency worker will need to ensure that the caregiver is sensitive to the conflicting feelings and loyalties experienced by the child, and can provide the level of emotional support and security they need. This may be particularly difficult for the caregiver who has negative feelings about the birth parent. When the permanency worker assesses that this may be the case it is important that they confront the caregiver about these attitudes and discuss how the child will experience negative sentiments about their birth parents as a reflection on themselves. The permanency worker may need to assist the caregiver in determining appropriate ways to talk to the child about their birth parents and the reasons for the termination of their parental rights and responsibilities.

The permanency worker will also need to assure that the child has been adequately prepared for the court process of terminating parental rights, particularly if they are likely to be called upon to participate in the hearing. Although the child will generally not be required to testify, they will still need to be prepared for the adversarial nature of the termination process, potential conflict and the emotional aftermath. If not required to testify, the advisability of the child attending the hearing should be carefully considered. For some children attending the hearing may provide them with needed closure, but for others the hearing may be traumatic. In any case, this decision should be reviewed with the worker's supervisor and Child and Family Team and a clinical review sought when necessary.

Ending the legal relationship between the child and their birth parents may also result in the disruption of the child's ongoing contact with siblings, extended family members and others significant to the child. The permanency worker should educate the prospective adoptive family about the importance of maintaining connections of significance to the child, and help them plan how to manage those connections. However, there are circumstances where continued contact is assessed as not in the child's best interests, or due to the inability or unwillingness of the adults involved to support these connections despite the worker's best efforts to encourage this. Under these circumstances, it is the role of the permanency worker to assess for potential relationship problems and attempt to resolve these as early as possible. But, the worker will also need to prepare the child for the possibility that they will be unable to maintain contact with some of the people that are important to them.

Preparing for Adoption by Current CaregiverUnless the termination is likely to be uncontested or voluntary, this is an ambiguous time for the birth parent, the child, the current caregiver, and the permanency worker, as the permanency outcome is not yet known. Nonetheless, when the caregiver has been assessed as the potential adoptive resource for the child, it will be the responsibility of the permanency worker to begin preparing the child for this possible outcome. The child will need to be reassured that if their parent is unable to parent them, that the caregiver has committed to parent them through adoption. The permanency worker will need to explain the concept of adoption and distinguish it from foster care for the child in a way that is appropriate developmentally. The child is likely to experience overwhelming feelings of anxiety during this period of uncertainty, and all of the important adults in the child's life should be enlisted to help the child feel as secure as possible. Again, the Lifebook should be used to help the child understand the progression of events in their life.

Preparing for Transition to Newly Identified Adoptive FamilyWhen the current caregiver cannot commit to adoption or has been assessed to not be appropriate to adopt this particular child, the permanency worker will need to prepare the child for the search for, and later transition to, an adoptive family, preferably with the active assistance of the current caregiver. The uncertainty of where the child will live and who will care for the child, coupled with the uncertainty of what will happen to the child's relationship with the birth family and current caregiver make this an extremely difficult and anxious time in the child's life. The permanency worker will need to recognize this and be sensitive to the child's feelings whether they are able to verbalize them or not. The worker should discuss with the child what adoption is, why this is the plan for them, and provide answers to any anticipated questions that the child might have about what this will mean for them. The child also needs to know that they will have some input as the worker selects an adoptive family, and the opportunity to meet and get to know the family before placement.

Adoptive Home FindingThe permanency worker, with the assistance of the Child and Family Team, will need to convene a recruitment staffing within two weeks of an approved legal screening. (If the Child and Family Team does not already include a member of family development/resource staff, one should be identified to participate at this time.) Generally, activities to identify a prospective adoptive family for the child should minimally consist of the following:

Selecting an appropriate adoptive family match for the child requires that the permanency worker review the identified strengths and needs of prospective families in relationship to the strengths and needs of the child, both current and projected. Placement selection is, of course, more of an art than a science. There is no established formula that ensures successful placement selection. However, success is more likely when the worker is knowledgeable about key adoption practice issues, and well informed about the characteristics of the child and prospective family. Making a "good" placement decision requires the best use of the worker's professional judgment, along with the input of their supervisor, professional peers, the child's caregiver and whenever possible, the child and the birth parent. The caseworker must be aware of his or her own biases when selecting a placement or describing a child to prospective adoptive parents. The worker should elicit information from the birth parent and caregiver that might be helpful in placement selection. The caregiver may be able to offer insight about the child's feelings and desires that they are unable to verbalize themselves to the worker. The permanency worker should review and update all areas of the "Individualized Assessment of the Child for Adoption" when considering prospective adoptive families. Particular consideration should be given to factors contained within the following outline headings, which have been determined to be indicators of potential risk to adoptive placements (Steinhauer, p. 336):

The first step in making an appropriate adoptive placement involves a review of written assessments of the child and of the prospective adoptive family, with documentation of the factors considered in making a preliminary placement selection. Following consultation with the Child and Family Team and the approval of their supervisor, the permanency worker would seek to confirm this potential placement through direct contacts with the prospective family or their worker. The purpose of these contacts will be to share an increasing amount of non-identifying information about the child, while eliciting further information about the family's abilities and desires. The permanency worker should present a "full picture" of the child that not only includes a description of the child's special needs, but other details as well, including their personality, "likes and dislikes", strengths and interests, cultural and religious affiliation, typical behaviors, family connections, and projected eligibility for adoption assistance. By learning as much about the child as possible, the family can begin a self-assessment of the potential "fit" between the child and their family. Some information may need to be interpreted for the family by the worker, with the intent to promote a better understanding of the child, and make predictions about future challenges and the type of knowledge and skills needed by the family to adequately respond to them.

Placement selection is a process that begins with assessment and evaluation of information, and progresses to a mutual decision to either stop the process or pursue adoptive placement. Members of the Child and Family Team should participate in the decision-making to the extent that it is appropriate. (For example, the child's participation may be limited by their age or level of maturity.) Before initiating direct contact between the family with the child, the permanency worker should seek at least a preliminary level of commitment from the family to parent the type of child that has been presented to them. The purpose of this is to provide some protection for the child and attempt to minimize the risk of rejection. With assurances from the family that they are ready to go forward, the permanency worker should plan with the family, the child and their caregiver, for pre-placement visits.

Pre-placement visits are an important and necessary part of the placement process and provide the child, their current caregiver, and the prospective adoptive family with the opportunity to become familiar with one another and initiate the child's integration into the adoptive family. Movement toward placement should be deliberate and well planned, but should be paced according to the child's needs and readiness. As noted by Fahlberg:

Grief is a natural response to separation and loss and a child facing the prospect of moving to a new family will likely experience renewed issues around current and past losses and need help working through the grieving process. Prospective adoptive parents may need help understanding that this is a normal process and that their ability to understand and attend to the child's feelings and behaviors at this time can help promote their mutual attachment. During the pre-placement process, the permanency worker may need to interpret the child's current and anticipated behaviors in the context of their grief work and help the prospective adoptive parents respond in a manner that assists the child in resolving their feelings of grief, and thereby encouraging attachment. Fahlberg identifies five goals of pre-placement visits.

Five goals to be achieved through the pre-placement visit process:

1. Diminish fears and worries of the unknown - Pre-placement visits encourage familiarity and reduce fear and anxiety about the unknown between the child, caregiver and prospective adoptive family.

2. Transfer attachments -Visits are used to formally transfer the child-parent relationship from the caregiver to adoptive parent, and the stronger the attachment of the child to their current caregiver the more important this process becomes. It is also important that this transfer be a more "hands-on" process when the child is younger, requiring greater direct contact between the caregiver and the prospective adoptive parent.

3. Initiate the grieving process - This transition will very likely induce grieving by the child, providing opportunities for emotional responses by the prospective parent that encourage the formation of an attachment between them. It is especially important that the child work through the grieving stages of shock and denial before the move. If the child can progress beyond shock and denial, the later stages of anger and sadness can be used to develop attachments during this time, and will not be as likely displaced onto the prospective adoptive parent following the move.

STAGES OF GRIEF

4. Empower new caregivers - Pre-placement visits are also a time for the prospective adoptive parent to be empowered to assume the parenting role in terms of the child's emotional needs and their need for structure and discipline.

5. Encourage making commitments for the future - The permanency worker should be assessing for verbal and behavioral indications of commitment to the success of the adoptive placement by all parties, including the child's extended family and significant others, as the visits progress toward placement.

The permanency worker will need to prepare the child, current caregiver and prospective adoptive parent to manage pre-placement visits, and minimize the trauma of the impending move by attending to the developmental needs of the child. These needs are associated with the typical developmental stages identified below, but must be addressed through careful assessment of the child's overall level of functioning regardless of their chronological age.

Developmental Considerations

Infancy: The primary focus for the infant is to transfer attachments and care-giving routines. It is important that as many routines as possible are maintained in the new setting during visits, and that the prospective family is available on demand for the infant to meet the child's needs and develop a trust relationship.

Toddler: The toddler's needs for trust and security must also be attended to during the visiting phase. Due to their underdeveloped verbal skills, the toddler is at high risk for believing that strangers can take them away at any time without parental permission. The attachment of the toddler to their caregiver needs to be actively transferred to the prospective adoptive family. This can be accomplished through frequent contact between the caregiver and prospective family, with day to day care-taking responsibilities transitioned between the parents. It would also be important for familiar objects belonging to the child to accompany the child and be gradually moved to the prospective family's home as the visits progress.

Preschool: At this age the child is very literal or concrete in their thinking, and needs a clear explanation for what is happening and why. It is important that what the child is told not reinforce "magical" or egocentric thinking that the impending move and loss of their caregiver is a result of their own thoughts, wishes or behaviors. Visits are again intended to transfer attachments, as well as to initiate the necessary grieving process.

School-aged: Given the higher level of verbal skills generally possessed by the child at this age, the primary focus is to help the child identify and express their emotions. The child needs to be reassured that the adults involved are responsible for making the decisions around their placement, but that the expression of their thoughts and feelings can help the adults make the best decisions for them. The school-aged child generally has a better-developed sense of time that can be used to help prepare them for the move.

Early adolescence: Because the developmental focus at this age is for the child to psychologically separate from the family, it is more difficult for the child to form attachments at this age. Prospective adoptive parents will need to understand this difficulty, and make a commitment to help the child balance their need for family with their need for independence. The placement is also more likely to succeed if the child is willing to commit to the adoptive relationship.

Adolescence: The older adolescent is generally less oppositional and more capable of the realization that the long-term commitment of a family is important. Developmentally, the child at this age needs to have a greater sense of control over their life and should be directly involved in the placement decision. A contract or written commitment from the child to work to make the placement a success can be a useful tool. (Fahlberg, pp. 181-83.)

The Pre-Placement Visit Protocol

Pre-placement visits should be planned with the Child and Family Team, but most essentially, with the child, current caregiver and prospective adoptive parent. The permanency worker should formalize the visitation plan, documenting the schedule developed in accordance with the child's developmental needs, and outlining tasks to be accomplished through the visits. While a projected placement date can be established at the outset, the length of the pre-placement visiting plan should remain flexible as it is dependent on progress made toward achievement of the goals outlined earlier. The visiting plan should broadly follow the outline below:

For the infant, the duration of the pre-placement plan may be shorter, but the frequency of visits during that period should generally be greater. The object is to arrange for as much contact between the child and prospective parent as possible, with contact occurring at all times of the day. The care-taking responsibilities for the child should be literally handed from the current caregiver to the prospective parent, with the prospective parent gradually assuming the greater part of these responsibilities while duplicating the infant's routine as closely as possible. It is important that the adoptive parent meet the child's needs "on demand" to develop a level of trust necessary to encourage the transfer of attachment. Attending to their sensory experiences can increase the infant's comfort with the transition to their new home. Infants have an especially heightened sense of smell, and moving articles with them that smell familiar can be comforting to them. The child will also need to continue to be nurtured by the current caregiver throughout this transition.

It is also important that the caregiver "hand over" routine care responsibilities for the toddler-age child to the prospective parent as well. By doing so the caregiver gives the child the message that the prospective parent can be trusted and will take good care of them. The visiting plan for the child of this age should be about seven to ten days, with initial visits held in the caregiver's home gradually transitioned to the prospective family's home. (Fahlberg, pp. 210, 212.) The toddler tends to be wary of strangers. Introduction of the prospective parent should be slow upon first meeting and done according to the child's own pace. The toddler's transition to the new home can be eased by introducing the child to toys from the adoptive family in the caregiver's home, and later reintroducing these toys to the child in the new home. Familiar toys or objects from the caregiver's home should also be brought to the home of the adoptive family.

The visiting period for the older, verbal child is likely to be longer than for the infant or toddler. Pre-placement visits should initiate the grieving process for the older child, who needs to be in the stage of processing their anger and sadness before placement should occur. By working with these emotions and helping the child to identify them, the caregiver can comfort the child and give them permission to move. The prospective adoptive parent can display supportive emotional responses to the child that encourage their mutual attachment. Pre-placement visits are also the time for the permanency worker to ensure that the prospective adoptive family receive full disclosure of information, in writing, about the child's past. This is critical, as noted by Fahlberg:

During the pre-placement visiting period, the permanency worker should document the child's reactions during and after the visits, process this information with the child and prospective family particularly as is relates to the child's everyday behavior, and ensure that this documentation is given to the prospective adoptive family following placement. This information may be useful to the prospective parent by helping them interpret the child's future behavior. It may also be useful for the worker to assign "homework" to the child during visits. Asking the child to write down information about behavioral expectations, discipline, displaying affection and characteristics of the new mother and father can help the child explore their feelings and help the worker gauge their level of comfort with the impending move.

Finally, it is important to prepare the child and prospective family prior to placement with a "cover story". A guide written by Kay Donley explains why a cover story is needed and steps the permanency worker should take to help the child and family develop one. (See "Cover Story" in Appendix H.)

The actual placement should occur only after the permanency worker has thoroughly assessed the readiness of the child, caregiver and prospective family, to go forward. The worker should meet with each of them individually to discuss the child's adjustment to the prospective family. All adjustment issues or concerns raised by any of the parties must be completely addressed prior to placement.

It is common during the pre-placement phase for the prospective family and caregiver to become anxious for the move to occur too quickly. The reasons for this are understandable. Caregivers may have difficulty dealing with their own grief as well as that expressed by the child. As visits progress, prospective adoptive parents begin to develop a sense of entitlement to the child and can become anxious to assume full parenting responsibility. Although the worker should be sensitive to the readiness of the caregiver and prospective family for the placement to occur, the primary focus must be on the readiness of the child. The worker may need to educate the caregiver and prospective family about the importance of making sure the child is fully prepared before the move occurs.

When the child expresses reluctance to move forward the permanency worker should carefully assess the reasons for this reluctance. The worker will need to discern whether the child is experiencing expected grief or anxiety, or has specific concerns that need to be explored. It is important that the worker address these concerns, as the child's commitment to the placement will be critical to its success. Although the child's input to the placement decision should be considered, it is crucial that the child know that responsibility for the decision to move ultimately rests with their worker.

Managing rejection: If the child indicates a clear unwillingness to cooperate, or the prospective family is unable to commit to the placement, it is inadvisable to proceed. In either case, the worker should assume responsibility for this decision. The permanency worker should explain to the child that they have determined that this family was not the best family for them, but that they are committed to finding the right family for the child. Exhibiting this commitment demonstrates to the child that the worker believes in them and their capacity to join a permanent family.

When all of the parties agree that they are ready for placement, the prospective adoptive parent will need to join the caregiver at the caregiver's home to manage the actual move. The caregiver and prospective parent should jointly and openly take part in packing the child's belongings, so that the child is fully aware of what is occurring and sees both sets of parents working together. Particularly for the younger child it is important that the caregiver physically hand the child over to their adoptive parent. The caregiver should be encouraged to give the child mementos that signify the importance of their relationship while giving the child the clear message that they are permitting the child to go. The child should be encouraged to express their feelings about the move, giving the prospective parent the opportunity to offer support and comfort. The child will need to know that it is acceptable for them to share feelings about their past with their prospective family. In fact, the caregiver and prospective family should also plan with the child for future contact.

The child's arrival at their adoptive home should be treated as a celebration. Although this is often a bittersweet experience for the child, it is not unlike other passages in life that are marked by ceremony. The adoptive family should be sensitive to the child's sense of loss, which may limit the participation of individuals unfamiliar to the child. The adoptive parent should be encouraged to recognize this day in a way that symbolizes the joining of the child's past with their future with this family. Some adoptive families engage in a candle lighting ceremony to signify the importance of the child's past and present family connections.

9.3.4 Adoption Planning with the Birth Family

As important as it is to prepare the child for the end of their legal relationship to the birth parent, it is equally important to prepare the birth parent as well. This preparation should help to ensure their understanding of the relinquishment or termination process, and encourage their participation in adoption planning for their child. As previously discussed, the permanency worker will have assessed the birth parent's capacity to participate in this planning. Whether the child's adoption plan is voluntary or involuntary, this will be a very difficult period for the birth parent. Generally, relinquishment or termination of parental rights will be one of the most painful events in the birth parent's life. The permanency worker should attempt to assist the birth parent to work through their emotional responses to this event as a part of the assessment of their ability to participate in adoption planning. The birth parent's active participation in adoption planning is desirable from the standpoint of the child because it presents the opportunity for the birth parent to give the child permission to "move on". Granting this permission can be one of the most meaningful actions taken by the parent, and placing the child's needs above their own in this particular instance is vital to the child's well being. The permanency worker should be persistent in their efforts to encourage the birth parent's recognition of this and then to act accordingly.

The permanency worker should ensure that the birth parent fully understands what relinquishment and termination of parental rights mean legally and what impact each may have on the birth parent's role in participating in an adoption plan for the child. Engaging the Child and Family Team in a discussion of the birth parent's options, especially with regard to voluntary relinquishment, may facilitate adoption planning. The birth parent should be given a full explanation of their relinquishment options, which include:

If involuntary termination of parental rights must be pursued, the permanency worker should explain the court process and legal result to the birth parent. Whether parental rights are to be severed voluntarily or not, the birth parent should also be encouraged to seek legal counsel to ensure their legal rights are protected.

The birth parent should be enlisted to support the child through the relinquishment or termination process. It is important that the birth parent convey the message that this process is a result of decision-making that the adults are responsible for, not the child. The birth parent can offer reassurance to the child that a bond will always exist between them, but should also offer encouragement for the child to move on and fully attach to their adoptive family. (See Donley's four disengagement messages in section "Assessing Birth Family for Adoption Planning: Assisting the child in transition/permission to move on".) Because participation in adoption planning may be very difficult for the birth parent, the permanency worker will need to assist the birth parent to remain focused on what is in the child's best interests. Although the birth parent should be given the opportunity to offer input for adoption planning, they will also need to understand that their decision-making authority ends with termination of parental rights, and that the agency will seek to transfer that authority to another family through the legal action of adoption. Depending on the circumstances (e.g. the parent poses a threat to the safety of the child), the end of the birth parent's legal relationship to the child may also result in the severance of contact between them, as well as between the child and extended family members.

When severance of parental rights will also result in severance of contact between the child and birth family, the permanency worker will need to begin planning with the birth parent for the end of that contact. This should include plans for a final, or "goodbye" visit between the child and members of the birth family once termination of parental rights has occurred. (See section titled "Preparing the Birth Family for Post Placement Services and Adoption Finalization: Preparation for the final visit.") This is a period in which the permanency worker should ensure that they have obtained all family background information from the birth parent, and have informed the birth parent about the Department's contracted search and reunion services and the Adoption Registry. Although the birth parent may not be able to maintain ongoing contact with the child, they should be given the opportunity to participate in the adoption planning, including in some circumstances the adoptive family selection, to the extent this is possible and can be safely accomplished. The permanency worker should review with the birth parent their original wishes regarding placement selection for the child, and elicit additional information that may be helpful in choosing an adoptive resource. The permanency worker should consider convening a family meeting or a meeting of the Child and Family Team when appropriate to identify a prospective adoptive resource among extended family or others significant to the child.

If it has been assessed that maintaining an ongoing connection with the birth family can be safely achieved and will promote the child's well-being, the permanency worker will need to assist in developing a plan to manage this connection. As noted earlier, this plan could range from confidential correspondence managed by the agency to the exchange of identifying information and ongoing contact managed by the birth and adoptive parents. It is important that the permanency worker help the birth parent understand that although a plan of contact may be agreed upon prior to the child's adoption, that after adoption the adoptive parents will have the decision-making authority to honor the plan or change it.

9.3.5 Adoption Planning with the Current Caregiver

The time between an approved legal screening and the legal act of freeing the child for adoption should be used to ensure that the caregiver is adequately prepared to participate in the adoption plan. This may involve preparation of the family to adopt if assessed as appropriate, or preparation to help the child transition to a new adoptive placement. Given the caregiver's often long-term relationship to the child and birth family, it may be tempting to assume that the caregiver does not require this preparation. However, it is important that the permanency worker recognize the difficult emotional position in which the caregiver is placed during this time. The caregiver may experience anxiety over whether the child will become legally free for adoption or worry about their relationship with the birth parent if this occurs. They may also have concerns for the future if they commit to adoption, or face the emotional pain of having the child leave for a new adoptive family. The permanency worker will need to work closely with the caregiver to address their individual issues, and provide enough support so that the caregiver can best meet the child's needs through this transition period.

When the current caregiver is being assessed as the prospective adoptive resource through the permanency worker's review of the ongoing family assessment (see "Assessing the Current Caregiver for Adoption" section), the worker should refer the family to adoption conversion training and complete their adoptive home study through the Adoption Conversion Assessment outline (Appendix I). The adoption conversion home study will provide the basis for a recommendation about adoption of the child by the caregiver, which will be incorporated into the Report of Investigation to the Court submitted at the time of adoption finalization. Once the caregiver has been trained and fully prepared, the permanency worker will reaffirm their match with the child and seek a commitment for adoption.

Formal, group training of prospective adoptive parents is desirable because of the opportunities it presents for participants to benefit from the group process and develop supportive connections with other members of the group. Group training may be difficult for some caregivers to schedule however, and trained staff should be prepared to provide a standard adoption training curriculum on an individual basis. The competencies that should be developed from this training relate to an understanding of the following basic concepts:

The individual assessment of the child and conversion assessment of the caregiver are used to confirm the caregiver's ability to meet the child's current and future needs through adoption. The assessment of the caregiver should include updated information about previously identified areas of need from their individualized development plan, progress made in addressing these areas and any additional needs identified for the future. Once these assessments are completed the permanency worker and their supervisor should review the family's historical and future capacity to address the child's needs and, with supervisory approval, and the agreement of the caregiver, confirm the placement selection.

Committing to adoption: At this time, the permanency worker should seek a commitment to adoption from the caregiver. Their commitment will in part hinge on their receipt of all non-identifying background information about the child and birth family, which the caregiver must receive in writing and the worker must confirm through the completion of the "Affidavit of Information Disclosure" form. All file documents provided the caregiver should be listed and attached to the disclosure form. Written disclosure of information must occur prior to the formal adoptive placement, which is made once the child becomes legally free for adoption.

If during the adoption planning process the caregiver expresses ambivalence about committing to adopt the child, the permanency worker should fully explore the reasons that may inhibit their ability to commit. The worker should attempt to resolve those issues over which they have some control, e.g. clarifying legal or policy requirements, providing information about post-adoption support services, and arranging for consultation with other professionals. When the caregiver's ambivalence stems from more personal or family-related concerns, the permanency worker should counsel and support the caregiver, but respect the fact that the decision of whether or not to commit to adoption ultimately belongs to the caregiver. The caregiver should not be pressured to adopt. Although pressure may induce the caregiver to decide to proceed with adoption, the caregiver's ambivalence may never be resolved and may be communicated to the child in many ways, consciously or not. Without a full commitment from the caregiver, challenges presented by the child and the adoption will be difficult if not impossible to surmount. At the same time, the caregiver hesitant to adopt due to concerns about the child's behavior, but who maintains an interest in continued fostering of the child may be struggling with an ambivalent attachment with the child. The prognosis for their long-term commitment to the child may be poor and their level of attachment must be scrutinized cautiously when considering such a plan. The permanency worker will need to make a careful, well-considered assessment of the child's needs, balancing their right to permanency with their relationship to the caregiver. When confronted with caregiver ambivalence, the permanency worker should seek a clinical review to determine what steps should be taken to resolve the ambivalence, and establish timeframes for doing so that recognize the child's urgent need to establish permanent family connections through adoption.

If the permanency worker determines it is in the child's best interests to move to a new adoptive home, either because the caregiver decides they cannot commit, or the worker determines after continued assessment that the caregiver should not adopt, the caregiver's cooperation should be enlisted to help the child make this transition.

As previously noted the decision to move the child to a new placement is a critical decision that requires thorough documentation, notification to the caregiver and supervisory approval. For some caregivers this decision will be difficult to accept. The permanency worker will need to help the caregiver work through their feelings in order to reach the point where they can support the child through this transition. The worker should immediately begin efforts to identify a new adoptive resource. As the worker proceeds with the adoptive placement selection and planning process, the child's current caregiver will play an important role in ensuring its success.

9.3.6 Adoption Planning with Newly Identified Adoptive Family

Preparation of the newly recruited prospective adoptive family begins with a formal training and assessment process that must lead to licensure (as required under the Illinois Child Care Act) and an approved adoptive home study, in order to be considered for placement of a child for the purpose of adoption. The assessment as embodied in the adoptive home study is used to help the permanency worker match the child with an appropriate adoptive family. Once the placement selection is affirmed, the worker will initiate further adoption planning with the prospective family through pre-placement visits, ongoing assessment of the adjustment of the child and family and eventual placement.

This is an ongoing process that begins with the prospective family's initial inquiry to the agency, their subsequent preparation for adoptive placement through the completion of the adoption training curriculum and a written adoption home study, and continues to the point of adoption consummation. This process should be a mutual one, that generates sufficient information gathering during training and the home study so that both worker and family can make a well-informed decision about proceeding with the process, resulting in adoptive placement and eventual finalization.

Training: The components of the training for the newly recruited adoptive family will be similar to the curriculum for the foster parent converting to adoption, but with a greater emphasis on issues to which newly recruited families are less likely to have had experience. The goal of the training is for the prospective adoptive parent to understand and begin to develop the competencies needed for successful adoptive parenting. These competencies can be found under "adoption conversion training" in the section on "Adoption Planning with the Current Caregiver." The description of the competencies listed below reviews information that should be emphasized with the newly recruited family.

As the newly recruited family and permanency worker identify the type of child, or a specific child, that the family may best parent through adoption, the worker should explore with the family more specific areas in which the family will need additional supports and training. The worker and family will create an individualized development plan meant to address gaps in knowledge or skills that the family will need to meet the needs of the child they anticipate parenting. This plan should be an ongoing developmental process that would be updated as a specific child is identified, skills are developed or changes occur. As the prospective adoptive family participates in training, the home study process should be initiated. The training and home study are meant to be companion processes that provide both worker and family with sufficient information to reach a placement decision regarding a specific child.

Home study: this study should be completed with the prospective adoptive family in conjunction with the foster care licensing process. (With the exception of relatives, licensure is required for any family accepting Department children for placement, including adoptive families.) For the newly recruited family, the adoptive home study initiates the ongoing family assessment process, and is one of the tools used to assist in making placement decisions. This study should be updated on a regular basis or as significant changes occur in the life or composition of the family. This study will also serve as the basis for the Report of Investigation to the Court completed when the family is prepared for adoption finalization. Basic components of the adoption home study for the newly recruited family will include the following:

Once the family has completed training and licensure and the home study has been written, the family should be considered for any waiting child having the kinds of characteristics for which the family has been approved. The family can sign a consent for release of information form and complete the Adoption Listing Service "Adoptive Parent Registration" form allowing them to be listed with the Adoption Information Center of Illinois (AICI). Listing the family with AICI gives them the opportunity to be considered for waiting children statewide. With the family's permission, their adoptive home study can be shared with other workers to be used as one tool in making a placement selection on behalf of a waiting child.

It is unlikely that the worker will gain enough insight into a prospective family to make a good match from a written adoptive home study alone. The home study can provide a preliminary view of what a family is about, but only further assessment, drawn from well thought out, comprehensive interviews of family members, will provide the worker with sufficient information to reach a placement selection decision. When a prospective family lives outside of the worker's area or has been developed by another agency, the family's worker should be able to provide an assessment of the family that includes the information listed below. (Also see lists of positive and negative motivations to adopt under section titled "Assessing the Current Caregiver for Adoption: Interest and Motivation to Adopt.") Interviews with the family should explore:

With the information gathered as above, the worker will review information about an identified waiting child as contained in the "Individualized Assessment of Child for Adoption" in order to match the needs of the child with the strengths of the prospective adoptive family and arrive at a preliminary placement selection decision. When it is assessed that the family may be appropriate for the child, the permanency worker will need to progressively share greater details about the child's individual characteristics and background with the family. The more information the family receives the better position they are in to make a self-assessment of their ability and willingness to proceed toward placement planning. The worker will need to help the family interpret information about the child in order to give them a more concrete impression of what it might be like to parent this particular child, what skills and knowledge they will need to undertake this responsibility, and how well the child might integrate into their family. Once the worker and family have gathered sufficient information on which to base a placement selection decision, the worker will seek to obtain a preliminary commitment from the family to proceed with a pre-placement visit plan. Prior to initiating this plan, the permanency worker will need to obtain supervisory approval to proceed with the critical decision of adoptive placement.

The visiting plan should be developed in consultation with the child's current caregiver and the prospective adoptive family, and should be prepared with the developmental needs of the child in mind (see section titled, "Adoption Planning for the Child: Pre-placement visits", p. ). As previously discussed, pre-placement visits serve as an opportunity for the prospective adoptive parent to become familiar with the child and their current caregiver, and to begin integrating the child into their family. Pre-placement visits should also help to accomplish the following tasks (as described in the section noted above):

Pre-placement visit protocol: The pre-placement visiting plan should structure the visits and delineate the roles and responsibilities of the parties involved. It should also establish a projected placement date that remains flexible depending on the developmental needs of the child and the general adjustment of the child and prospective adoptive family. The visiting plan should be progressive, allow increased exposure of the child and family to one another, and confer increased responsibility on the new family for the child's care over time.

As the prospective adoptive parent develops a sense of entitlement to the child, there is a natural tendency for the parent to want to hurry the child's placement into their home. While this pressure may be difficult for the permanency worker, their focus should remain on their responsibility to the child and assuring that the child is prepared for placement. Although the prospective parent may be focused on their own readiness for placement, the worker will need to help them understand the conflicting emotions that may be experienced by the child, and the necessity to initiate grief work with the child prior to the move.

It is also important that the permanency worker address any adjustment issues or concerns expressed by the prospective parent prior to placement. The worker must also anticipate questions or qualms the family may have about adoption or the child's behavior, but are unable to verbalize. The worker should explore issues to determine the significance of these for the parent and their threshold of tolerance. Before proceeding with placement, the prospective family and child will need to feel confident that knowing the "worst of the worst" about the child, that the new family is willing to work through problems and make a lifelong commitment to the child. If the prospective adoptive family presents concerns that appear insurmountable, the permanency worker should assume responsibility for the decision that proceeding to placement would not be in the child's best interests.

Once the permanency worker has determined that the prospective family and child are prepared for placement, the worker should again ensure that the adoptive parent has received all non-identifying background information about the child and birth family in writing. This must be documented and verified through completion of the "Affidavit of Information Disclosure" form, which should include a listing of all file documents provided. When the adoptive placement is to occur prior to the child becoming legally free for adoption, it is considered a legal risk adoptive placement. (The foster family converting to adoption is not considered a legal risk adoptive placement because this family, unlike a newly recruited adoptive family, was specifically developed to provide foster care. The foster family has assumed a role which acknowledges a primary responsibility to work toward birth family reunification until such time as the child becomes legally free for adoption. In contrast, the newly recruited adoptive family is developed with the specific intent to adopt, because of which they must be informed of the risks and responsibilities entailed in accepting a child for placement prior to becoming legally free for adoption.) Making a legal risk placement requires that the case has been approved for adoption planning and termination of parental rights by the legal screening committee, and must be carefully and cautiously planned with the prospective adoptive family. It is important that the permanency worker fully communicate the risks involved in accepting a child for placement under these circumstances, and document this by entering into a "Legal Risk Adoptive Placement Agreement" with the prospective adoptive parent prior to making the placement. A legal risk placement is considered a foster care placement, and as such the prospective adoptive family should be prepared for the child's continuing involvement with their birth parent and the ongoing legal authority over the child exercised by the Department.

Legal Risk Adoptive Placement

Legal risk adoptive placement may be appropriate when adoption is in the child's best interests and placement with a prospective adoptive family, willing to adopt if the child becomes legally free, will reduce the necessity of multiple placements of the child or the length of time that the child must wait for an adoptive placement. A legal risk adoptive placement should be considered for the child, following the legal screening, when the current caregiver will not be an adoptive resource and any of these conditions exist:

On the day of the child's placement, the prospective adoptive family should participate with the caregiver in physically preparing for the child's move by helping pack the child's belongings. The cooperation exhibited by the prospective parent and current caregiver is important for the child to observe and sets the tone for their future collaboration on the child's behalf. The adoptive family should welcome the child into their home and family through a celebration that can become a significant anniversary in the life of the family. This celebration should be planned according to the developmental needs of the child, and so as not to overwhelm the child. The family may wish to include the caregiver in this event in order to convey their acceptance of the child's past.

9.3.1 The Legal screening | 9.3.2 Adoption Planning | 9.3.3 Adoption Planning for the Child | 9.3.4 Adoption Planning with the Birth Family | 9.3.5 Adoption Planning with the Current Caregiver | 9.3.6 Adoption Planning with Newly Identified Adoptive Family