Domestic Violence Awareness Month is designed to unify women and men all across the world who have        been victims of domestic violence. It is important to recognize that domestic violence impacts millions of              people, and it’s not only women who are victims; many men suffer domestic violence as well. It is a problem        across every status, culture, religion, and race. There are many different forms of domestic violence as well      ,   which is why raising awareness is so critical.       
    Signs You Are In An Abusive Relationship      
    A lot of people do not realize that they are in an abusive relationship. Here are some of the signs that you            could be in an abusive relationship that you need to get out of…

• Your partner sexually or physically abuses you. If they ever make you have sex with them when you don’t want to, hit you, shove you, or push you, this is domestic abuse. 
• Your partner threatens you or your family.
• Your partner puts your down. They attack your capabilities, mental health, looks, or intelligence. They blame you for their violent outbursts.
• Your partner is jealous. They may isolate you from your family or friends or they may accuse you of not being faithful.
• Your partner is possessive. They may check up on you all of the time and they may get angry if you hang out with certain people.
• Your partner has strangled you, beat you, or hit you in the past

    Emotional Abuse
    A lot of women and men suffer from emotional abuse, and it is no less destructive. Unfortunately, emotional        abuse is often overlooked or minimized, even by those experiencing this.    
    Emotional abusers look to chip away at your feelings of independence and self-worth. You can end up feeling        like you do not have anything without your abusive partner or that there is no way out of your relationship. 
    Emotional abuse includes verbal abuse. This includes controlling behavior, intimidation, isolation, shaming,          blaming, name-calling, and yelling. Abusers who use psychological or emotional abuse will often throw about        threats of physical violence, as well as other repercussions if you do not do what they demand. 
    The scars of emotional abuse run deep, and they are very real! You may assume that physical abuse is a lot        worse, as people can end up with physical wounds and send you to the hospital. However, emotional abuse          can be just as damaging. Sometimes, it can even be worse
    Financial abuse is one of the subtler forms of emotional abuse. Some examples of this include:

• Taking your money or stealing from your wallet
• Sabotaging your job – calling constantly or making you miss work
• Preventing you from choosing your own career or working
• Restricting you to an allowance
• Withholding basic necessities, such as shelter, medications, clothes, and food 
• Making you account for every penny you spend
• Withholding credit cards or money
• Rigidly controlling your finances 

   What are the short-term effects of Domestic Violence on children?
   Children in homes where one parent is abused may feel fearful and anxious. They may always be on guard,         wondering when the next violent event will happen. This can cause them to react in different ways, depending      on their age:

• Children in preschool. Young children who witness intimate partner violence may start doing things they used to do when they were younger, such as bed-wetting, thumb-sucking, increased crying, and whining. They may also develop difficulty falling or staying asleep; show signs of terror, such as stuttering or hiding; and show signs of severe separation anxiety.
• School-aged children. Children in this age range may feel guilty about the abuse and blame themselves for it. Domestic violence and abuse hurts children’s self-esteem. They may not participate in school activities or get good grades, have fewer friends than others, and get into trouble more often. They also may have a lot of headaches and stomachaches.
• Teens. Teens who witness abuse may act out in negative ways, such as fighting with family members or skipping school. They may also engage in risky behaviors, such as having unprotected sex and using alcohol or drugs. They may have low self-esteem and have trouble making friends. They may start fights or bully others and are more likely to get in trouble with the law. This type of behavior is more common in teen boys who are abused in childhood than in teen girls. Girls are more likely than boys to be withdrawn and to experience depression.4

       
    You can help your children by:

• Helping them feel safe. Children who witness or experience domestic violence need to feel safe.  Consider whether leaving the abusive relationship might help your child feel safer. Talk to your child about the importance of healthy relationships.
• Talking to them about their fears. Let them know that it’s not their fault or your fault. Learn more about how to listen and talk to your child about domestic violence,
• Talking to them about healthy relationships. Help them learn from the abusive experience by talking about what healthy relationships are and are not. This will help them know what is healthy when they start romantic relationships of their own.
• Talking to them about boundaries. Let your child know that no one has the right to touch them or make them feel uncomfortable, including family members, teachers, coaches, or other authority figures. Also, explain to your child that he or she doesn’t have the right to touch another person’s body, and if someone tells them to stop, they should do so right away.
• Helping them find a reliable support system. In addition to a parent, this can be a school counselor, a therapist, or another trusted adult who can provide ongoing support. Know that school counselors are required to report domestic violence or abuse if they suspect it.
• Getting them professional help. Cognitive behavioral therapy (CBT) is a type of talk therapy or counseling that may work best for children who have experienced violence or abuse. CBT is especially helpful for children who have anxiety or other mental health problems as a result of the trauma. During CBT, a therapist will work with your child to turn negative thoughts into more positive ones. The therapist can also help your child learn healthy ways to cope with stress.

    Bullying is when a person is picked on over and over again by an individual or group with more            power, either in terms of physical strength or social standing. Kids who are bullied can experience      negative physical, school, and mental health issues. Kids who are bullied are more likely to                  experience depression and anxiety, increased feelings of sadness and loneliness, changes in sleep      and eating patterns, and loss of interest in activities they used to enjoy, decreased academic                achievement and they are more likely to miss, skip, or drop out of school.        
    Here are some things you can do to combat psychological and verbal bullying.
    Ignore the bully and walk away. Bullies thrive on the reaction they get, and if you walk away or ignore            hurtful emails or instant messages, you’re telling the bully that you just don’t care.      
    Hold the anger. That’s exactly the response he or she is trying to get, and want to know they have control          over your emotions.   
    Don’t get physical. Not only are you showing your anger, but you also can never be sure what the bully will        do in response. You are more likely to be hurt and get into trouble if you use violence against a bully.
    Practice confidence. Practice ways to respond to the bully verbally or through your behavior. Practice feeling      good about yourself.  
    Talk about it. It may help to talk to a guidance counselor, teacher, or friend — anyone who can give you the        support you need. Talking can be a good outlet for the fears and frustrations that can build when you’re being      bullied.
    Parents, school staff, and other adults in the community can help kids prevent bullying by talking about it,            building a safe school environment, and creating a community-wide bullying prevention strategy.  They can: 

• Help Kids Understand Bullying:  Talk about what bullying is and how to stand up to it safely. Tell kids bullying is unacceptable. Make sure kids know how to get help.
• Keep the Lines of Communication Open: Check in with kids often. Listen to them. Know their friends, ask about school, and understand their concerns.
• Help kids take part in activities: Special activities, interests, and hobbies can boost confidence, help kids make friends, and protect them from bullying behavior.
• Model How to Treat Others with Kindness and Respect

                 OCTOBER ANNIVERSARYs               
CASA VOLUNTEERS

Jacquie Bonano-3yrs
Kim Tuleu-4yrs
Nina Soonthornthiti-4yrs
Zoe Vallotton-3yrs
​

​In the coming weeks, your supervisor will be providing you with a wish list for your
CASA Jefferson child to fill out. There are 2 different wish lists - one is for children 12 and
under and the other is for children 13 and over. Please have your CASA child, foster parent
and/or parent complete the correct wish list and return to you ASAP.  Other children in the home
who are not CASA children should NOT fill out a wish list. Also, don’t forget to set the expectation
that every item wished for - may not be received.
If you have any questions, don’t hesitate to contact your supervisor.

​ 
EARN IN-SERVICE
TRAINING HOURS
 
The Louisiana Child Welfare Training Academy (LCWTA) has partnered with Louisiana CASA
to allow advocates an online account to access training in their LCWTA eLearning System. 
You can access the on-line training on any computer or smartphone.
 
There are over 25 courses available.
You can earn up to 22.5 in service hours.    
 
To access the on-line training site, go to: https://moodle.lcwta.org/login/index.php
To log in:
Username is Your Email Address
Temporary Password: CasaJeff123*
Reminder: All advocates are required to have 12 hours of In-Service training hours
​by the end of the year (1 hour per month).
 
If you have any questions, please call Wanda Smith: 504 620-5887 or email wsmith@casajefferson.org.

​

1. Learn All You Can About Your Child's Special Needs                                                          Information is power, and parents need to start with the facts about their child's special needs.                Try and keep emotion out of it; parents need to have fact-based knowledge from their child's            doctors, specialists, special education experts, parents of kids with similar special needs,               attorneys, teachers, and anyone else who can provide information.
2. Ask Lots of Questions and Listen to Answers                                                                             Become like a reporter: Ask questions like, "who, what, where, when, why and when" and then           listen carefully to the answers you receive. Research relevant questions and then document           responses instead of simply relying on your memory. Learn how to best ask questions and don't           come across as antagonistic or defensive to get the best open and honest replies.
3. Be a Problem-Solver, Not a Problem-Maker                                                                               Working together to solve problems with a child's teacher or childcare provider typically nets better     results than becoming a problem maker. Propose solutions or create a possible plan that works best         for child-parent-provider/teacher. Be open-minded and hear proposed solutions from the educational         side as well.
4. Really Get to Know Your CASA’s Child Care Provider or Teacher                                                  Don't assume that childcare providers or teachers don't want to meet your child's unique needs              and provide educational benefits. Most do. However, a wide range of need combined with                  limited resources often creates the potential for conflict between what reasonably can be provided            vs. parents wanting what they believe is "best" for their kids. CASAs, foster parents and teachers        should do everything possible to establish a positive, partnership-based learning approach                      and team together.

What Is an IEP?
An Individualized Education Program (IEP) is guided by the 
Individuals with Disabilities Education Act (IDEA) and provides special education and related services
to a student who is identified as having a disability that negatively impacts her ability to receive
academic instruction. A student who receives special education services is entitled to modification
of curriculum, classroom accommodations, specialized instruction, and related services such as
occupational therapy, physical therapy, speech therapy and/or counseling. A student with an IEP is
re-evaluated every three years to determine continued eligibility. However, a parent can request
a re-evaluation sooner than three years, but not less than one year. An IEP is also reviewed annually.
​
What Does an IEP Include?
A good IEP will include the following components:
1. Present Levels of Performance (PLP)
This is a summary that describes current specific, measurable, objective baseline
information for each area affected by the disability.

2. Goals:
These are descriptions of what a student can reasonably be expected to accomplish                     
within a 12-month period with the provision of special education services.                                         

3. Least Restrictive Environment (LRE):
According to IDEA, IEPs should provide the greatest exposure to and interaction with
general education students and persons without disabilities.

4. Assistive Technology (AT):
Every IEP must consider technology programs, services, or devices that a
student must have to be successful.

5. Description of Special Education Services:
This indicates the time, frequency, and any related services that the student needs, as well
as the amounts of time these services will be provided. The amount of time and areas in which
the student will be removed from the general education setting are also identified.

What Is a 504 Plan?
A 504 Accommodation Plan is guided by the Americans with Disabilities Act (ADA) 
to ensure that a student with a disability has access to accommodations
that improve academic functioning.

In order to qualify for a 504 Plan, a student must have a diagnosis for a physical or
​emotional disability, or impairment (e.g., ADHD) that restricts one or more major life activities
(e.g., attention, class participation). 504 Accommodation Plan can also provide extended time or
small group administration for statewide testing for your child. It can allow for accommodations
like frequent breaks, fidgets, or modified homework assignments.

Who Qualifies for an IEP or a 504 Plan?
​IDEA regulations issued by the U.S. Department of Education in 1999 make it clear that
attention deficit hyperactivity disorder (ADHD or ADD) is included in the list of “other
health impairments” that could render a child eligible for special education services in an IEP.
However, not all children with ADHD qualify for an IEP. To qualify, the ADHD must
adversely affect a child’s educational performance.

Section 504 is actually a civil rights law, designed to protect the rights of individuals with
disabilities in programs and activities that receive federal assistance from the Department of Education.
​A student is eligible as long he/she currently has or has had a physical or mental impairment
which substantially limits a major life activity. Students who have ADHD may qualify if their
ADHD “substantially limits” their ability to learn.
Instead of having an IEP, students who qualify under Section 504 are required to have a
plan that specifies any accommodations that will be made in the classroom. Accommodations for
the ADHD student may include allowing extra time to complete assigned work or breaking
long assignments into smaller parts.

How Can I Get an IEP or 504 Plan for My CASA Child?
Contact your CASA child's teacher and set up a meeting.

AUGUST ADVOCATE BIRTHDAYS

​​Adriane Ali
Ann Palmisano
Chelsea Slattery
Leslie Smith
Rodreca Gant
Shanna Johnson
Susan Pleva
Venessa Stemley
​

    
    

                JULY ANNIVERSARY           
​CASA VOLUNTEERS

Andy Hammer – 9yrs
​

     Everything an Advocate learns about a child and the child’s family in the course of their advocacy is confidential. You will sign a      Statement of Confidentiality at pre-service training and every time you are assigned a new case. As an Advocate, start with the      assumption that information cannot be disclosed to anyone.  This includes information an Advocate may learn during the course of his/her advocacy about children assigned to another Advocate.  The advocate shall adhere to the following guidelines with              respect to maintain confidentiality and respecting the privacy of others in all matters relating to an assigned case. The                  guidelines are set out below, they govern circumstances in which the CASA Advocate requests or receives information. These          guidelines cannot cover every possible situation which may arise. If in doubt as to whether certain information can be shared,        always check with the Advocate Coordinator.

• An Advocate may share information with the CASA Jefferson staff, other sworn Advocates, the Court and DCFS.  In some instances, an Advocate may share information with the child’s therapist or treating physician but check with the Advocate Supervisor first.
• An Advocate may never share information with a foster parent or the biological parents, or other relatives, teachers or tutors.
• An advocate is not allowed to disseminate documents to any of the parties, their attorneys, and or collateral sources which are covered by state and/or federal confidentiality laws. These documents may include drug and alcohol evaluation/records; involuntary mental health treatment and rape crisis center information; and some criminal histories.
• An advocate should not promise a child or any party to the case that his/her statements will be kept secret or confidential.
• Cases involving parties who are known to the CASA program as being HIV positive, having AIDS and/or having other sexually transmitted diseases (STD’s) are governed by an additional confidentiality protocol to which the Advocate must adhere. If, after accepting a case, the CASA advocates learn it involves a STD, the CASA advocate should immediately contact their Advocate Coordinator to obtain the protocol.
• An advocate must disclose confidential information learned during an investigation in three circumstances:              1. When consulting with CASA staff who must be provided all significant case specifics known to the CASA Advocate          2. When ordered by the court in a hearing or trial                                                                                           3. When the CASA Advocate thinks that there is reasonable cause to believe that a child has suffered                     physical and/or sexual abuse.   

    Confidentiality is not an easy task, but it is vital.  Remember that an Advocate is to gather                               
    information and not dispense it.  When asked questions by others seeking information, politely explain that                         
    CASA's are bound by confidentiality laws. 

    Court Attendance and Court Reports 
     In order to properly apprise the Court of a child’s situation and thereby advocate for that child’s best interest, an                           Advocate is required to provide the Court with a written report and attend hearings so that the Advocate may                               testify as to his/her findings.
     Court reports are due to the Court for all Disposition hearings, ASFA hearings, Permanency hearings, and                                      most Status Reviews.  Reports are due to the Advocate Supervisor three weeks prior to the court date.                                       The Advocate Supervisor will meet with the Advocate and discuss the reports.  These reports are confidential                                  and may be presented only to the Court and the attorneys for the parties involved.  This includes the attorney                          f  or DCFS, the child’s attorney, and the attorney for the parents.
If   there is any information included in a report that the Advocate and Advocate Supervisor believe should
     not be shared with all parties, then a CASA can request a protective order, which, if granted by the
    Court, would limit information provided.
An Advocate should always testify at a Court hearing, even if others have addressed all issues for the
    Court’s attention.  An Advocate should read all of his/her recommendations into the record, so the Court will
k   now that CASA has a position regarding the child and the child’s circumstances.
 
    Case Assignment Exception
    A volunteer will not be assigned more than two sibling/family groups at a time.  An exception may be granted at the
    discretion of the CASA staff; however, the decision to permit a high caseload shall be documented as to the justification
for and reasonableness of the exception.  Under the exception, a volunteer will not be assigned to more than
f    five family/sibling groups.
    
    Transportation of Children and Families
    While an Advocate is permitted and encouraged to visit their child in a variety of scenarios, Advocates are prohibited
f   from transporting the child in their vehicle.  Additionally, Advocates may not transport family members. 
    This falls outside the role of Advocate.
    
    CASA Children Visiting Advocate’s Home
    Advocates are strictly prohibited from allowing any child appointed to the CASA Jefferson program access to their
    home, regardless of whether they are the Advocate appointed to the child.  Advocates should not disclose
    their home or employment addresses to any child, biological parent or foster parent.  Doing so exceeds the scope
    of advocacy and is potential grounds for dismissal from the CASA Jefferson program.
    
    Contact with the Child and Other Participants  
Each advocate is required to see, face-to-face and outside the Court, each month, the children for
    whom they advocate, regardless of the child’s age.  Additionally, phone contact on a weekly basis is required.
    An exception may be granted at the discretion of the CASA program; however, the decision to permit less   
    frequent in person contact shall be documented as to the justification for the less frequent contact. 
    There are two reasons for this.  First and foremost, an Advocate must ascertain whether a child is
    safe in his/her environment.  This can only be achieved by seeing the child and the home in which he/she resides. 
    This is true regardless of whether the child resides in a foster home, a treatment facility, a relative placement,
    or their parents’ home.  Safety is a paramount concern, and every effort should be made to insure the child is
    safe and free from harm.
    Secondly, a child needs to know that his/her advocate is truly there for them.  Children who have been
    abused and/or neglected are often slow to trust anyone is really there for them, wanting what is best for them.   
    Seeing their Advocate consistently helps build trust and confidence.
     One thing an Advocate must always remember:  An Advocate NEVER takes the child to the
     Advocate’s home, even in an emergency.  This is strictly prohibited.
Advocates are required to maintain adequate contact with all other parties and participants, also known as
collaterals.  This includes, but is not limited to, parents, relatives, foster parents or other caregivers, the DCFS
case manager, teachers, therapists, tutors, or anyone else with pertinent information regarding the child.
DCFS case managers, parents and caregivers should be contacted at least monthly, more often if the situation
requires it. Teachers, therapists, tutors and others should be contacted at least quarterly
and always before a court report is written. Contact should be more often if the situation requires it.
   
    Dual Role Policy
    CASA Advocates cannot perform multiple roles in the lives of children who are under the jurisdiction of the   
    Jefferson Parish Juvenile Court.  If you are a CASA Advocate; you cannot be a foster or adoptive parent, mentor,
visor perform in another capacity that may create role confusion or a conflict of interest. 
    Should you have an interest in serving children in addition to being an Advocate, you will be referred to another
    court’s jurisdiction and it will be up to that agency or court to determine your suitability for service.
 
    CASA Jefferson Identification
    At no time is the CASA Jefferson identification badge to be used for any purpose other than to gather information
    regarding a child to whom the Advocate is currently assigned.  Advocates are prohibited from representing themselves
    as an Advocate for anyone for whom they are not assigned, either by the CASA Jefferson program or the
    Jefferson Parish Juvenile Court, or from using their CASA identification in any way or in any matter to which
    they are not appointed. The only exception to this policy is where an Advocate is a certified foster parent or
    visiting resource for a child that has been appointed to the CASA Jefferson program and to whom
    the Advocate is not assigned as a volunteer.
 
    Suspected Abuse and/or Neglect
    CASA Jefferson Advocates are required to report any suspected abuse and/or neglect of any child to the 
    appropriate authorities and to their Advocate Supervisors.  In Louisiana, the appropriate authority would be
    the Department of Children and Family Services for the parish in which the abuse or neglect occurred or
​    any law enforcement agency of the city or parish in which the incident occurred.
    Failure to report child abuse or neglect is possible grounds for dismissal from the CASA Jefferson program.
                                      

   
​  To our new advocates that were     
sworn-in on Tuesday, April 4, 2023
​

​From left to right: William Broderick, Kayne Stewart, Judge Amanda Calogero,
Amanda Melvin, Kathleen Langan, Rodreca Gant      

With your help, we will work towards decreasing
the number of children on our waitlist.
Currently we have 49 children waiting
to be assigned a CASA volunteer.
We are excited to have you on board.
Thank you for your commitment to advocate
for a Jefferson Parish foster child.  
                        
                                    -Wendy Magee                                           
                               CASA Jefferson                                     Executive Director

​                    Make a difference by joining us for 24 hours of giving to benefit our                                          regional nonprofits. GiveNOLA Day is a 24-hour event                     hosted by the Greater New Orleans Foundation.     
                        Together, let’s inspire people to give generously so that we can                             make our region stronger and creating a thriving community for all.
 
                           Thank You in advance for supporting                            CASA Jefferson on  GiveNola Day!
 
 https://www.givenola.org/casa-jefferson-inc
 
 

​

 
​          This year’s National Children’s Mental Health Awareness Day is observed on May 11.                  It is a day to raise awareness of the importance of every child’s mental health. Mental health is a
serious issue in modern societies. The mental health of children is even more so. According to the data from the
C.D.C., one in six children between the ages of two and eight has a mental or behavioral disorder.
Children are the most precious thing in the world. Children with serious mental illness and severe emotional
disturbance need full-time care and treatment. Even the family of such a child needs help to cope with the situation.                   This is a day to help them by encouraging them into therapy. Conditions like A.D.H.D. as well as anxiety and                   behavioral disorders can be diagnosed and treated to help the child have a better life.
 
Building capacity in schools
The biggest challenge facing mental health care providers right now, experts say, is a shortage of
providers trained to meet the mounting needs of children and adolescents.
“There’s a growing recognition that mental health is just as important as physical health in young
people’s development, but that’s happening just as mental health services are under extreme strain,”
said clinical psychologist Robin Gurwitch, PhD, a professor in the Department of Psychiatry and
​Behavioral Sciences at Duke University Medical Center.

Schools, for example, are a keyway to reach and help children—but a 2022 Pew Research
                     Center survey found that only about half of U.S. public schools offer mental health assessments                                           and even fewer offer treatment services. Psychologists are now ramping up efforts to better equip                                      schools to support student well-being onsite. Much of that work involves changing policies at the school
or district level to provide more support for all students. For example, school connectedness—the degree to
which young people feel that adults and peers at school care about them and are invested in their
success—is a key contributor to mental health. Youth who felt connected during middle and high school have fewer
problems with substance use, mental health, suicidality, and risky sexual behavior as adults
(Steiner, R. J., et al., Pediatrics, Vol. 144, No. 1, 2019).

Through its What Works in Schools program, the CDC funds school districts to make changes
that research shows foster school connectedness. Those include improving classroom management,
implementing service-learning programs for students in their communities, bringing mentors from the
community into schools, and making schools safer and more supportive for LGBTQ+ students.
Psychologists are also building training programs to help teachers and other school staff create supportive
classrooms and aid students who are in distress. Classroom WISE (Well-Being Information and
Strategies for Educators), developed by the Mental Health Technology Transfer Center Network and
the University of Maryland’s National Center for School Mental Health (NCSMH), is a free, flexible online
course and resource library that draws on psychological research on social-emotional
                                     learning, behavioral regulation, mental health literacy, trauma, and more                                       (Evidence-Based Components of Classroom WISE (PDF, 205KB), NCSMH, 2021).

Telehealth, nearly ubiquitous these days, is one of the best ways to do that. In South Carolina,
psychologist Regan Stewart, PhD, and her colleagues co-launched the Telehealth Outreach Program at
the Medical University of South Carolina in 2015. Today, nearly every school in the state has telehealth equipment (Wi-Fi and tablets or laptops that kids can use at school or take home) and access to providers (psychology and social work graduate students and clinicians trained in trauma-focused cognitive behavioral therapy). Students who need services, which are
free thanks to grant funding or covered by Medicaid, meet one-on-one with their clinician during the school day
or after hours (American Psychologist, Vol. 75, No. 8, 2020).

To learn more go to: https://www.cdc.gov/childrensmentalhealth/index.html

The statistics are sobering. Nearly 1 in 3 teen girls report having seriously considered suicide in
the past year. One in 5 teens identifying as LGBTQ+ say they attempted suicide in that time.
Between 2009 and 2019, depression rates doubled for all teens. And that was before the COVID-19 pandemic.

The question is: Why now?
"Our brains, our bodies, and our society have been evolving together to shape human
development for millennia. ... Within the last 20 years, the advent of portable technology
and social media platforms [has been] changing what took 60,000 years to evolve," Mitch Prinstein,
the chief science officer at the American Psychological Association (APA), told the Senate
Judiciary Committee this week. "We are just beginning to understand how this may impact youth development."

Teen girls and LGBTQ+ youth plagued by violence and trauma, survey says
Prinstein's 22-page testimony, along with dozens of useful footnotes, offers some much-needed
clarity about the role social media may play in contributing to this teen mental health crisis.
For you busy parents, caregivers and educators out there, we've distilled it down to 10 useful takeaways:
1. Social interaction is key to every child's growth and development.
Humans are social creatures, and we learn through social interaction. In fact, said Prinstein,
"numerous studies have revealed that children's interactions with peers have enduring effects on
their occupational status, salary, relationship success, emotional development, mental health, and even
on physical health and mortality over 40 years later. These effects are stronger than the effects
of children's IQ, socioeconomic status and educational attainment."
This helps explain why social media platforms have grown so big in a relatively short period of time.
But is the kind of social interaction they offer healthy?
2. Social media platforms often traffic in the wrong kind of social interaction.
What's the right kind, you ask? According to Prinstein, it's interactions and relationship-building
"characterized by support, emotional intimacy, disclosure, positive regard, reliable alliance
(e.g., 'having each other's backs') and trust." The problem is, social media platforms often
(though not always) emphasize metrics over the humans behind the "likes" and "followers,"
which can lead teens to simply post things about themselves, true or not, that they hope will
draw the most attention. And these cycles, Prinstein warned, "create the exact opposite qualities
needed for successful and adaptive relationships (i.e., [they are] disingenuous, anonymous,
depersonalized).In other words, social media offers the 'empty calories of social interaction,'
that appear to help satiate our biological and psychological needs, but do not contain any of the
healthy ingredients necessary to reap benefits." In fact, research has found that social
media can actually make some teens feel lonelier.
3. It's not all bad.
The APA's chief science officer also made clear that social media and the study of it are both
too young to arrive at many conclusions with absolute certainty. In fact, when used properly,
social media can feed teens' need for social connection in healthy ways.
"Research suggests that young people form and maintain friendships online. These relationships often
afford opportunities to interact with a more diverse peer group than offline, and the relationships are
close and meaningful and provide important support to youth in times of stress."
What's more, Prinstein pointed out, for many marginalized teens, "digital platforms provide animportant
space for self-discovery and expression" and can help them forge meaningful relationships
that may buffer and protect them from the effects of stress.
4. Adolescence is a "developmentally vulnerable period" when teens crave
social rewards, but don't have the ability to restrain themselves.
That's because, as children enter puberty, the areas of the brain "associated with our craving for
'social rewards,' such as visibility, attention and positive feedback from peers" tend to develop well
before the bits of the brain "involved in our ability to inhibit our behavior, and resist temptations,
" Prinstein said. Social media platforms that reward teens with "likes" and new "followers" can trigger
and feed that craving.
5. "Likes" can make bad behavior look good.
Hollywood has long grappled with groups of parents who worry that violent or overly sexualized
movies can have a negative effect on teen behavior. Well, similar fears about teens witnessing bad
behavior on social media might be well-founded. But it's complicated. 
"Research examining adolescents' brains while on a simulated social media site, for example, revealed
that when exposed to illegal, dangerous imagery, activation of the prefrontal cortex was observed
suggesting healthy inhibition towards maladaptive behaviors," Prinstein told lawmakers.
So, that's good. The prefrontal cortex helps us make smart (and safe) decisions. Hooray for the prefrontal
cortex! Here's the problem.
When teens viewed these same illegal and/or dangerous behaviors on social media alongside icons
suggesting the negative content had been "liked" by others, the part of the brain that keeps us safe
stopped working as well, Prinstein said, "suggesting that the 'likes' may reduce youths' inhibition
(i.e., perhaps increasing their proclivity) toward dangerous and illegal behavior."
In other words, bad behavior feels bad — until other people start liking it.
6. Social media can also make "psychologically disordered behavior" look good.
Prinstein spoke specifically about websites or online accounts that promote disordered-eating
behaviors and nonsuicidal self-injury, like self-cutting. "Research indicates that this content has
proliferated on social media sites, not only depicting these behaviors,
but teaching young people how to engage in [them], how to conceal these behaviors from adults,
actively encouraging users to engage in these behaviors, and socially sanctioning those who express
a desire for less risky behavior."
7. Extreme social media use can look a lot like addiction.
"Regions of the brain activated by social-media-use overlap considerably with the regions involved
in addictions to illegal and dangerous substances," Prinstein told lawmakers.
He cited a litany of research that says excessive social media use in teens often manifests some of the
same symptoms of more traditional addictions, in part because teen brains just don't have the kind
of self-control toolbox that adults do.
8. The threat of online bullying is real.
Prinstein warned lawmakers that "victimization, harassment, and discrimination against racial,
ethnic, gender and sexual minorities is frequent online and often targeted at young people.
LGBTQ+ youth experience a heightened level of bullying, threats and self-harm on social media."
More LOLs, Fewer Zzzs: Teens May Be Losing Sleep Over Social Media
And online bullying can take a terrible physical toll, Prinstein said: "Brain scans of adults and youths reveal that
online harassment activates the same regions of the brain that respond to physical pain and trigger a
cascade of reactions that replicate physical assault and create physical and mental health damage."
According to the Centers for Disease Control and Prevention, "youth who report any involvement with
bullying behavior are more likely to report high levels of suicide-related behavior than youth who
do not report any involvement with bullying behavior."
9. It's hard not to compare yourself to what you see in social media.
Even adults feel it. We go onto social media sites and compare ourselves to everyone else out there,
from the sunsets in our vacation pics to our waistlines – but especially our waistlines and how we look,
or feel we should look, based on who's getting "likes" and who's not. For teens, the impacts of such
comparisons can be amplified. Psychological science demonstrates that exposure to this online content
is associated with lower self-image and distorted body perceptions among young people. This exposure
creates strong risk factors for eating disorders, unhealthy weight-management
behaviors, and depression," Prinstein testified.
10. Sleep is more important than those "likes."
Research suggests more than half of adolescents are on screens right before bedtime, and that can
keep them from getting the sleep they need. Not only is poor sleep linked to all sorts of downsides,
including poor mental health symptoms, poor performance in school and trouble regulating stress,
Prinstein said, but "inconsistent sleep schedules are associated with changes in structural brain
development in adolescent years. In other words, youths' preoccupation with technology and social
media may deleteriously affect the size of their brains."

                      If you or someone you know may be considering suicide, contact the 988                                     Suicide & Crisis Lifeline by dialing or texting 9-8-8.
 
To learn more for to:
https://www.npr.org/2023/02/16/1157180971/10-things-to-know-about-how-social-media-affects-teens-brains

​AmazonSmile is a simple and automatic way for you to support your favorite
charitable organization every time you shop, at no cost to you. When you shop at
smile.amazon.com, you’ll find the exact same low prices, vast selection and
convenient shopping experience as Amazon.com, with the added bonus that Amazon
will donate a portion of the purchase price to your favorite charitable organization.

How do I shop with AmazonSmile?
To use AmazonSmile, simply go to smile.amazon.com on your web browser
or activate AmazonSmile in the Amazon Shopping app on your iOS or Android
phone within the Settings or Programs & Features menu.

How do I select a charitable organization to support with AmazonSmile?
On your first visit to AmazonSmile, you will be prompted to select a charitable
organization to receive donations from your future eligible AmazonSmile purchases.
(Search for CASA Jefferson) AmazonSmile will remember your selected charity
whenever you shop at smile.amazon.com or with AmazonSmile activated in the
Amazon Shopping app, and then every eligible purchase you make through AmazonSmile
will result in a donation for your selected charity..

How much of my purchase does Amazon donate?
The AmazonSmile Foundation will donate 0.5% of the purchase price from your
eligible AmazonSmile purchases. The purchase price is the amount paid for the item
minus any rebates and excluding shipping & handling, gift-wrapping fees, taxes,
or service charges. restrictions may apply.
 

​Cindy Zandi
Mary Vastola
Rosilia Paz
​

Daimon Ponthieux-13yrs
Judith Gambino-7yrs
Taffy Autry-6yrs
Stacy Glago-4yrs
​

​Our Mission is to break the cycle of child abuse and neglect through
volunteers advocating for safe, nurturing, and permanent homes for
foster children in our community.
 
Our Vision is to have volunteers recruited, trained, and
assigned to every child in the
foster care system in Jefferson Parish.

     ​
Child Abuse Prevention Month is an annual observance in the
United States dedicated to raising awareness and preventing child abuse.
April has been designated Child Abuse Prevention Month in the United States since 1983.
"During National Child Abuse Prevention Month, we recommit to giving every child a
chance to succeed and to ensuring that every child grows up in a safe, stable, and
nurturing environment that is free from abuse and neglect."

In 2008, Prevent Child Abuse America declared the pinwheel as the national symbol
for child abuse prevention through the campaign, Pinwheels for Prevention.
Pinwheels symbolize the notions of playfulness, joy, and childhood. It serves as a reminder
of the great childhoods we want for all children. The cyclical nature of the pinwheel depicts
positive cycles of love and support we want to help families create.

CASA Jefferson encourages all advocates to display pinwheels at their homes and/or
workplaces to raise awareness of Child Abuse Prevention.
Please contact your supervisor to pick up pinwheels from our office.

CASA Jefferson Volunteer Advocates
 
If you know anyone who would be interested in becoming a volunteer,
please have them contact Ms. Margaret
at 504-533-8757 mether@casajefferson.org
 
With your help, we will work towards decreasing the number of children
on our waitlist. Currently we have 40 children waiting to be assigned to a
CASA volunteer. Thank you in advance for spreading our CASA Jefferson
mission to all of your family, coworkers and friends.
                                                                              
--- Wendy Magee
        CASA Jefferson
             Executive Director​

This year CASA Jefferson is participating in the Run for it Charity Event
held on April 8th (Easter Weekend) at City Park. Help us reach our goal of 10k
and help us continue our work to break the cycle of child abuse and neglect.
​You can either run/walk/jog in person or virtually.
 
Registration Link: www.runsignup.com/Race/65952/Charity/6882
​

    What is abuse/neglect?                                                                                                                        The Louisiana Children’s Code provides the following definitions of abuse and neglect
      neglect by a parent or caretaker:                                                                                                              
   "Caretaker" means any person legally obligated to provide or secure adequate care for a child,               including a parent, tutor, guardian, legal custodian, foster home parent, an employee of a public or            day care center, an operator or employee of a registered family child day care home providing a                residence for the child.   
    “Abuse” means any one of the following acts which seriously endanger the physical, mental, or
     emotional health and safety of the child:

• The infliction, attempted infliction, or, as a result of inadequate supervision, the allowance of the infliction or attempted infliction of physical or mental injury upon the child by a parent or any other person.
• The exploitation or overwork of a child by a parent or any other person, including but not limited to commercial sexual exploitation of the child.                                                                               
• The involvement of the child in any sexual act with a parent or any other person, or the aiding or toleration by the parent, caretaker, or any other person of the child's involvement in any of the following:
• Any sexual act with any other person.
• Pornographic displays.
• Any sexual activity constituting a crime under the laws of this state.
• A coerced abortion conducted upon a child.
• Female genital mutilation as defined by R.S. 14:43.4.

    “Neglect” means the refusal or unreasonable failure of a parent or caretaker to supply the child with         necessary food, clothing, shelter, care, treatment, or counseling for any injury, illness, or condition of      the child, as a result of which the child's physical, mental, or emotional health and safety is                      threatened or impaired. Neglect includes prenatal neglect. Consistent with Article 606(B), the inability      of a parent or caretaker to provide for a child due to inadequate financial resources shall not, for that        reason alone, be considered neglect.
    "Prenatal neglect" means exposure to chronic or severe use of alcohol or the unlawful use of any       y controlled dangerous substance, or in a manner not lawfully prescribed, which results in symptoms of        withdrawal in the newborn or the presence of a controlled substance or a metabolic thereof in his body    , blood, urine, or meconium that is not the result of medical treatment, or observable and harmful              effects in his physical appearance or functioning.

    ​What are the signs and symptoms of child abuse and neglect?
    The first step in helping abused or neglected children is learning to recognize the signs of child abuse        and neglect.  The presence of a single sign does not prove child abuse is occurring in a family;                  however, when these signs appear repeatedly or in combination you should take a closer look at the          duration and consider the possibility of child abuse.
     Substance Exposed Newborns Reporting and Notifications   
    The impact of in-utero exposure to substances on a newborn and their family can be detrimental.  Withe increasing opioid epidemic, a new emphasis has been placed on the impact of these substances on newborns and their families.  
    Definitions Related to Substance Exposed Newborns
    “Newborn” means a child who is not more than 30 days old, as determined within a reasonable                degree of medical certainty by an examining physician.
    "Prenatal Neglect" means exposure to chronic or severe use of alcohol or the unlawful use of any           controlled dangerous substance, as defined by R.S. 40:961 et seq., or in a manner not lawfully                 prescribed, which results in symptoms of withdrawal in the newborn or the presence of a controlled           substance or a metabolic thereof in his body, blood, urine or meconium that is not the result of                 medical treatment, or observable and harmful effects in his physical appearance or functioning.  
A "Mandatory Reporter" is any of the following individuals: a health practitioner; mental health/social        service practitioner; member of the clergy; teacher or child care provider; police or law enforcement        officer; commercial film or photographic print processor; mediator; parenting coordinator; court-              appointed special advocate volunteer (CASA); organizational or youth activity provider and/or school        coach.

​Family Preservation Court (FPC) focuses on ensuring healthy, sober, and
safe parenting with the goal of family reunification while complying with the
Adoption and Safe Families Act (ASFA) of 1997. Our FPC is available to eligible
families who are involved with the Department of Children and Family Services
(DCFS) and is designed to improve the safety and well-being of children.
 
We seek to provide parents with substance abuse treatment, structure, support
and the individualized services they need to achieve and maintain recovery and
develop the skills necessary to provide a safe home and successful life for
themselves and their children. The children will remain in the home with the
parent while the parent goes through treatment program.
 
Through this collaborative, non-adversarial approach, FPC integrates substance abuse
treatment and increased accountability into the process by utilizing the 10 key
Components of the Drug Court model. The goal is to give parents faster access to
treatment, the ability to stay in treatment longer and more access to treatment as
needed. With the intense intervention that FPC provides, the Judge and DCFS can
make faster and more well-informed decisions on the client’s ability to parent.
 
CASA’s are assigned to FPC cases and advocates for the child’s best interest while their
parent is going through the FPC program. Parents voluntarily enter the program and
agree to sign an FPC Participation Agreement. This agreement establishes the program
rules and explains how clients will be held accountable.
 
At first, clients appear in court every two weeks, with the frequency of court appearances
decreasing as clients progress through the program. Incentives are awarded to
recognize clients’ achievements and graduated sanctions are used when they violate
program rules. The minimum length of time to complete the program is twelve months.

For more information, please talk to your CASA supervisor.

(Article from Lafayette Louisiana TV news station KLFY.com)
 

Louisiana has had nearly 1,000 victims of human trafficking victims were reported in the state
in 2021. The most common type of human trafficking is sex trafficking, when a child is
approached by a stranger or a family member and sold over and over again to engage in
sexual acts. Governor Edwards office has said that there are many other types of human
trafficking happening right here in Louisiana as well.

“Familial trafficking is something else that we hear about. It’s where family members might take
their own children and sell them or use them as sex services or labor services to gain money or
wages to support a substance abuse habit or to support their basic needs like rent, food, clothing,
and shelter,” Dana Hunter, the Executive Director of the Governor’s Office of Human
Trafficking Prevention, said.

“We’ve heard from victims who have gotten teeth knocked out or beaten with pipes, all
manners of objects shoved up private parts,” Hunter added. “We’ve spoken with victims
who say, ‘Look, they told me they would kill my grandmother, who I’ve been raised by.
They told me they would kill my little brother, and they know what school he’s at.'”

Hunter said that these are only some of the many methods that a pimp or trafficker will use
to keep the victim in bondage. “We’ve heard from victims who said, ‘I couldn’t eat unless I
met a quota. sometimes that quota was $5,000.’ One victim shared with us their quota was
$10,000 a night. If we can only imagine a victim, one person having to go and do criminal
sexual acts and criminal acts to earn $10,000 in one night for someone else,” she said.

​She also said that human trafficking awareness is important because traffickers are a clear
and present threat. They are everywhere. They are in our schools. They are in our schools
through other children, through other adults. We encourage everyone if you feel like something
is not right, nine times out of ten, it is not right,” Hunter said.

If you suspect you or someone else is in immediate danger of a human trafficker,
call 911. You can also call the human trafficking hotline for help at 1-888-373-7888 or
text ‘BeFree’ to 233733. 

Ronnie White Sr – 10yrs
Tonia Lee – 6yrs
Michele Paradise -6yrs
Casey Smith -5yrs
Carly Trujillo – 2yrs
Stacey Williams – 2yrs
​

​
2023

CASA Newsletter
​

​Pictured from left to right:
Judge Burmaster and Melissa Dronet
​

       
​CASA Jefferson is participating in the Run for it
Crescent City Classic Charity Event held on
April 8th (Easter Weekend) at City Park.
 
Registration Link: www.runsignup.com/Race/65952/Charity/6882
​

​

CASA JEFFERSON's Mission is to break the cycle of child abuse
and neglect through volunteers advocating for
safe, nurturing, and permanent homes
for foster children in our community.

CASA JEFFERSON's Vision is to have volunteers
recruited, trained and assigned to every child in the
foster care system in Jefferson Parish.  
     
As of March 1, 2023,
we have 33 children waiting for a volunteer to advocate for them.
​ 
If you know anyone who would be interested in becoming a
volunteer have them call our office (504 533-8757) or
email Ms. Margaret at mether@casajefferson.org

Valerie Duplessis – 13yrs
Chris Cazenave – 6yrs
Ben Haney – 6yrs
Monica Fernandez - 4yrs
Kathleen Murphy – 4yrs
Vanessa Stemley – 4yrs
Allison Ulrich - 4yrs
Aneesah King- 2yrs
Loreny Quintin – 2yrs
 

     Citation: Children's Code Art. 603(17)                                                                 
     Mandatory reporters include any of the following individuals:

• Health practitioners, including physicians, surgeons, physical therapists, dentists, residents, interns, hospital staff, podiatrists, chiropractors, nurses, nursing aides, dental hygienists, emergency medical technicians, paramedics, optometrists, medical examiners, or coroners
• Mental health/social service practitioners, including psychiatrists, psychologists, marriage or family counselors, social workers, members of the clergy, or aides
• Members of the clergy, including priests, rabbis, duly ordained clerical deacons or ministers, Christian Science practitioners, or other similarly situated functionaries of a religious organization
• Teaching or child care providers, including public or private teachers, teacher's aides, instructional aides, school principals, school staff members, bus drivers, coaches, professors, technical or vocational instructors, technical or vocational school staff members, college or university administrators, college or university staff members, social workers, probation officers, foster home parents, group home or other child care institutional staff members, personnel of residential home facilities, daycare providers, or any individual who provides such services to a child in a voluntary or professional capacity
• Police officers or law enforcement officials
• Commercial film and photographic print processors
• Mediators
• Parenting coordinators
• Court-appointed special advocates (CASA)
• Organizational or youth activity providers, including administrators, employees, or volunteers of any day camp, summer camp, youth center, or youth recreation programs or any other organization that provides organized activities for children
• School coaches, including, but not limited to, public technical or vocational school, community college, college, or university coaches and coaches of intramural or interscholastic athletics.

    Standards for Making a Report - A report is required when:

• A reporter has cause to believe that a child's physical or mental health or welfare is endangered as a result of abuse or neglect.
• A commercial film or photographic print processor has knowledge of or observes any film, photograph, videotape, negative, or slide depicting a child, whom he or she knows or should know is under age 17, that constitutes child pornography.
• A physician has cause to believe that a newborn was exposed in utero to an unlawfully used controlled dangerous substance, as determined by a toxicology test upon the newborn, without the consent of the newborn's parents or guardian. Positive test results shall not be admissible in a criminal prosecution.
• A physician observes symptoms of withdrawal in a newborn or other observable and harmful effects in his or her physical appearance or functioning that the physician has cause to believe are due to the chronic or severe use of alcohol by the mother during pregnancy.

​

   
     Safety Tips - Mardi Gras
    

•  Teach your children their name and phone number.
•  Mark your children's clothes on the inside with your name, address, and phone number.
•  Go to the same area to view parades if possible and teach your child a landmark to meet if separated.
•  Teach your children to stay calm if lost and go to a uniformed police officer.
•  Teach your child not to be afraid of police officers and if possible take them up to 1 prior to the parade.
•  If no police officer is in your area teach your child to go to another parent with children for help.
•  Make sure your child knows if a stranger tries to talk to them, to say "You're not my parent," and get away.
•  Never allow children in the street, try to find an area with barricades and stand behind them.
•  Never follow behind floats, bands, etc.
•  Never throw anything at the riders.
•  Put small children in a ladder off the street as far back as the ladder is tall, and have an adult stay         with the ladder at all times.

P PLEASE SHARE THESE TIPS WITH YOUR CASA CHID AND THEIR FOSTER FAMILIES
​

 

Recognizing Sign and Symptoms of Abuse & Neglect
   
​Signs and Symptoms- Maltreatment
• Shows sudden changes in behavior/school performance
​• Has learning problems /difficulty concentrating
• Is always watchful, as though preparing for something bad to happen
• Lacks adult supervision
• Is overly compliant, passive, or withdrawn
• Comes to school/other activities early, stays late, and does not want to go home
• Is reluctant to be around a particular person

    Signs and Symptoms – Physical Abuse
• Has unexplained injuries, such as burns, bites, bruises, broken bones, or black eyes
• Has fading bruises/other noticeable marks after an absence from school
• Seems scared, anxious, depressed, withdrawn, or aggressive
• Seems frightened of his or her parents and protests or cries when it is time to go home
• Shrinks at the approach of adults
• Shows changes in eating/sleeping habits
​• Reports injury by a parent or another adult caregiver

Signs and Symptoms – Neglect
• Is frequently absent from school
• Begs or steals food or money
• Lacks needed medical care, dental care, or glasses
• Is consistently dirty and has severe
body odor • Lacks sufficient clothing for the weather
• Abuses alcohol or other drugs
• States that there is no one at home to provide care 
 
Signs and Symptoms – Sexual Abuse
 • Has difficulty walking/sitting
• Experiences bleeding, bruising, or swelling in their private parts
• Suddenly refuses to go to school • Reports nightmares/bedwetting
• Experiences a sudden change in appetite
• Demonstrates bizarre, sophisticated, or unusual sexual knowledge or behavior
• Becomes pregnant or contracts a sexually transmitted disease, particularly if under age 14
• Attaches very quickly to strangers or new adults in their environment
​   
Sudden Changes are Key Help/Support Is Needed ASAP
• Self-injury (cutting, burning)
• Inadequate personal hygiene
• Drug and alcohol use
• Sexual promiscuity
• Running away from home
• Depression, anxiety, suicide attempts
• Fear of intimacy or closeness

 Prevention - Get Involved
• Know people in child’s daily life
• Choose caregivers wisely
• Talk about social media
• Know the warnings
• Be available
• Healthy boundaries
• Talk about bodies
• Discuss secrets do’s and don’ts
​• Ask “Is there anything else you want to talk about?”

​