Culture is a system of shared actions, values, beliefs, and traditions that guide the behavior of families and communities. For this item, cultural identity may refer to a family member's race (African American/Black, American Indian/Alaska Native, Asian/Pacific Islander, Latino/a, multiracial, White, other), ethnicity, tribal affiliation, sexual orientation (heterosexual, gay, lesbian, bisexual), gender identity/expression (female, male, transgender, other), religious/spiritual affiliation, disability, or other social identity that reflects the family's unique characteristics.

Keep in mind that family members may identify with multiple cultures and that a person's dominant cultural identification may shift with the context. For example, in some situations, it may be more important to a family member to identify as a disabled person than to identify with an ethnic group. Cultural identity is not limited to identification with a non-mainstream culture and may refer to the mainstream culture.

Connecting culture and identity

Consider how the family's culture, cultural identity, norms, and past/current experiences of discrimination/oppression may influence or shape the child/youth/young adult's perspective.

In particular, consider:

• How the child/youth/young adult identifies him/herself (see culture and cultural identity above);
• Any historical experiences of oppression/discrimination that are important or relevant to this child/youth/young adult;
• Any current experiences of oppression/discrimination this child/youth/young adult might be experiencing; and
• Any coping skills, strengths, and survival skills this child/youth/young adult has developed or demonstrated in facing oppression/discrimination.

How do all of the above influence or shape the child/youth/young adult?

The child/youth/young adult's perspective of culture, cultural identity, norms, and past/current experiences of discrimination:

1. Help him/her create safety, permanency, and well-being for him/herself. The child/youth/young adult draws upon his/her culture to respond to challenges in ways that create safety for the child/youth/young adult.
2. Have no effect on his/her safety, permanency, or well-being. The child/youth/young adult is connected to a culture and/or identifies with a culture and this has no impact on his/her safety.
3. Make it difficult for him/her to experience long-term safety, permanency, or well-being. The child/youth/young adult is connected to a culture and/or identifies with a culture in ways that cause struggles, such as mild to moderate conflict with the caregiver over culture/cultural identity or disrupted relationships with the caregiver based on cultural differences.
4. Contribute to imminent danger of serious physical or emotional harm to the child/youth/young adult. The child/youth/young adult is connected to a culture and/or identifies with a culture in ways that cause danger for the child/youth/young adult, such as physically or emotionally harming him/herself over differences in culture/cultural identity.

1. The child/youth/young adult's emotional/behavioral health contributes to his/her safety. The child/youth/young adult displays coping skills/responses at or above the developmentally expected ability in dealing with crises, disappointment, and daily challenges and contributes to his/her own safety.

   The child/youth/young adult routinely manages his/her own behavior at or above developmentally expected ability.

   The child/youth/young adult is developing a sense of acceptable social norms valued by his/her family and/or community, and the child/youth/young adult is able to weigh the positives and negatives of conforming to or deviating from such norms.

2. The child/youth/young adult does not have an emotional/behavioral concern OR the child/youth/young adult has an emotional/behavioral health concern, but no additional intervention is needed. The child/youth/young adult's coping skills/responses do not interfere with school, family, or community functioning. The child/youth/young adult is able to develop and maintain trusting relationships. The child/youth/young adult may be able to identify the need for, seek, and accept guidance. The child/youth/young adult may demonstrate some situationally related depression, anxiety, or withdrawal symptoms. However, the child/youth/young adult maintains situationally appropriate emotional control.
   OR
   The child/youth/young adult has emotional or behavioral health concerns that are being effectively managed through a treatment program that does not require additional caregiver support (e.g., child/youth/young adult receives limited in-school support and is not on medication).
3. The child/youth/young adult has an emotional/behavioral health concern, AND it is an ongoing unmet need. The child/youth/young adult must display one of the following:
   • Periodic mental health symptoms (e.g., depression, somatic complaints, antisocial behavior, hostile behavior, apathy).
   OR
   • Some difficulties dealing with situational stress, crises, or problems.
   AND one of the following must also be true.
   • This is interfering with the child/youth/young adult's sense of well-being, development, and/or ability to form relationships.
     OR
     
   • The child/youth/young adult's emotional or behavioral health condition is being managed through a treatment program that requires minimal to moderate caregiver support.
4. The child/youth/young adult has an emotional/behavioral health concern that directly contributes to danger to the child/youth/young adult. The child/youth/young adult must display one of the following:
   • Functioning in one or more areas is severely impaired due to chronic/severe mental health symptoms.
     OR
     
   • Behavior is/may be harmful to self or others, including self-injury, extreme risk-taking, persistent violence toward others, inappropriate sexual behaviors, cruelty to animals, running away, curfew violations, stealing, inappropriate use of social media (e.g., sexting, cyberbullying), defiant behaviors, truancy, or fire-setting.
   AND one of the following must be true.
   • The child/youth/young adult is in danger of serious harm to self or others.
     OR
     
   • The child/youth/young adult's emotional or behavioral condition is being managed through a treatment program that requires extensive caregiver support and/or frequent crisis intervention.

Trauma may occur when a person has experienced, witnessed, or been confronted with an event(s) of actual or threatened death or serious injury, or a threat of serious physical harm to him/herself or others. Trauma may be caused by many experiences, e.g., serious physical harm; sexual abuse; bullying; domestic violence; natural disasters; and long-term exposure to extreme poverty, neglect, or verbal abuse.

1. The child/youth/young adult's response to prior trauma contributes to his/her safety. The child/youth/young adult has a prior experience of trauma, but that prior trauma provides the child/youth/young adult with additional skills to improve daily functioning. 
2. The child/youth/young adult has not experienced trauma OR the child/youth/young adult has experienced trauma but no additional intervention is needed. The child/youth/young adult may or may not have a prior history of trauma; however, any traumatic experiences do not impact care for the child/youth/young adult, either because there is no impact on the child/youth/young adult's functioning or because the child/youth/young adult has learned to manage the impact on his/her functioning effectively.
3. The child/youth/young adult's response to prior trauma is a concern AND it is an ongoing unmet need. The child/youth/young adult has experienced trauma AND the child/youth/young adult's response involved intense fear, helplessness, or horror that sometimes impairs his/her functioning and sometimes causes distress. He/she does not have long-term indicators of permanent harm/distress but could learn to manage the impacts of trauma on his/her functioning, or he/she has begun to learn to apply some strategies to manage these responses and sometimes uses them.
4. The child/youth/young adult's response to prior trauma is a concern that directly contributes to danger to the child/youth/young adult. The child/youth/young adult has experienced trauma AND the child/youth/young adult's response involved intense fear, helplessness, or horror, causing impaired functioning and significant distress/harm for the child/youth/young adult. For example, the child/youth/young adult has not accessed services, cannot use coping strategies, and/or has not received intervention to help manage his/her responses, AND this has resulted in significant harm to the child/youth/young adult. The child/youth/young adult may deny the traumatic experience or how it is affecting him/her.

For a chart of average development by age, consult pages 141-143 of this manual.

1. The child/youth/young adult's development is advanced. The child/youth/young adult's physical and cognitive skills are above his/her chronological age level.
2. The child/youth/young adult's development is age-appropriate. The child/youth/young adult's physical and cognitive skills are consistent with his/her chronological age level.
3. The child/youth/young adult's development is limited. The child/youth/young adult does not exhibit most physical and cognitive skills expected for his/her chronological age level.
4. The child/youth/young adult's development is severely limited. Most of the child/youth/young adult's physical and cognitive skills are two or more age or developmental levels behind chronological age expectations. If “d” is selected, also indicate whether a regional center referral has been completed.

1. The child/youth/young adult has outstanding academic achievement. The child/youth/young adult is working above grade level and/or is exceeding the expectations of the specific educational plan.
2. The child/youth/young adult has satisfactory academic achievement OR the child/youth/young adult is not of school age. The child/youth/young adult is working at grade level and/or is meeting the expectations of the specific educational plan, or the child/youth/young adult is not of school age. 
3. The child/youth/young adult has academic difficulty. The child/youth/young adult is working below grade level in at least one, but not more than half, of his/her academic subject areas, and/or the child/youth/young adult is struggling to meet the goals of the existing educational plan. The existing educational plan may need modification.
4. The child/youth/young adult has severe academic difficulty. The child/youth/young adult is working below grade level in more than half of his/her academic subject areas, and/or the child/youth/young adult is not meeting the goals of the existing educational plan. The existing educational plan needs modification.

When considering adult relationships, consider the child/youth/young adult's relationships with adults who are not immediate family members or foster family members. This domain would include coaches, neighbors, child welfare workers, club leaders, teachers, mentors, etc. Specify in the narrative who these adults are. When considering peer relationships, consider the child/youth/young adult's relationships with other children in school and the community. Exclude relationships with siblings.

1. The child/youth/young adult has strong social relationships. The child/youth/young adult enjoys and participates in a variety of constructive, age-appropriate social activities. The child/youth/young adult enjoys reciprocal, positive relationships with others.
2. The child/youth/young adult has adequate social relationships. The child/youth/young adult demonstrates adequate social skills. The child/youth/young adult maintains stable relationships with others; occasional conflicts are minor and easily resolved.
3. The child/youth/young adult has limited social relationships. The child/youth/young adult demonstrates inconsistent social skills and has limited positive interactions with others. Conflicts are more frequent and serious, and the child/youth/young adult may be unable to resolve them.
4. The child/youth/young adult has poor social relationships. The child/youth/young adult has poor social skills, as demonstrated by frequent conflictual relationships or exclusive interactions with negative or exploitative peers, or the child/youth/young adult is isolated and lacks a support system.

For children in voluntary or court-ordered placement, score the child/youth/young adult's family of origin, not his/her placement family.

1. The child/youth/young adult's relationships within his/her family contribute to his/her safety. The child/youth/young adult experiences positive interactions with family members and has a sense of belonging within the family. The family defines roles, has clear boundaries, and supports the child/youth/young adult's growth and development.
2. The child/youth/young adult's relationships within his/her family do not impact his/her safety. The child/youth/young adult experiences positive interactions with family members and feels safe and secure in the family, despite some unresolved family conflicts.
3. The child/youth/young adult's relationships within his/her family interfere with long-term safety. Stress/discord within the family interferes with the child/youth/young adult's sense of safety and security. The family has difficulty identifying and resolving conflict and/or obtaining support and assistance on their own.
4. The child/youth/young adult's relationships within his/her family contribute to danger of serious physical or emotional harm to the child/youth/young adult. Chronic family stress, conflict, or violence severely impedes the child/youth/young adult's sense of safety and security. The family is unable to resolve stress, conflict, or violence on their own and is not able or willing to obtain outside assistance.

Physical health means physical well-being, which includes dental and vision care. Also indicate whether the child/youth/young adult's immunizations are current.

1. The child/youth/young adult has no health care needs or disabilities. The child/youth/young adult demonstrates good health and hygiene care, involving awareness of nutrition and exercise. The child/youth/young adult receives routine preventive and medical/dental/vision care and immunization.
2. The child/youth/young adult has minor health problems or disabilities that are being addressed with minimal intervention and/or medication. The child/youth/young adult has adequate health. Minimal interventions are those that typically require no formal training (e.g., oral medications).
3. The child/youth/young adult has health care needs or disabilities that require routine interventions. The child/youth/young adult has minor health/disability needs. Routine interventions are those that are typically provided by lay persons after minimal instruction (e.g., glucose testing and insulin, cast care).
4. The child/youth/young adult has serious health/disability needs that require ongoing treatment and interventions by professionals or trained caregivers AND/OR the child/youth/young adult has an unmet medical need. Those who provide treatment/interventions have received substantial instruction (e.g., central line feeding, paraplegic care, or wound dressing changes).

Drugs include illegal substances as well as misuse of prescription and over-the-counter medications, inhalants, synthetic drugs, incense when used for intoxicating properties, etc.

1. The child/youth/young adult actively chooses an alcohol- and drug-free lifestyle. The child/youth/young adult does not use alcohol or other drugs and is aware of consequences of use. The child/youth/young adult avoids peer relations/social activities involving alcohol and other drugs, and/or chooses not to use substances despite peer pressure/opportunities to do so.
2. The child/youth/young adult does not use or experiment with alcohol/drugs. The child/youth/young adult does not use alcohol or other drugs. The child/youth/young adult may have experimented with alcohol or other drugs, but there is no indication of sustained use. The child/youth/young adult has no demonstrated history or current problems related to substance use.
3. The child/youth/young adult's alcohol and/or other drug use results in disruptive behavior and conflict. This conflict may occur in school/community/family/work relationships. Use may have broadened to include multiple drugs.
4. The child/youth/young adult's chronic alcohol and/or other drug use results in severe disruption of functioning. Disruption of functioning may be indicated by the loss of relationships or jobs, school suspension/expulsion/drop-out, problems with the law, and/or physical harm to self or others. The child/youth/young adult may require medical intervention to detoxify.

Delinquent behavior includes any action that would constitute a crime. Consider this domain to include both offenses for which the child/youth/young adult has been arrested/charged and those which have not yet come to the attention of law enforcement.

1. The child/youth/young adult has no delinquent behavior. There is no indication of delinquent history or behavior. The child/youth/young adult may be involved in community service and/or crime prevention programs and takes a stance against crime.
2. The child/youth/young adult has no criminal behavior in the past two years. There is a history of delinquent behavior but the child/youth/young adult has successfully completed probation, and there has been no criminal behavior in the past two years.
3. The child/youth/young adult is/has engaged in delinquent behavior and may have been arrested or placed on probation in the past two years. The child/youth/young adult may have been arrested or placed on probation within the past two years.
4. The child/youth/young adult is or has been involved in any violent, or repeated nonviolent, delinquent behavior. This behavior has or may have resulted in consequences such as arrests, incarcerations, or probation. Violent behavior includes aggressive behavior in any form that has resulted or is likely to result in an injury to another person. Repeated nonviolent delinquent behavior includes situations where a youth has more than one contact for delinquent behavior, but none of the contacts included violent behavior, as defined above.

Consider the wishes and feelings of the child/youth/young adult as appropriate. Indicate whether the wishes and feelings of the child/youth/young adult assist in the development of strengths or create struggles for the child/youth/young adult. When assessing this item, keep in mind that the child/youth/young adult may have different relationships with adults and with children in the home. Please consider both when documenting strengths and struggles.

• Not applicable; child/youth/young adult is not in care.

1. The child/youth/young adult has developed a healthy attachment to at least one substitute care provider. The child/youth/young adult has developed a nurturing/supportive relationship with at least one substitute care provider. There is positive interaction/attachment between the child/youth/young adult and caregiver or others in the caregiver's household; the child/youth/young adult is supported and has a sense of belonging.
2. The child/youth/young adult has no conflicts with the substitute care provider. Adequate relationships exist with all family members. Interactions between the child/youth/young adult and substitute care provider (and others in the caregiver's household) are generally positive; age-appropriate attachments exist despite some problems.
3. The child/youth/young adult has some conflicts with the substitute care provider that have resulted or may result in the child/youth/young adult feeling unsafe or unaccepted in the placement; however, with support, these issues can be mitigated. The child/youth/young adult has limited relationships with the substitute care provider and family members. Problems limit positive interactions and appropriate attachments with one or more members of the substitute care provider's household.
4. The child/youth/young adult has serious conflicts with one or more members of the current substitute care provider's household. There are significant problems/conflict in the placement. Chronic problems severely interfere with the child/youth/young adult's interactions and attachments with one or more members of the substitute care provider's household.

Includes:

• Financial knowledge (e.g., handling money, banking, budgeting, bill payment);
• Work skills (e.g., having self-supporting employment) OR secondary education preparation;
• Time management;
• Housing; and
• Completing daily activities (e.g., hygiene, laundry, housekeeping, grocery shopping, cooking, basic health care, etc.).

1. The youth/young adult is prepared to function as an adult. The youth/young adult has demonstrated and practiced skills necessary for independent living and is prepared.
2. The youth/young adult is making progress toward being prepared for adulthood. The youth/young adult has had an opportunity to demonstrate and/or practice the skills included in independent living. It may be considered a strength if the youth/young adult is aware that he/she is not fully prepared but is making progress. Youth/young adult is participating in formal or informal independent living services.
3. The youth/young adult is attempting to prepare for adulthood but lacks the confidence, emotional maturity, and/or sufficient skills to live independently. The youth/young adult may have developed only some or none of the skills necessary for independent living. The youth/young adult may be fully confident of his/her ability to live independently, contrary to his/her actual skills/abilities (e.g., youth/young adult may be delaying completion of tasks to receive an extension; youth/young adult may lack a support system to provide advice after aging out).
4. The youth/young adult is not prepared or is refusing to prepare for adulthood. The youth/young adult is actively not participating in plans for preparation for adulthood or is unable to prepare in key areas that may include but are not limited to the following:

• Youth/young adult has sex offense charges and is ineligible for federal housing programs.
• Youth/young adult is in an out-of-state facility where independent living planning is impeded.
• Youth/young adult has developmental delays that impede independent functioning.

For youth/young adults age 15.5 and older, check all that apply to preparation for adulthood. The youth/young adult is receiving assistance from a regional center.

• The 15.5-year-old assessment has been completed.
• For youth/young adults age 16 or older, a referral to formal services and a credit check application have been completed.
• For youth/young adults age 17 and older, an independent living plan has been completed.
• A 90-Day Transition Meeting has been held.
• An Emancipation Conference has been held.
• The youth/young adult is participating in the extension foster care program (AB 12).

Mark “not applicable” if the caregiver does not have any strengths or needs that are relevant for case planning, beyond those captured in the domains above.
OR
An additional need or strength has been identified that:

1. Actively helps him/her create safety, permanency, and well-being for him/herself. A child/youth/young adult has an exceptional strength and/or skill that has a positive impact on family functioning. The family perceives this strength as something they can build on to achieve progress in identified need areas.
2. Is not a strength or barrier for his/her safety, permanency, or well-being. A child/youth/young adult has an area of strength or need that is not included in other domains, but this area is not relevant for case planning.
3. Is a barrier to his/her safety, permanency, or well-being. A child/youth/young adult has a need that has a moderate impact on family functioning. The family perceives that they would benefit from services and support that address the need.
4. Contributes to imminent danger of serious physical or emotional harm to the child/youth/young adult. A child/youth/young adult has a serious need that has a significant impact on family functioning.