Mississippi Administrative Code › Title 18 - HUMAN SERVICES › Part 6 - Division of Family and Children's Services › Chapter 1 - DFCS Policy Manual › Section 18-6-1-D - Foster Care Policy › Section 18-6-1-D-V - CHOOSING THE MOST SUITABLE PLACEMENT

Current through June 25, 2024
Multi-Ethnic Placement Act (MEPA) provides that race,
					 color or national origin (NCRO) will not be considered in making adoptive
					 and/or foster care placement decisions.
A.
Screening and Assessments
Upon a child entering custody, DFCS shall engage in a
					 thorough screening of the child and an individualized, strengths-based, family
					 focused, and culturally responsive assessment of the family, with the family's
					 participation. Information gathered during the screening and assessment shall
					 consist of:
Internal, external, and historical factors that may
					 contribute to concerns identified in initial risk and safety assessments and
					 initial screenings:
a. Child
				  and family strengths, protective factors, and needs;
b. Impact of maltreatment on the child;
c. Factors and characteristics
				  pertinent to selecting an appropriate placement;
d. Family resources for the child and the
				  parents; and
e. Any other material
				  pertinent for meeting service objectives.
The screening and assessment is used to determine an
					 appropriate placement, the provision of needed services, and permanency
					 planning. The initial assessment process shall be completed within thirty (30)
					 calendar days of the child's entrance into custody and documented in the
					 child's case record in MACWIS. The assessment of the child and family continues
					 throughout the life of the case.
The following information is needed on all children
					 entering DFCS custody, and should be obtained from the family, extended family,
					 and formal/informal supports. This information may be obtained through face to
					 face contact, telephone, written reports, or FTM. Examples of information to be
					 gathered include:
* Identifying Information: name, date of birth, race,
					 birthplace, physical description of child
* Culture: child's religion, cultural background,
					 language(s) the child speaks or understands, cultural traditions, values and
					 beliefs which are important to the child
* Daily Routine: describe child's daily routine, child's
					 favorite books, toys, games, food, possessions, hobbies, interests, Special pet
					 child has had
* Family Information: Parents' and siblings' birth dates,
					 ethnicity and current contact information - photographs, if available, extended
					 family members with whom the child has an interest in having ongoing contact or
					 who may be available for placement resources or support of child.
* Medical History: All significant medical information of
					 the child including birth history and immunizations record, allergies, any
					 physical conditions requiring ongoing attention, any known family illnesses or
					 history of disease, child's level of eyesight, hearing, all injuries with
					 dates, treatment and long-term impact
* Development: Any developmental delays or reactions to
					 stress
* Academic Functioning: Child's level of scholastic
					 achievement in each grade. Has special education ever been recommended? If so,
					 has it been provided? What is the reason for special education?
* Current School Placement: Name of child's school, grade,
					 teacher. Is a school social worker involved with child? Child's academic
					 interests, child's most recent report card grades.
* Relationships: Significant adults in child's life, any
					 adults whom the child considers as a "psychological parent" ? How does child
					 relate to authority figures, such as teachers, counselors, therapists, etc.?
* Emotional Functioning: What are child's relationships
					 with adults and peers? Child's existing attachments, does child play
					 appropriately with children of the same age? Does the child act out
					 behaviorally? What is the acting out behavior? Is there a history of lying,
					 stealing, fire setting or any destructive behaviors? If so, what has been done
					 to address these behaviors? Has the child been in therapy? If so, when and
					 where? Who is the therapist, and what are the findings and recommendations?
					 What is child's level of emotional functioning?
In instances in which it is impossible to meet with one or
					 both parents, the assessment process will proceed as described above,
					 notwithstanding the parent(s) absence.
When the whereabouts of one or both parent(s) is unknown,
					 a diligent search shall commence immediately. (see Section D, Diligent Search)