Parent Unit 3

Table of Contents

Activity: A Support System is a Good Thing.........................................................................................1

The Treatment Team....................................................................................................................................2

Treatment Planning......................................................................................................................................2
Team Roles / Responsibilities.....................................................................................................................2
Team Partnerships........................................................................................................................................3

Partnering with Birth Families..................................................................................................................3

Interacting with Birth Parents.....................................................................................................................3
Activity: Partnering with Birth Families....................................................................................................4

Advocating for Children...............................................................................................................................7

Treatment Parent Profile: “The Coles” – Part II.....................................................................................7
Keys to Advocating......................................................................................................................................8
Advocacy Situations.....................................................................................................................................9

Developing Family Rules & Expectations.......................................................................................... 10

Samples of Family Rules.......................................................................................................................... 10

Sticky Situations Exercise........................................................................................................................ 11

Discipline Practices.................................................................................................................................... 12
Prohibited Discipline Practices................................................................................................................ 12

Reporting Child Abuse.............................................................................................................................. 12

Treatment Parent Profile: The Moore’s.................................................................................................. 13
Responding to False Allegations............................................................................................................. 14

Homework..................................................................................................................................................... 15

Developing a Family Rule........................................................................................................................ 16

Parent Unit 3 Copyright © 2014, Pressley Ridge.

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 1. Your car is in the repair shop and you just learned that it won’t be ready in time for you to attend
an important meeting at your foster child’s school. Your meeting begins in two hours.

a. What will you do? How will you get to the meeting in time? What formal or informal
supports will you call upon with such short notice?

b. As a parent in this situation, is there anything that you could have done beforehand to ensure
attending the meeting on time?

3. You received a call from your foster child’s (age 10) school to inform you that he has been
suspended for 3 days due to fighting. You and your husband work full time.

a. How will you provide the necessary supervision for the next three days? What formal or
informal supports (if any) will you call upon to help with supervision?

b. How supportive is your employer when it comes to “family matters?” Could you get time
off on short notice?

3. You’re stuck in major traffic on your way home from work and will be at least one hour late
picking up your foster child from basketball practice.

a. What will you do? What formal or informal supports will you call upon?

b. Is there anything that a parent could do in anticipation of these situations?

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Parent Unit 3
• All decisions concerning a child’s
permanency plan and course of
treatment are determined by the
treatment team. This team is a mixed
group of individuals from a variety of
systems – all of whom are connected
to the child and his/her family and
who are in a position to have a positive
influence in their lives.
Typical members of the team might include:
Even though the various team members have
somewhat different roles and relationships
with the child, they are united by a desire for
successful completion of the treatment plan.
The Treatment Plan identifies the specific
goals that the treatment parents and child
will work on. Input from the program
staff, treatment parents, child, birth parents,
caseworker/case manager, and others
knowledgeable about the child is used to
review and update the plan at prescribed
intervals.
The treatment planning process typically
involves identifying the:
• Strengths of the child and family
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• Treatment goals and objectives
• Interventions to be implemented
within the foster home, school and
community
Plans are created in each of the significant
areas (domains) of a child’s life, including:
family, education, social, and health. Each
life domain is addressed and members of the
team identify ways in which to help the child
be successful in that area.
Team Roles / Responsibilities
Treatment parents have an important role in
every phase of treatment, including:
Treatment planning: preparing for meetings with
notes and other documentation on a child’s
progress, and offering recommendations and
suggestions.
Implementing the plan: carrying out intervention
strategies within the home as outlined in the
plan, and supporting the child in achieving
goals
Evaluating the plan: observing, recording, and
reporting progress, and suggesting alternative
approaches
The treatment parents take primary
responsibility for teaching and motivating the
child in achieving the goals.
The Treatment Coordinator is the team
leader who has overall responsibility for
the child’s treatment. This person assumes
various roles and responsibilities, including:
Treatment Team Facilitator/Leader: coordinating
the work of the team, monitoring the
treatment planning process, and coordinating
additional services as needed.
Copyright © 2014, Pressley Ridge.
 Treatment Family Support and Supervision:
providing ongoing support and supervision
for treatment parents and oversight of the
home, meeting with the youth, treatment
family, and biological family, and providing
ongoing involvement and support to the
child’s biological family.
Even though members of the team
have different roles, responsibilities, and
relationships with the child and family, the
success of the plan can be influenced by the
team’s ability to work together.
Developing effective partnerships with all
members of the treatment team is critical! It
requires that all team members demonstrate a
high level of:
• Cooperation and collaboration
• Good communication/sharing
information
• Working towards the same goal
• Supporting each other
• Celebrating successes
• Giving and receiving feedback
One of the more important partnerships that
we work hard to establish is with the child’s
birth parents/family. We know that many
children will, regardless of their permanency
plan, return home when they leave our care or
the social services system.
Regardless of the many reasons that cause
children to be referred to our program, we
strive to help children develop and maintain
the best possible relationship with their family
because:
• Children only have one birth mother
and father, no matter how they were
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raised;
• Children in out-of-home placement
have experienced significant separation
and loss from parents, siblings,
extended family members, their
communities, and even family pets;
• Parents can feel isolated from their
children in the foster care system over
time; and
• Parents who are actively involved with
the treatment of their children are
better prepared for their return home.
Treatment parents may be expected to
work with the child’s biological parents as
determined by the treatment team. The
youth’s treatment team, which includes
treatment parents, will decide how involved
you might need to be with the birth family.
It may vary from speaking on the phone
occasionally, to a more active supportive role.
Unless otherwise ordered by the courts,
contact between a child and his/her birth
family is a legal right. Visits and phone calls
cannot be denied or granted as a discipline
strategy for the child.
Copyright © 2014, Pressley Ridge.
Parent Unit 3

Imagine that you’ve just lost the physical custody of your three children.

You are a single father, who was working full time until six weeks ago when you lost your job
because of the economy. It wasn’t a great job, but you had worked there long enough to finally earn
enough money to pay your bills and be off welfare.

The family’s 12 year-old car was repossessed two weeks ago.

The children’s mother is terminally ill and needs kidney dialysis due to years of alcoholism. She is
not expected to live longer than six months.

You had to move your family twice in the past 10 months, and all three kids experienced big
adjustment problems at school.

You dropped out of school in the 10th grade.

You have no extended family in the area, and no one seems willing to help you out.

You have begun to feel like killing yourself is the only answer.

Discussion Questions:

1. As this parent, how do you view your world?

2. What survival skills would you have developed?

3. How might you feel and think about the foster parents caring for your kids?

4. What is the best thing that a foster family could do for you?

Parent Unit 3 Copyright © 2014, Pressley Ridge.

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 Imagine that you’ve just lost the physical custody of your three children.

You have been married for eight years, and your spouse is away from home most of the time due to
his job as an overnight shift worker.

Your 6th grade son is seriously hyperactive and has been repeatedly suspended from school during
the past year. He doesn’t listen to you and gets so wild at home that you have to physically hold him
down to manage his behavior.

Your husband sometimes loses his temper when your son is caught hitting his younger siblings.
The husband has left bruises on him when this has happened.

Your five year-old daughter was diagnosed with mental retardation and is not yet completely toilet
trained. She suffers from frequent serious ear infections, and may become deaf as a result.

You believe that you could keep all of the kids safe and healthy if only you had more money and
support in the home.

Discussion Questions:

1. As this parent, how do you view the world?

2. What survival skills would you have developed?

3. How might you feel and think about the foster parents caring for your kids?

4. What is the best thing that a foster family could do for you?

Parent Unit 3 Copyright © 2014, Pressley Ridge.

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Parent Unit 3

Imagine that you’ve just lost the physical custody of your three children. This is the second time
that your children were taken from you.

You were born into a family where your father beat up your mother and was accused of sexually
molesting the kids. He was put in prison and your mom went to a battered women’s shelter.

Along with your siblings, you were placed in foster care at age 6 and eventually adopted.

You haven’t heard from your siblings in years and don’t know where they are.

Your children’s father left 15 months ago and has not been in contact since.

In addition to diabetes, you have been diagnosed with chronic depression.

You stopped taking your anti-depressant medication because it gives you headaches and makes you
sleep all the time.

Despite your vow to be a good parent, you are deeply afraid that you have failed as a mother.

Discussion Questions:

1. As this parent, how do you view the world?

2. What survival skills would you have developed?

3. How might you feel and think about the foster parents caring for your kids?

4. What is the best thing that a foster family could do for you?

Parent Unit 3 Copyright © 2014, Pressley Ridge.

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Treatment parenting can have an impact on
your community. People in your community
may misunderstand why your foster child
acts in a particular manner and judge them
unfairly. In addition to suffering negative
stereotyping and prejudice because of
the label “foster child,” the children our
program serves do act out their feelings in
inappropriate ways.
Your effectiveness as an advocate will likely
determine how your foster child will be
received in the community and how the
neighbors will react to any problems that
may arise. If you become extremely upset,
defensive, or overly apologetic, others may
be more likely to also react in an emotional
way. On the other hand, if you remain calm
and make it clear that you are committed to
supporting the child through good and bad
times, then your neighbors will feel confident
of your faith in the child and in your ability to
handle situations.
About six months after John was placed with
the Coles, he was still having trouble making
friends in school and often played with 10
year-old Anne and her friends. He enjoyed
having a “little sister” and the two built a
playhouse together. Bob and Sue thought that
John’s relationship with Anne was therapeutic
for John. They knew John missed playing
the role of big brother to his own younger
sister, who was placed in another foster care
program. He missed her a great deal and
worried about her often.
Then one day the Coles received a phone call
from a very upset neighbor, Mrs. Conner.
Mrs. Conner announced that her daughter,
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who was Anne’s best friend, was no longer
permitted to visit the Cole household. Mrs.
Conner saw John in the playhouse with the
young girls and accused him of touching them
inappropriately. She threatened to call the
police and to call a neighborhood meeting to
warn other families to stay away.
Mrs. Cole found herself in a situation she
hoped she would never have to face. First
came a wave of panic as she wondered if
the claim was true. But she took a deep
breath and assured Mrs. Conner that she
had personally observed John playing with
the girls on numerous occasions without any
cause for alarm.
Somehow, Sue remembered to stay cool and
address the problem in a professional manner.
“I understand that you’re worried,” she told
Mrs. Conner, “and I’m glad you brought
this to my attention first before taking it
any further. But what you’ve just described
doesn’t sound like something John would
do. Let me talk to him so we can get to the
bottom of this and I’ll call you right back.”
Sue was then faced with the dilemma of how
to ask John about the allegations without
seeming mistrustful. She sat John down at the
kitchen table and told him of the disturbing
phone call. “I told Mrs. Conner that it just
didn’t sound like you,” she said to John. “Can
you think of why she would be worried?
Could she have misunderstood something?”
John was clearly embarrassed, but with Sue’s
help, he pieced together the events of that
afternoon. As it turned out, John hadn’t
physically harmed anyone and the fondling
he was accused of was actually a hug - and
initiated by the girls! Sue confirmed the story
with her daughter, and then Sue and John
went to the Conner’s house to straighten
things out.
Copyright © 2014, Pressley Ridge.
Parent Unit 3
Afterwards, Sue called the Treatment
Coordinator, Mr. Mike. She explained about
the phone call from Mrs. Conner and how
the upset neighbor threatened not only to call
the police, but also to call a neighborhood
meeting to warn other families to stay away.
She added that she was proud of her ability
to advocate positively on behalf of John and
that the matter seemed to have been settled.
“From what you’ve told me, you did a great
job talking with Mrs. Conner about John,” Mr.
Mike told Sue. “I’m thinking that it might be
important now to sit down with John and help
him understand what gestures of affection
are appropriate both inside and out of their
home”. Mr. Mike helped Sue come up with a
plan for how she would explain this to John.
• Remain calm as you listen to the
complaint or accusation. Don’t argue.
Actively listen to feelings of anger,
disappointment, worry or concern that
are expressed. If you seriously doubt
the accuracy of someone’s complaint,
express surprise rather than disbelief.
• Remain objective and avoid pre-
judging anyone, especially the child,
before speaking with all concerned
persons. Use messages such as,
“I’m confident that we’ll work out a
reasonable solution if John really did
such a thing” or “if Lisa is the one
responsible for this.”
• Assure that you will bring the matter
up with the youth as quickly as
possible and thank the person for
bringing the problem to your attention.
• Contact the person(s) to let him or
her know that the problem has been
resolved to your satisfaction or that
a mistake has been made and you
are convinced that the youth is not
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guilty. Thank the person for his or her
concern.
• If the child is at fault, have the youth
apologize and, if appropriate, “pay-
back” as appropriate.
There are other reasons or circumstances
for which your foster child may need your
advocacy. These include when:
• The child’s behavior is misunderstood
by others.
• The child didn’t know any better; the
norms, rules or expectations weren’t
clear or unspoken.
• The child misbehaved or acted-out.
• The child is wrongfully accused of
something he didn’t do.
• The child is treated unfairly or singled
out
• The child is not getting the support or
help (proper services) he needs.
Each of these situations will require a
different advocacy approach. Perhaps in the
near future, you will have an opportunity to
attend an in-service training that focuses on
these strategies.
By engaging in skillful advocacy both outside
and inside of your treatment home, you
protect both your foster child and your family.
Not only are foster children more likely to
be perceived as “guilty” of serious offenses,
but foster parents are at a greater risk for
allegations as well. Well-intentioned or not,
people will make assumptions about what
they see or hear and may not understand your
work with troubled children.
Copyright © 2014, Pressley Ridge.
 Case #1: “Singled Out”
James is a new foster child with the Smith
family. The Smith’s have been foster parents
for 10 years and have served many children
during that time. James attends the local
elementary school where many of the Smith’s
previous foster children have gone to school.
Even though James has not had any problems
his first week in school, when his teacher
finds out that he is living with the Smith’s,
she moves James to a seat by himself right in
front of her desk. James complains about this
to the Smith’s. He doesn’t understand why he
was moved and says other kids are now giving
him a hard time about it.
• How would you approach James’s
teacher? Describe or role-play your
conversation – what would you actually
say?
Case #2: Wrongfully Accused or Lack of
Evidence?
Devon, 12 years old, has been in your foster
home for a few weeks. He seems to be
adjusting well to your home and family. The
only problem you have had with Devon is
that when you allow him to play in the back
yard, if you do not constantly supervise him,
he leaves the yard and wanders through the
neighborhood. This morning, your neighbor,
Mr. George, who lives two houses down the
street, tells you that he believes Devon broke
the light on his back porch. He saw Devon
walking through his back yard yesterday
afternoon and later he found the porch light
smashed to pieces with a large rock lying in
the middle of the broken glass. When you
question Devon, he states, “I don’t know
anything about that”.
• How would you approach Mr.
George? Describe or role-play your
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conversation with Mr. George – what
would you actually say?
Treatment families who have worked many
successful years with other people’s children
have found that developing a clear and
descriptive list of family practices helps
prevent misperceptions by the youth and
others outside of your family (teachers,
social workers, neighbors, child’s own
family members). Being vulnerable to the
perceptions and judgments of people outside
of your family can be scary.
Dealing with this risk is part of foster
parenting, and throughout this training
we will teach you a variety of skills and
procedures to prevent a variety of potential
misunderstandings from arising.
One effective tool for preventing
misunderstandings, as Mike also explained
to the Cole family, is to develop a “family
policy” which outlines the individual family’s
rules, expectations and practices. This written
outline should include everything from
general house rules concerning chores, like
keeping a bedroom neat and taking out the
trash, to more specific rules about how family
members interact with each other.
Bedroom and bathroom etiquette
Family members always close the door when
using the bathroom, and we never enter a
bathroom if the door is closed. Sharing the
bathroom is okay only when the shower and
toilet are not being used.
Dress code
Family members take their shoes off in the
hallway when entering the house, and remain
fully clothed when outside of their bedroom
Copyright © 2014, Pressley Ridge.
Parent Unit 3
and bathroom. Wearing pajamas outside
of the bedroom is okay as long as tops and
bottoms are worn.
Sharing and use of property
Family members do not take someone else’s
property without first asking for, and receiving
their permission. We also return borrowed
property when we say we will or as soon as
the owner requests the return of the item.
Trading ownership of, or giving away items
is allowed only when an adult is informed
beforehand.
Other Areas for Family Policy
Development
• Displaying affection
• Verbal communication and secrecy
• Household chores and employment
• Vacations and holidays
• Alcohol consumption
• Personal privacy
• Teasing and joking
• Care of family pets
• Dress codes
• Religious practices
• Money management
• Physical contact
So a rose is a rose is a rose - but a hug is not
always a hug. Words, gestures and tokens
of affection can all mean different things
to different families and these differences
must be acknowledged. By writing down
boundaries and expectations concerning
physical contact and displaying affection, John
learned that while hugging family members
within the home is acceptable, such behavior
in other situations may not be okay.
Clear family policies establish a “bridge”
between your customs and rules, and those
of the child’s family of origin. They help
children learn what is expected of them
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without having to make mistakes through trial
and error.
Consider that an innocent hug between parent
and child in your home may have a very
different meaning to a sexually abused child.
Likewise, even a joking comment from a
treatment parent such as, “Quiet down or I’ll
tan your hide!” can be heard quite differently
by your own children and a child who is the
victim of past physical abuse.
It is important that your family’s practices be
clearly defined to avoid misperceptions.
Situation # 1
Your neighbor telephones you and sounds
very concerned. She reports that your 12
year-old foster son Peter was abusing your
family’s dog in the yard. When you ask what
she saw, she states that he was yanking the
dog around by his leash and pulling its ears.
She also hints that she is a little concerned
for her own dog’s safety when Peter is out
in the neighborhood. When you ask Peter
about this, he reports that he was just walking
the dog and playing with it. He says that he
wasn’t angry or trying to hurt the dog.
1. What are some challenges to acting
professional in this situation?
2. What advocacy skills or approach would
you take in this situation?
3. How might a family policy address this
situation?
Situation # 2
Lisa, your 16 year-old foster daughter, has
invited two friends (a girl and a boy) over to
hang out with her for the afternoon. She has
complained about a lack of privacy due to
Copyright © 2014, Pressley Ridge.
All rights reserved worldwide.
 your 11 year- old son Stevie “spying” on her
and her friends when they visit. Later, when
you check in on them in the family room, you
do not see them. You go upstairs and find
that they are in Lisa’s bedroom with the door
closed. When you request that they either go
to the family room or keep the bedroom door
open, Lisa complains about Stevie and one of
the friends asks, “So, don’t you trust Lisa?”
1. What are the biggest challenges to acting
professionally in this situation?
2. What advocacy skills or approach would
you take in this situation?
3. How might a family policy address this
situation?
Situation # 3
Your 9 year-old foster son, Jason, is crying in
his room. When asked why he is so upset, he
says that he isn’t allowed to play with his best
friend anymore. This friend told Jason that
his mother, your neighbor, said that Jason was
no longer welcome at their house because of
his past “sexual behavior.” You are confused
how this neighbor knew about Jason being
a victim of sexual abuse because you are
certain that none of your family members
told anyone this information. When you ask
the friend’s mother for details, she stated that
Jason had told her son about his past and she
was worried about her son’s safety around
Jason.
1. What are some challenges to acting
professionally in this situation?
2. What advocacy skills or approach would
you take in this situation?
3. How might a family policy address this
situation?
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11
It is critical that treatment parents never use
physical punishment with a child. By law and
by program standards, physical punishment
is NOT an allowed discipline strategy. This
means that treatment parents may never
hit, slap, spank, kick, shake, or otherwise
physically discipline a child in care.
In addition to being forbidden, there are other
reasons for not using physical punishment:
• Research shows that abuse often
begins with punishment involving
physical contact.
• Physical punishment also reinforces
children’s belief that physical violence,
even at a limited level, is acceptable.
• Children who have experienced
physical abuse in the past are likely to
interpret any physical punishment as
abuse, resulting in re-traumatizing the
child.
• In a later unit, we will teach you more
effective discipline techniques.
Any such physical actions by treatment
parents or others must be reported to the
program immediately. These discipline
restrictions apply even though a treatment
parent may have successfully used physical
discipline while raising their own children.
In addition to physical punishment, there are
other behavior management practices that are
strictly prohibited. They include:
• Physical punishment (hitting, spanking,
shaking)
• Denying food, water, shelter (basic
needs)
• Corporal punishment
Copyright © 2014, Pressley Ridge.
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Parent Unit 3
• Punitive work assignments
• Forced physical exercise or activity
• Restraints (physical, mechanical,
chemical)
• Medication as punishment
• Seclusion and isolation
• Denial or suspension of services
Any concerned adult, regardless of their
occupation, may report suspected child
abuse by calling a Child Protective Services
office. As advocates for children everywhere,
we certainly hope that all adults would
automatically come to the aid of children
being abused. As a professional treatment
parent, however, you will be required to
report child abuse as a “mandated reporter.”
Mandated Reporters are defined as:
Any persons, who in the course of their employment,
occupation or practice of their profession come into
contact with children, shall report or cause a report to
be made when they have reason to believe that a child
coming before them in their professional capacity is an
abused child.
Al and Betty Moore know firsthand how
allegations of abuse could disrupt a family.
The couple had taken in 11 year-old Mary,
who was suspected of being physically
abused. The young girl insisted that no
such abuse had taken place and seemed to
be adjusting well. A strong relationship
was developing between Mary and the
Moores, but after about six months, Mary
came to Betty with the allegation that Al
had “touched her private parts.”
“I was quite shocked and hurt; to say the
least,” says Betty, “because I knew Mary was
lying. But I’m glad that I immediately called
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12
our program staff, Eileen, and informed
her of what was happening instead of
over-reacting.” After Eileen spoke with
the Moores and Mary, she contacted the
Child Protective Services (CPS) office
as was required. After the CPS worker
asked young Mary plenty of questions to
get the girl’s complete story, she reviewed
the Moores’ treatment documentation for
the day in question. It was discovered that
the whole family had been together at the
movies during the time that Mary said the
abuse took place. Both the CPS Worker
and Eileen quickly surmised that Mary’s
issue was not with her foster father, but
rather abuse at the hands of some other
male adult.
Once the “official” investigation
determined that Mary’s allegation was false,
Eileen turned her attention to assisting
the treatment family in their struggle to
understand why Mary turned against them
after they had worked so hard with her.
Eileen explained that it was precisely
because of their relationship that Mary was
able to risk disclosing her past abuse. Mary
knew that the Moores wouldn’t harm her;
she accused them because they represented
an emotionally safe way for this information
to come out.
Eileen helped the Moores remain calm and
allowed them to work through their hurt
and angry feelings while continuing their
support of Mary. With further investigation
and questioning, Mary finally identified her
mother’s boyfriend as the real perpetrator.
Thanks to the Moores’ caring and
understanding, Mary remained with the family
and was able to handle the stress and fear of
repeated interviews by different investigators.
Mary went on to testify against her mother’s
Copyright © 2014, Pressley Ridge.
All rights reserved worldwide.
 boyfriend in court and was able to begin the
healing process.
When working with other people’s children,
whether fostering, providing day care, driving
a school bus or leading a scout pack, we are
expected to keep the children in our care
physically safe. Treatment parents have the
additional responsibility to ensure children’s
emotional safety as well. The Moores’
commitment to Mary’s emotional well being
and their skillful partnering with program
staff allowed them to successfully meet a very
difficult challenge. The Moores’ are a good
example of what distinguishes professional
treatment parents from other types of
parents.
Our program has a procedure for reporting
suspected child abuse or neglect, and here are
circumstances of when you should immediately
contact our program staff:
• If the youth in your care makes an
allegation against you, a member of
your family, or any other person.
• If a child tells you that he is going to
report that you abused or neglected
him, whether or not you feel that this
allegation is true.
• If you suspect that a child in your
home is being abused.
• If a child is injured as a result of an act
that occurred at the hands of an adult
in your household.
Staff will call to report this to the Department
of Social Services. If the Department feels
that the allegation could be true, a social
worker will visit your home and interview you
and the child in question.
In most instances, the child making the
allegation will be temporarily moved
to a home pending the outcome of the
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13
investigation. There are mandated time frames
for completion of investigations, depending
upon your location.
This can be a challenging and frightening time
for treatment parents. Parents are encouraged
to use members of the treatment team for
support during the investigation.
There are some children who have, at times,
made false allegations. Our experience with
children who may make false allegations has
taught us that children can and do lie about
being abused for many reasons, such as:
• An expression of anger
• An attempt to change their current
placement
• A misinterpretation of the foster
parent’s actual behavior
• Because they feel it is safer to allege
actual past abuse against an innocent
and trusted person rather than against
the real perpetrator who abused them
Our experience has also taught us that with
the right supports and procedures, treatment
families can successfully live and work with
children who have falsely alleged abuse. If
treatment parents suspect or know that a
child in their care has been abused, they are
obligated to report this to program staff
immediately.
Once a verbal or written report has been
made to staff, the treatment parent’s
obligation to report has been fulfilled. Follow
up with treatment parents after their report
has been filed will continue through their
designated program staff.
It is critical to note that treatment parents are
required to report both their suspicions of
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All rights reserved worldwide.
Parent Unit 3

Parent Unit 3
 Care of family pets:

Parent Unit 3 Copyright © 2014, Pressley Ridge.

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