1 A GUIDE TO MAKING CHILD-FOCUSED PARENTING TIME DECISIONS
2 2 Prepared by The Court Services Advisory Committee of the Maine District Court This booklet is based on information from the Minnesota Supreme Court Advisory Task Force on Visitation and Child Support Enforcement and the Massachusetts Chapter of the Association of Family and Conciliation Courts. Special thanks are extended to both these organizations for kindly lending permission to use their work. This pamphlet is not copyrighted and may be reproduced. Printed by: Administrative Office of the Courts Family Division 171 State House Station Augusta, Maine
3 3 TABLE OF CONTENTS PURPOSE 5 ASSUMPTIONS 6 LIMITATIONS 7 SPECIAL SITUATIONS 7 WHEN A PARENT HAS BEEN ABSENT 8 WHAT PARENTS CAN DO TO HELP 8 KEEP CHILDREN OUT OF THE MIDDLE 8 ESTABLISH A WORKABLE MEANS OF COMMUNICATION 9 RESOLVE CONFLICT QUICKLY 10 SEPARATE PARENTING TIME AND CHILD SUPPORT 11 RESPECT PARENT-CHILD RELATIONSHIPS 11 FACILITATE TRANSITION FROM ONE PARENT TO THE OTHER 12 ENCOURAGE TELEPHONE AND OTHER CONTACT 12 ESTABLISH SIMILAR HOUSEHOLD ROUTINES 13 PROVIDE CHILD'S BELONGINGS 13 SUPPORT CONTACT WITH GRANDPARENTS AND OTHER EXTENDED FAMILY 13 FACILITATE TEMPORARY SCHEDULE ADJUSTMENTS 14 ACCOMMODATE VACATION PLANS 14 ESTABLISH A ROUTINE FOR PICKING UP AND DROPPING OFF CHILD 14 PARENTING TIME SUGGESTIONS 15 GENERALLY 15
4 4 INFANTS AND TODDLERS (BIRTH - 2 1/2 YEARS) 17 DEVELOPMENTAL TASKS 17 PARENTING TIME CONSIDERATIONS 17 WHAT PARENTS CAN DO TO HELP 18 PRESCHOOLERS (2½ - 5 YEARS) 19 DEVELOPMENTAL TASKS 19 PARENTING TIME CONSIDERATIONS 19 WHAT PARENTS CAN DO TO HELP 20 ELEMENTARY SCHOOL (5-12 YEARS) 21 DEVELOPMENTAL TASKS 21 PARENTING TIME CONSIDERATIONS 21 WHAT PARENTS CAN DO TO HELP 22 ADOLESCENTS (12-18 YEARS) 22 DEVELOPMENTAL TASKS 22 PARENTING TIME CONSIDERATIONS 23 WHAT PARENTS CAN DO TO HELP 24 CONCLUSIONS 25
5 Purpose Unless special circumstances exist, children generally fare best when they have the emotional support and ongoing involvement of both parents. Ongoing parental involvement fosters positive parent-child relationships and healthy emotional and social development. It is also beneficial to parents because it makes it more likely that the parents will have positive relationships with their children when the children become adults. For parents who do not live together, it is important to cooperate with each other for the benefit of the children. Children adjust more easily to crisis and loss if their parents work together to develop healthy ways of communicating, resolving problems, and reducing conflict. It is important for parents to remember that formation of a positive parent-child relationship is a lifelong process. The key to a successful parent-child relationship is the quality of time, rather than the quantity of time, spent together. Establishing a parenting time schedule is an area where parents may experience conflict. This pamphlet is designed to assist parents in creating parenting time schedules that focus on their children s developmental needs from infancy through adolescence. It offers key tasks that children normally accomplish at each stage of development, and then offers suggestions for parenting time practices aimed at promoting healthy development at each developmental stage. Emphasis is placed on the importance of parents accommodating their children's needs by creating parenting time schedules that are routine and predictable, and yet flexible enough to change in frequency and duration to accommodate their children s changing needs, as they grow older. 5
6 Parents are encouraged to recognize that a parenting time schedule that is best for one child may not be best for the child's brothers and sisters. Parents are also encouraged to understand that parenting time schedules that are best for their children may not be best for the parents. For the best interests of their children, parents may need to tolerate disruption of their own schedules and more or less parenting time than they might otherwise choose. Many parents may also need to address their own feelings of loss, envy, anger, or disappointment when setting parenting time schedules that are best for their children. Assumptions The information in this pamphlet is based upon the following assumptions: The child will benefit from ongoing and active contact with both parents. The parents share parental rights and responsibilities. Both parents are fit to parent the child. Both parents are willing and able to parent the child. Child abuse, domestic violence, and chemical dependency issues do not exist. When parents are unable to shield their children from their conflict, or when there are safety issues resulting from domestic violence, serious physical or mental illness, chronic neglect, chemical dependency or allegations of sexual abuse, the timesharing plans in this booklet need to be modified. 6
7 Limitations The information in this pamphlet: 7 DOES NOT replace or change any parenting time schedule agreed upon by the parents or set forth in a court order. DOES NOT prohibit or limit parents, case management officers, or judges from establishing parenting time schedules that differ from those recommended in this pamphlet. DOES NOT mandate a minimum or maximum amount of parenting time times. DOES NOT apply to all families or to all children in all circumstances. IS NOT "the law" and, while they are encouraged to do so, parents are not required to follow the parenting time suggestions in this pamphlet. Special Situations The parenting time suggestions in this pamphlet may not be appropriate if there is genuine concern about a child's emotional or physical safety when with a parent. The parenting time suggestions in this pamphlet may not apply, or may need to be adjusted, if any of the following special situations exist: Physical, sexual, or emotional child abuse has occurred. Domestic violence has occurred between the parents or between a parent and child. Drug or alcohol abuse has occurred. Child Abuse, Domestic Violence, and Chemical Dependency Parents who have valid concerns for the safety of their children or themselves should seek help from, a domestic violence
8 agency, the Department of Health and Human Services, or a local social services agency, child psychologist or an attorney 8 When a Parent Has Been Absent When a parent, for whatever reason, has never been a part of the child's life or has not had any contact with the child for an extended period of time either in person, by phone, or in writing, both parents should consider the possible problems the child may have if lengthy or overnight parenting time were to start right away. Instead, the parenting time schedule should gradually re-introduce parent and child, taking into consideration the child's stage of development and the child's ability to transition well to parenting time with the parent. What Parents Can Do to Help Keep Children Out of the Middle Parents can keep their children out of the middle of adult issues by not using the children as messengers. Sometimes the message is something as innocent as a reminder that the child must take her medication before bedtime. Other times, the message may be that the child support payment will be late. Unfortunately, we all know what happens to the bearer of bad news. If the message was difficult for one parent to say directly to the other parent, just imagine how difficult it will be for the child to relay that message. Instead of using their children as messengers, parents should either deal directly with each other or through a mutually agreed upon adult.
9 9 Parents can keep their children out of the middle of adult issues by not asking them to report about what is going on in the life of the other parent. Any time children are asked to divide their loyalty, or to betray one parent to another, the children feel guilty or as if they are being asked to stop loving one parent. It is certainly appropriate for parents to show interest in the lives of their children by asking "how was your weekend visit?" But, if the interest is not in the child or in how the child feels, the child will pick up on this and may eventually feel angry and used. Parents can keep their children out of the middle of adult issues by not attacking or putting down the other parent. Some parents find themselves so angry with the other parent that they vent their anger in front of their children. Other parents may say things to try to make themselves look good and the other parent look bad. Children identify with both parents. If one parent puts down the other parent, in the eyes of the child it is as if that parent is also putting down the child. Establish a Workable Means of Communication Parents can help their children by establishing a workable means of communicating with each other about their children. At first, some parents may find it difficult to separate their feelings about the relationship or the other parent from their need to give and receive information about the children. Parents can overcome this problem by communicating with each other about their children in a "business-like" manner. This may include agreeing about the time, place, and manner of their communication. It may also include establishing a list of topics and sticking to it.
10 10 Parents who are unable to talk to each other because of ongoing conflict, hostility, or issues of domestic violence, may find it easier to communicate by putting the information in writing or by communicating through a mutually-agreed upon adult. Except in cases where there is a Protection from Abuse Order or other court order prohibiting contact, parents should keep each other or a mutually agreed-upon third person advised of their home and work addresses and telephone numbers. In cases where there is a Protection from Abuse Order or other court order prohibiting contact, the parent must follow the order or ask the court to modify the order to permit communication regarding the children. Resolve Conflict Quickly Parents can help their children by cooperating with each other and by quickly resolving their conflict. Children whose parents are involved in ongoing conflict over parenting time, child support, or other issues may experience anger, anxiety, depression, or developmental delays. Parents may resolve conflict in a variety of ways, including consulting family members, religious leaders, mediators, the support enforcement agency, attorneys, or others. Parents may also wish to seek help for their children by consulting a child psychologist or by seeking services from a local social service agency. The court system maintains lists of local parent education programs and other services for divorcing, separating, and living apart families on its website.
11 Separate Parenting Time and Child Support Parents can help their children by not withholding child support or parenting time. Children generally fare best when they have the emotional and financial support and ongoing involvement of both parents. A parent does not have a right to withhold parenting time or child support because of the other parent's failure to comply with court-ordered parenting time or support. In other words: The residential parent cannot withhold parenting time if the nonresidential parent fails to provide child support. The nonresidential parent cannot withhold child support if the residential parent fails to allow parenting time. Rather than withholding parenting time or support, there are more productive, effective and, if need be, legal ways for parents to resolve support and parenting time issues. Parents experiencing conflict over parenting time or child support may wish to consult a mediator, attorney, or the Department of Health and Human Services, Division of Support Enforcement and Recovery. 11 Respect Parent-Child Relationships Parents can help their children by respecting and supporting each child's relationship with the other parent. Unless agreed upon by both parents, parents should not plan activities for children that conflict with the other parent's scheduled time with the children. The time a parent is scheduled to spend with the children belongs to that parent and the children. The other parent should not interfere with this time. Parents can also help their children by adjusting the schedule to permit their children to participate in reasonable extracurricular activities.
12 12 Facilitate Transition from One Parent to the Other Parents can help their children transition from one home to the other by understanding their children's anxieties and by assuring them that both parents will continue to love them and to be involved in their lives. Children commonly experience separation anxiety. This does not necessarily mean that the child has a poor relationship with either parent. For the child, it may be just like the divorce or separation is happening all over again. Children under age five generally do not understand the concept of time, such as hours, days, or weekends. Parents of young children can help them understand when the child will spend time with each parent by creating a calendar with different colors for each parent. Encourage Telephone and Other Contact Parents can help their children by calling and writing to them and by reasonably encouraging and assisting them to call and write to the other parent. Children do best when they are able to maintain contact with both parents. While parenting time is one way to maintain that contact, other ways include telephone calls, letters, , and other forms of communication. Telephone calls between parent and child should be permitted at reasonable hours and at the expense of the calling parent. Unless restricted by court order, parents have a right to send cards, letters, packages, , audiotapes, and videocassettes to their children. Children have the same right to send items to their parents. Parents should not interfere with these rights.
13 Establish Similar Household Routines Parents can help their children by following similar routines for mealtime, bedtime, and homework time. Parents can also help their children by accepting that they have limited control over what happens in the other parent s home and by respecting the authority of the other parent. From a very young age, children learn that their parents have different parenting styles. Children can adjust to some differences in routines between their parents' homes. Developmentally, though, children cope better when there is general consistency between their parents' homes because it helps them have a sense of order. Provide Child's Belongings Parents can help their children transition between their parents homes by sending along the children's important belongings, such as clothing, medicine, and equipment. Parents can also help their children by sending along personal objects, such as blankets, stuffed animals, photos, or memorabilia of the other parent. 13 Support Contact with Grandparents and Other Extended Family Parents can help their children maintain important family ties by arranging for the children to visit their father's family when they are with their father, and by arranging for the children to visit their mother's family when they are with their mother. Children who have had loving relationships with their grandparents and other extended family members need to maintain those ties, otherwise they may experience a sense of loss.
14 Facilitate Temporary Schedule Adjustments Parents can help their children by giving as much advance notice as possible when requesting a temporary adjustment to the parenting time schedule. Family emergencies, illness of a parent or child, or special events of a parent or child may require temporary adjustment to the parenting time schedule. Parents can help their children by scheduling an alternate parenting time to take place as soon as possible. Accommodate Vacation Plans Parents can help their children by understanding that it is important for each parent to vacation with their children. Parents can help their children by scheduling their vacation times so that they do not interfere with the other parent's time with the children or with the children's schedules. Vacation, whether during school breaks or during the summer, can be a time for parents and children to expand their relationship. Vacation is also important because it gives the other parent time off from the demands of parenting. Generally speaking, vacation time should take precedence over regular parenting time unless a court order or an agreement of the parents provides otherwise. Establish a Routine for Picking Up and Dropping Off Child Parents can help their children by agreeing on who will pick up and drop of the children and where this will take place. Parents can also help their children by having the children ready and by being on time. When picking up and dropping off children, it is important to avoid communication that may lead to conflict. Neither parent should enter the home of the other parent without permission. Parents should take all necessary safety precautions when transporting, picking up, and dropping off their children. 14
15 Parenting Time Suggestions Generally Children generally fare best when they have the emotional and financial support and ongoing involvement of both parents. Establishing a parenting time schedule is one way to ensure and foster that contact. The child's needs are the key factors for parents to consider when establishing a parenting time schedule. These needs change as the child grows older and moves from one developmental stage to the next. The developmental needs of an infant, for example, are different from those of a toddler or a teenager. This section identifies key tasks that children normally accomplish at each stage of development before moving on to the next developmental stage. In considering these developmental tasks, it is important to always keep in mind that each child is unique, that all children do not progress at the same rate, and that "normal" development has a tremendous range at each age. Thus, some six-year-old children progress quickly and do what might be typical of an eight-year-old child, while other six-year-old children progress more slowly and do what might be typical of a five-year-old child. This section also identifies parenting time suggestions that promote healthy development at each stage. Rather than rigidly applying these parenting time suggestions, parents are strongly encouraged to apply them in a way that best meets the specific developmental needs of each child. This may mean that parents establish different parenting time schedules for each of their children. 15
16 16 The child's developmental stage is only one factor parents should consider when deciding which parenting time arrangement is best for each child. Other factors parents need to consider when establishing a parenting time schedule include: Any special needs of the child and parents. The routines and schedules of the child and parents. Any mental health issues relating to the child or parents. Each parent's past caregiving history. The child's relationship with each parent. The child's relationship with grandparents and extended family members. The child s relationship with and any step-family members. The distance between parental homes. Whether the child s brothers and sisters will participate in the child s parenting time. The child's temperament and ability to make a calm transition between homes. The length of time that has passed since the separation or divorce. The ability of the parents to cooperate. The child's and parents' cultural and religious differences. Transportation and other costs related to parenting time. Any other factor(s) that will enable the child and nonresidential parent to maintain a child to parent relationship that is in the best interests of the child.
17 Infants and Toddlers (Birth - 2 1/2 Years) Developmental Tasks The primary developmental tasks of infants include establishing a sense of trust in their environment and the people around them, forming an effective attachment with at least one primary parent who consistently and promptly responds to their needs, becoming comfortable with others who interact with them, and making their needs known through crying or other signals. Infants and toddlers need frequent contact with both parents and they do not cope well with numerous changes to their schedules or routines. At approximately six months, a child begins to make strong distinctions between primary caregivers and others, which may result in the beginnings of separation anxiety. Parents of infants begin to bond with their children and to recognize their children's signals regarding their need for food, comfort, sleep, and nurturance. As children grow from infants to toddlers, their developmental tasks include: an increasing sense of self-awareness, the beginnings of a sense of independence, the beginnings of speech development, and an increasing ability to provide self-comfort and self-regulation in sleeping, feeding, and toileting. In addition, the parent s process of bonding with the child continues as children grow into toddlers. Parenting Time Considerations Parents of infants should establish a parenting time schedule that is consistent, predictable, and routine in nature. If the non-residential parent has not been involved in caregiving previously, short visits of several hours every few days will help 17
18 18 develop a mutually secure relationship, allowing the parent to master the tasks and sensitivity required to care for an infant. As caregiving skills are mastered and the parent-child bond strengthens, the plan may include longer days. Non-residential parents of children this age, who have been active involved caregivers, may begin overnights, preferably in familiar surroundings. Overnights are more likely to be successful when parents have shared parental tasks prior to separation and communicate effectively about their baby. To develop a healthy attachment to both parents, an infant should not be away from either parent for more than a few days. Many infants demonstrate a caregiver preference. Extended separation for the primary caregiver should be avoided. As the child grows from infant to toddler and becomes more comfortable with separation from the residential parent, the duration of parenting time should increase. For parents who live far apart, the nonresidential parent of an infant or toddler should travel to the residential area of the residential parent. This may mean that parenting time takes place in the home of the residential parent or in a nearby location where the child feels comfortable. What Parents Can Do to Help Parents can help their infants and toddlers by: Establishing a consistent, predictable, and routine parenting time schedule. Interacting with the child in a location where the child feels secure and comfortable.
19 Gradually increasing the duration of parenting time. Moving to overnight and extended parenting time only when the child is able to make a smooth transition between parental homes. Sending along personal objects, such as blankets, stuffed animals, and photos of the parent. A communication log is helpful to exchange information about eating, sleeping, diapering and any new developments. Preschoolers (2½ - 5 Years) Developmental Tasks Preschoolers continue to increase their sense of individuality. They make significant gains in their verbal skills and become more likely to express their feelings. Preschoolers also develop a greater sense of curiosity and exploration, and increase their abilities to imagine and fantasize. Children at this developmental stage may think they are responsible for their parents' divorce or for their parents not living together. They fear abandonment and may fantasize that their parents will reunite. Their sense of security is affected by predictable and consistent routines. Parenting Time Considerations Routine and consistent parenting time schedules are very important. For parents who live far apart, it is usually best for the child if the nonresidential parent travels to the residential area of the other parent. This may mean that parenting time takes place in the home of the residential parent or in a nearby location where the child feels comfortable. During this stage, children may be comfortable with longer parenting time periods, including planned overnights assuming the parent and child are 19
20 20 developing a stronger bond and the child is not showing signs of undue stress. Older preschoolers may be able to have additional overnights and lengthier parenting time. Assuming the child has an ongoing relationship with the nonresidential parent, vacation time may be appropriate. Weekend parenting time that is increased gradually may help preschoolers to make the transition to an extended vacation time. Transitions are easier if children bring with them personal objects, such as blankets, stuffed animals, photos, or memorabilia of the parent. Because preschoolers have improved verbal and comprehension skills, it is important for parents to avoid speaking disrespectfully about the other parent or about others in the home. What Parents Can Do to Help Parents can help their preschoolers by: Establishing a consistent, predictable, and routine parenting time schedule. Gradually increasing the length of parenting time, working up to overnights. Sending along personal objects, such as blankets, stuffed animals, and photos of the parent. Avoiding criticism about the other parent and others in the home.
21 Elementary School (5-12 Years) Developmental Tasks Elementary school age children are learning to develop relationships and cooperate with peers and adults. At this age, children establish foundations for academic and athletic skills. Self-esteem, self-worth, moral development, and personal security are issues for this age group. Elementary school age children identify with and model the activities of the parent who is the same sex as the child. Children also become aware of their parents as individuals, often fear the loss of parents, and feel sadness and anger because of their parents' divorce or separation. Self-blame, depression, and attempts to reunite parents are not uncommon in this age group. Children need parental assistance in learning organizational skills. Parenting Time Considerations While many elementary school age children benefit from a primary home base, children at this stage of development can also benefit from spending longer periods of time with their nonresidential parent, assuming that they have developed and maintained a close relationship with that parent. Children of this age may be comfortable being away from their residential parent on a regular basis for parenting time lasting two to three days and for longer periods during school breaks and summer vacation. The more time a child has spent with the nonresidential parent, the more comfortable the child will be spending time away from the child s home base. For younger children of this age group, frequent parenting time (at least once per week) with their nonresidential parent is desirable. As a child matures, longer parenting time with fewer transitions may be preferred. 21
22 What Parents Can Do to Help Parents can help their elementary school age children by: Establishing and following a predictable parenting time routine. Gradually changing the frequency and increasing the duration of parenting time. Encouraging and assisting in phone and letter contact with the other parent. Avoiding criticism about the other parent and others in the home. Informing teachers of any stress the child is experiencing and getting help for school-related problems. Encouraging and assisting the child to maintain contact with school, friends, and extracurricular and community activities. 22 Adolescents (12-18 Years) Developmental Tasks During the early stage of adolescence, children continue the process of establishing their identity and self-worth. Through this process, and with guidance from their parents, they establish a sense of self in relationship to the rules and regulations of society. Adolescents also begin the process of separating from their parents, during which they may mourn the loss of childhood, dependency, and protection within the family. During this stage, adolescents gain academic and/or athletic prowess, make and sustain friendships, continue the process of gender identification, and begin to explore intimate relationships.
23 23 During the later stages of adolescence, young adults continue the process of establishing their independence. They continue the development of loyal friendships, begin to develop a work ethic, and begin to develop aspirations. Young adults also continue the process of gender identification and management of sexual impulses. Adolescents need the support and involvement of both parents. Adolescents may be embarrassed or angry about their parents' relationship. They may begin to have doubts about their own relationships with family members and peers, causing them either to focus too much on relationships or to withdraw from relationships. Adolescents may also inappropriately act out by using drugs or by engaging in sex or other unhealthy behaviors to attain a sense of belonging. Parenting Time Considerations It is important for parents of adolescents to maintain the child's accessibility to school, peers, extracurricular and community activities from both homes. It is also important for each parent to consistently apply the family rules of their own household. Adolescents may need to be with friends more than with their family and, therefore, may resist a rigid parenting time schedule. Parents will need to exercise greater flexibility, adapted to the increasing ability of the child to take care of his or her own needs. There will also need to be greater flexibility adapted to the child's preferences -- an adolescent should not be forced to comply with a parenting time schedule about which the child had no input. To accomplish this, parents should consider the child's wishes and decide parenting time issues with the child.
24 24 Many adolescents benefit from a primary home base, with specific evenings, weekends, and activities at the other home scheduled on a regular and predictable basis. Other adolescents, however, may be comfortable spending equal time with each parent, including up to two weeks at each residence. Adolescents may be comfortable with one to three weekends of parenting time per month, depending upon the child's schedule, distance, and capacity to travel. The nonresidential parent should maintain contact with the child's teachers and attend the child's performances and other important events. Parents who live far apart should establish, with input from the child, a permanent schedule with some built-in flexibility. What Parents Can Do to Help Parents of adolescents can help by: Developing a parenting time schedule by working with the child; Establishing a predictable schedule that is flexible enough to allow for the child's activities; Consistently applying family rules and expectations; and Avoiding the assumption that a child's mood swings or behavioral acting out is caused by the other parent.
25 Conclusions Unless special circumstances exist, children generally fare best when they have the emotional and financial support and ongoing involvement of both parents. The lack of involvement of one or both parents may lead to developmental problems later on in the child's life. Children adjust much better to crisis and loss if their parents work together to develop healthy ways of communicating, reducing conflict, and resolving problems. Parents can help their children adjust to separation from a parent by establishing a parenting time schedule that focuses on the needs of their children. Children's needs change as they grow older and move from one developmental phase to the next. For this reason, each parenting time schedule must be flexible, changing in duration and frequency as the child gets older and moves from one stage of development to the next. It is important for parents to remember that formation of a positive parent-child relationship is a life-long process, and that the key to a successful relationship is the quality of time, rather than quantity of time, spent together. 25 Legal information regarding parental rights and responsibilities may be found in the Maine Revised Statues Annotated (Title 19- A M.R.S.A. 1653). The statutes are available in law libraries, located in most county courthouses, can be found on line at or by calling the State Law and Legislative Reference Library, Augusta, Maine at Another useful website to visit is Most community libraries have public internet access.
Vickie S. Frelow- Supervised Visitation Monitor Scotland Yard Investigations If you want a reliable Supervised Visitiation Monitor, who is a Private Investigator with a Law Enforcement Background, then
IMPORTANT WARNING ON THE LIMITATIONS OF THIS GUIDE WARNING TO READERS: This guide does not provide legal opinions or legal advice and is not intended to serve as a substitute for the advice of licensed,
1 W1 We Agree: Creating a Parenting Plan Parenting Agreement Worksheet Minnesota Version This worksheet will help parents put together a parenting plan that meets the needs of their children as they parent
Developing a Child Custody Parenting Plan Handbook for Parents Superior Court of California County of San Diego Family Court Services SDSC FCS-058 (New 1/12) Developing a Child Custody Parenting Plan Table
Parenting Plan Guidelines Superior Court of California, County of Orange Family Court Services 341 The City Drive Orange, CA 92868 (657) 622-6196 TABLE OF CONTENTS Introduction.. Page 1 Part I: Overview
Learning To Work Together For Our Children Co-Parenting Guide Fairfield County Job & Family Services Child Support Enforcement Agency 2 Learning To Work Together For Our Children Co-Parenting Guide "Children
CHILDREN WITH SPECIAL NEEDS IN DIVORCE Authored by: Sunni Ball, MA DAPA 701 S. Cascade Ave Fax: 719-667-1818 December 2002 Almost one third of all children in the United States under the age of 18 were
Shared Parenting Massachusetts Introduction Planning for, sponsored by the Massachusetts Chapter of the Association of Family and Conciliation Courts (AFCC) with the encouragement and support of the Honorable
CASE NUMBER PARENTING TIME GUIDELINES FOR THE NON-RESIDENTIAL PARENT The Domestic Relations Court has developed these parenting time schedules for the purpose of assisting divorcing parents in formulating
SAMPLE PARENTING TIME GUIDELINES I ASSUMPTIONS: These Guidelines assume that: 1. Both parents are fit and able to provide care for the children 2. Both parents desire to have a meaningful, ongoing relationship
BAHRAIN TEACHERS COLLEGE UNIVERSITY OF BAHRAIN Psychosocial development Erikson s theory Professor Adnan Farah ERIKSON THEORY OF PSYCHO SOCIAL DEVELOPMENT THEORY Erikson's stages of psychosocial developmentas
Outline Chapter 1 Chapter 1: GUIDEPOSTS FOR STUDY 1 What is child development, and how has its study evolved? 2 What are six fundamental points about child development on which consensus has emerged? 3
Utah Guidelines Establishing Court-Ordered Paternity: A Guide for Unmarried Parents This information is provided for unmarried parents who seek paternity orders from a Utah court to establish parenting
Table of Contents The real meaning of adoption...1 The reasons for adoptions...2 Who are the children?....3 Who are the families?...4 Can anyone adopt?...5 What criteria are required?...5 Some questions
THE BASICS Custody and Visitation in New York State This booklet answers common questions about custody and visitation when the parents cannot agree about who is responsible for taking care of the children.
Attachment Disorders Insecure Attachment and Reactive Attachment Disorder When infants and young children have a loving caregiver consistently responding to their needs, they build a secure attachment.
Dr. John Carosso, Psy.D Psychologist Autism Center of Pittsburgh Evaluation Date: Client Information Child s Name: Date of Birth: Age: Male Female Eye Color Ethnicity: Insurance: Primary _ ID # Grp # Card
About parenting plans Your guide to making plans for your children after separation Safety first What if I m worried about my child s safety or my safety? This booklet is designed for separating couples
GUIDANCE FOR CAREGIVERS: CHILDREN OR TEENS WHO HAD A LOVED ONE DIE IN THE EARTHQUAKE Introduction to trauma The earthquake was a terrifying disaster for adults, children, families, and communities. The
Handout: Risk The more risk factors to which a child is exposed the greater their vulnerability to mental health problems. Risk does not cause mental health problems but it is cumulative and does predispose
CORE-INFO: Emotional neglect and emotional abuse in pre-school children Introduction This leaflet summarises what is currently known about children aged less than six years who have been emotionally neglected
Helping Children Cope with Disaster This booklet offers parents, caregivers, and other adults suggestions on how to help children cope with the effects of disaster, as well as how to be prepared before
About IFAPA The Iowa Foster and Adoptive Parents Association (IFAPA) is a non profit organization serving as a resource to foster, adoptive and kinship families in Iowa. Membership with IFAPA is free for
Page 1 of 7 Social and Emotional Needs of Young Children Training Script Slide #1: Social and Emotional Needs of Young Children Slide #2: Training Objectives Let s take a few minutes to review the training
Services Child Protection A Guide for Larimer County Parents This booklet was prepared by the Program Committee of the Larimer County Child Advocacy Center in consultation with the Larimer County Department
In Your Child s Best Interest A Handbook for Separating/Divorcing Parents Includes information about: Includes information about: Court Ordered Programs Parenting Plan Deploying Military Parents Mediation
Adoption at School: Homework Triggers I m not doing my homework and you can t make me! Many parents have heard this comment and most parents have struggled from time to time a child s resistance to completing
Parent Questionnaire Child s Legal Name: Date of Birth: Age: First, Middle, and Last Name Nicknames: Social Security #: - - Current address: Apt #: City: State: Zip Code: Home Phone: Cell/Other #: Parent
caring FOR A CHILD who has been impacted by substance abuse WHERE CAN CAREGIVERS FIND HELP? Caregivers may need guidance and support as they respond to the attachment needs of vulnerable children. Help
Name Date Class Emotional Development from Four to Six Section 14 1 Fostering Self-Esteem During Difficult Times Psychologists define self-esteem as confidence in one s ability to face life s problems,
CHILD CUSTODY & PARENTING TIME Packet #9 Separate forms from packet before filing. SOUTHERN ARIZONA LEGAL AID, INC. CHILD CUSTODY AND PARENTING TIME FORMS AND INSTRUCTIONS USE AND DISCLAIMER These forms
Putting Children First During Family Conflicts Order this pamphlet at www.childcenteredsolutions.org Our goal is to protect the rights of children during family conflicts. Child Centered Solutions educates
THE EFFECTS OF FAMILY VIOLENCE ON CHILDREN Where Does It Hurt? Child Abuse Hurts Us All Every child has the right to be nurtured and to be safe. According to: Family Violence in Canada: A Statistical Profile
Sample Parenting Agreement Between Mother and Father Who Are Both Biological Parents (mother) and (father), desiring individually and cooperatively to bring forth and love a child within the context of
LONG DISTANCE PLAN: (Only to be used when the parents live over 225 miles apart.) SIXTH JUDICIAL DISTRICT PARENTING PLAN ***HOW TO USE THIS PLAN*** This plan is a guide only. It is the policy of the court
Infant/Early Childhood Mental Health 101 PRESENTATION TO CHILDREN S BEHAVIORAL HEALTH INITIATIVE (CBHI) PROVIDERS BY THE MASSACHUSETTS DEPARTMENT OF MENTAL HEALTH & THE MASSACHUSETTS DEPARTMENT OF EARLY
Family Counseling Center Children s Questionnaire (to age 10) For Parent/Guardian to Complete Child s Name: DOB: Age: School: Grade: Race/Ethnic Origin: Religious Preference: Family Members and Other Persons
What Can I Do To Help Myself Deal with Loss and Grief? There are certain tasks that help people adjust to a loss. Every person will complete these tasks in his or her own time and in his/her own way. The
Parent-Caregiver Communication in Child Care Settings* Kim Kofron, M.Ed. Introduction Hi, my name is Eva. This training will focus on how you can develop positive relationships with child care providers
Heartland and Alliance Professional Development Institute June 28, 2013 As many as 10 percent of our nation s population of children ages 0-5 have clinically significant social-emotional challenges. As
Continuing The Journey Best Practices in Early Childhood Transition A Guide for Families ELEMENTARY AND SECONDARY EDUCATION Acknowledgements This guide is the result of a collaborative effort between the
SUPREME COURT OF THE STATE OF NEW YK COUNTY OF NEW YK - PART ---------------------------------------------------------------------------X Plaintiff, Index No. -against- PARENTING PLAN Defendant. ---------------------------------------------------------------------------X
1001 SW 5 th Ave., Suite 1300 Portland, OR 97204 Voice: (503) 546-6374 Fax: (503) 546-6376 TF: (866) 336-9346 Parenting Plan Worksheet Please complete the following worksheet. You may want to review the
Children who have lost someone close to them experience grief over the days and months, and to a lesser degree, the years that follow. Children will show their grief from an early age, but it is likely
CHILDREN S MENTAL HEALTH WHAT EVERY CHILD NEEDS FOR GOOD MENTAL HEALTH It is easy for parents to identify their child s physical needs: lots of good food, warm clothes when it s cold, bedtime at a reasonable
Child Protection Good Practice Guide Domestic violence or abuse West Sussex Social and Caring Services 1 Domestic violence is defined as Any incident of threatening behaviour, violence or abuse which can
Page 1 Listen, Protect, and Connect PSYCHOLOGICAL FIRST AID FOR CHILDREN, PARENTS, AND OTHER CAREGIVERS AFTER NATURAL DISASTERS Helping you and your child in times of disaster. Page 2 As a parent or adult
SUPREME COURT OF THE STATE OF NEW YK COUNTY OF - PART ---------------------------------------------------------------------------X Plaintiff, Index No. -against- PARENTING PLAN Defendant. ---------------------------------------------------------------------------X
Parent Handbook For Successful Custody Proceedings Court of Common Pleas of McKean County 48 th Judicial District Smethport, Pennsylvania Hon. Christopher G. Hauser, Judge McKean County Domestic Relations
Some Options for Child Custody Parenting Plans (for Children of School Age) The following child custody and parenting plan timesharing options are derived from materials by and are presented with the assistance
switching seats in the classroom stealing money Take Action Against Bullying spreading rumors pushing & tripping U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES Substance Abuse and Mental Health Services Administration
Explaining Prison to Children What is this booklet about? When parents or relatives are arrested and held in prison, it can be a difficult thing for children to understand and they be feel scared, confused,
How mental health diiculties aect children Contents Mental health influences our overall wellbeing Mental health can change over time Mental health diiculties in the early years Risk and protective factors
CHILD CUSTODY QUESTIONNAIRE CHILD CUSTODY LITIGATION CLIENT QUESTIONNAIRE Note: Please regard references to ex as your spouse, other parent, or caretaker. Please apply the reference to child or children
Slide 1 Building Family Strengths: Positive Identity and Self-Esteem Interpersonal Studies 1 Page1 Slide 2 Copyright Copyright Texas Education Agency, 2013. These Materials are copyrighted and trademarked
WHERE DO I STAND? A child s legal guide to separation and divorce. INTRODUCTION This is a pamphlet for children whose parents separate or divorce. Separation or divorce is the result of problems between
Providing Support for Special Needs Children By The U.S. Department of Education, Office of Educational Research and Improvement. Posted June 1998. All children can succeed with the right support. Being
A Guide for the Non-Professional Provider of Supervised Visitation Superior Court of California County of Orange Answers To Your Questions A Guide for the Non-Professional Provider of Supervised Visitation
In the 219th Judicial District Court of the State of Texas Scott J. Becker, Judge Presiding No.219 - - In The Matter Of The Marriage Of / In The Interest Of And PARENTING PLAN This form may be used for
Department of Early Education and Care Technical Assistance Child Guidance Ask anyone and they will tell you that helping children develop self-control is an enormous challenge and responsibility. Effective
Dallas Independent School District Quick Reference Guide: Handling Custody Issues in the School Office of Legal Services Administration Building, Box 69 972-925-3250 (main) 972-925-3251 (fax) Updated August
Drug Abuse Prevention Training FTS 2011 Principles of Prevention Prevention programs should enhance protective factors and reverse or reduce risk factors (Hawkins et al. 2002). The risk of becoming a drug
Are you feeling... Tired, Sad, Angry, Irritable, Hopeless? I feel tired and achy all the time. I can t concentrate and my body just doesn t feel right. Ray B. I don t want to get out of bed in the morning
PARENTING PLAN From the South s Foremost Mediation Company Working together for you shall share the parenting of their children: Child s name Child s name Child s name and Date of Birth Date of Birth Date
THE SIX STAGES OF PARENTHOOD The task of being a parent parallels children s growth and development. Just as children grow and change as they develop, noted researcher Ellen Galinsky asserts that parents
HOW DOES THE JUDGE DECIDE CUSTODY ISSUES IN NEVADA? In the state of Nevada, parents who are separating or divorcing are encouraged to work together outside of court to determine who should have custody
Development Through the Lifespan Chapter 6 Emotional and Social Development in Infancy and Toddlerhood This multimedia product and its contents are protected under copyright law. The following are prohibited
PARENT GUIDE TO THE JUVENILE COURT CHIPS PROCESS INTRODUCTION This booklet has been prepared to help parents gain a better understanding of what to expect in Juvenile Court CHIPS proceedings (Chapter 48
Interventions for Substance Exposed Children PROGRAMS FOR SUCCESS Presenter Kay M. Doughty, MA, CAP, CPP VP, Family and Community Services Workshop Content Overview Development of a Logic Model Comprehensive
The Parenting Plan Contents 01 What is a Parenting Plan? Why make a Parenting Plan? 5 What does it consist of? 5 What is not covered in a Parenting Plan? 5 02 Thinking about safety Staying safe 7 Moving
Become a Foster Parent York Region Children s Aid Society Foster Care Services There are many reasons a child may be separated from his or her own parents and need a family to care for them While the York
Is My Baby Safe? Straight Talk to Teen Parents On Child Abuse and Neglect 2013 Some Shocking Facts About Child Abuse Each year in the United States, child abuse and neglect kill about 2,000 infants and
LONG DISTANCE PARENTING TIME A. Alternating Weekend Parenting Time OPTION Because of the distance and time, alternating weekend parenting time is not ordered. B. Weekday Parenting Time Weekday parenting
strengthening families program self-assessment STRATEGY 1: FACILITATE FRIENDSHIPS AND MUTUAL SUPPORT Facilitate Friendships and Mutual Support 1 A comfortable space is available for families to meet informally
Arizona State Senate Issue Brief January 17, 2014 Note to Reader: The Senate Research Staff provides nonpartisan, objective legislative research, policy analysis and related assistance to the members of
26. Family visitation and contact Chapter IV - Services to Children Maintaining family contact and regular visitation is a service to children. Visits preserve a child s attachments to his or her parents,
SEATTLE CHILDREN S HOSPITAL DEPARTMENT OF PSYCHIATRY AND BEHAVIORAL MEDICINE Please return to: SCH Psychiatry Clinic, PO Box 5371, W3636 Seattle, WA 98105-0371 PATIENT AND FAMILY INFORMATION FORM FOR AGES
CUSTODY INTAKE Name Address Home phone Business phone Cell phone(s) fax e-mail(s) Social Security # other contacts length of marriage (present; and priors) Describe your educational background Describe
Learners with Emotional or Behavioral Disorders S H A N A M. H A T Z O P O U L O S G E O R G E W A S H I N G T O N U N I V E R S I T Y S P E D 2 0 1 S U M M E R 2 0 1 0 Overview of Emotional and Behavioral
Help for the Grieving Student: Giving Hope for Healing Barbara Fraser Licensed Professional Counselor 11/13/15 Objectives Identify different types of losses. Define the grief process for school age population.
Co-Parenting Communication Guide 2011 by the Arizona Chapter of the Association of Family and Conciliation Courts Co-Parenting Communication Guide 2011 by the Arizona Chapter of the Association of Family
Johnson County Family Law Bench-Bar Parenting Guidelines October 2015 i TABLE OF CONTENTS Introduction... Page 3 Section I: Overview of Parenting Plans... Page 4 Section II: Legal Custody (Decision-Making)
Making the Case for Family Recovery in Addiction Treatment Ariella Goodwine Fisher, MFT Ariella Goodwine Fisher, MFT Psychotherapist Addictions Institute Program Management/ Clinical Director for The Women
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW RP Activities 1. Framework of Resourcefulness 2. Identifying the Broken Contract Articles 3. The Process of