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Philosophical Tenets
Chapter Two of the Foundation Manual outlines the three national goals for child protection—safety, permanency, and well-being and highlights values that underlie sound practices in community responses to child abuse and neglect.
Have students discuss the relationship of these tenets to social work values. Encourage them to examine how these principles take on different nuances in different communities, with different community beliefs and norms.
What is Child Maltreatment?
Chapter Three of the Foundation Manual offers common definitions in Federal law for child abuse and neglect.
Using the State Statutes Series, have students research these definitions for the State(s) in which they practice. Lead a discussion of how State laws compare and contrast with Federal law. Discuss how mandatory reporting laws can influence a social worker’s relationship and interactions with his/her clients.
Have students identify various cultural practices that might be accepted in some communities but have the potential to harm children. Discuss whether these meet the definition for abuse as stated in either Federal or State law.
What Factors Contribute to Child Abuse and Neglect?
Chapter Five of the Foundation Manual describes the different factors - parent/caregiver, family, child and environmental - that contribute to child abuse and neglect.
Using a case study, have students identify risk factors in each of these areas. Have them identify protective factors. Using information from the Prevention Packet, have them identify ways they can strengthen protective factors in parents/caregivers, children, families and communities.
Laws and Policies Guide
Chapter Eight of the Foundation Manual provides an overviews of laws and policies that guide public intervention in child maltreatment. This Educators’ Toolkit contains a number of other resources on the subject of laws and policies. The Foundation Manual is an excellent companion to Working with the Courts in Child Protection, another publication in the User Manual series.
The Child Protection Process
Chapter Nine of the Foundation Manual outlines the child protection process. Have students follow a case example from their own practice through the steps of the process.
Families are often unfamiliar with the child protection process and the different "players." This handout is a useful reference caseworkers can use to step families through the process and help them understand what comes next.
Child Protective Services Theory and Practice
Have students discuss the CPS core worker values, knowledge, and skills. How do the core values align with core values for the social work profession? In which areas do students feel their knowledge is strongest? Which skills do students feel are strongest? Most in need of development?
The Helping Relationship?
Discuss Chapter 3’s content on building rapport and engaging resistant clients. Have students role play different scenarios utilizing the skills outlined in this chapter.
Review student process recordings of encounters with clients. Using information on the stages of change, have students identify the stage in which their clients are currently and identify responses that can facilitate appropriate change.
Using process recordings or case studies, lead a classroom discussion on worker safety. Refer to the table of techniques for handling hostile and angry situations and identify ways workers can maintain safety before, during, and after home visits.
Intake
Using the case studies provided in Chapter 5, discuss the factors that impact decisions regarding response times. Have students identify agency policies and other factors that might also impact response time. Have students identify cases in which there was uncertainty about the appropriate risk factors and discuss using this framework.
Initial Assessment or Investigation
Lead a classroom discussion on the differences between risk assessment and safety assessment. Using a case study, have the class walk through each decision point—substantiating maltreatment, assessing risk, determining child safety, determining emergency needs, and offering services. Students can refer to the table provided outlining the types of information that should be obtained from different sources (child, siblings, non-offending adults, parents/caregivers). Discuss and/or role play techniques for working with very young children. Have students review considerations for worker safety on home visits.
Family Assessment
Chapter 7 of the User Manual provides a step-by-step explanation of the family assessment process. Lead a classroom discussion on the ways in which cultural norms and expectations can influence the family assessment. Have students refer to the Guide for Understanding Cultural Differences to identify their own norms and expectations. Discuss how these norms and expectations might differ from other populations living in the communities in which your students practice. Identify specific ways in which family assessments could be modified to be culturally sensitive and relevant, while still allowing workers to gather all necessary information.
Case Planning
Using the case example provided, have students identify child and family level outcomes. Using these outcomes, have students develop goals that are SMART (specific, measurable, achievable, realistic and time limited). From these goals, have students develop tasks that incorporate specific services and interventions needed to help the family.
Discuss ways in which the family can be actively and meaningfully involved in all steps of the process.
Effective Documentation
Review information regarding principles of record-keeping with students. Discuss the social worker’s responsibilities for accurate and appropriate documentation. Discuss laws in your jurisdiction regarding confidentiality and circumstances that may allow for confidentiality to be breached (for example, child abuse reporting laws).
Working with the Courts
Use the Working with the Courts in Child Protection User Manual to design an exercise to help students understand the court structure in the communities in which they will practice.
Child Welfare
Major Federal Legislation offers a summary of Federal laws related to child welfare. Our Online State Statutes Series allows searching by State(s) and topic(s).
The Working with the Courts in Child Protection User Manual offers an excellent classroom or homework assignment for illustrating the links between Federal legislation and case practice.
Strengthening Familes and Communities: 2009 Resource Guide
The Tips for Working With Specific Groups section of the 2009 Resource Guide offers suggestions on Partnering With Culturally Diverse Families and Communities (page 43).
Lead an online or classroom discussion in which students identify different cultural groups living in the communities where they practice. What are some specific family norms and parenting expectations of those groups? Have students brainstorm how their agency might more effectively partner with families in each group. What strengths of the community—e.g., culture, spirituality, traditional family structures—might child welfare workers draw upon to more effectively engage and support families at risk?
The Role of Educators in Preventing and Responding to Child Abuse and Neglect
Have students role play taking a report from the coach described in this case study. What advice would you give this coach about future conversations with Frank? About conversations that could occur with other students in the future?
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What About the Dads? Child Welfare Agencies’ Efforts to Identify, Locate and Involve Nonresident Fathers
Have research/evaluation students discuss the strengths and limitations of this large, multistate study. Students completing clinical coursework could review the study’s findings and identify ways that research findings could/should inform their future practice with families.
Father Involvement in Child Welfare
Use the case example in this issue of Best Practice/Next Practice to lead a classroom discussion on the role of fathers in child welfare. What are some of the cultural norms and expectations that influence the way fathers are approached by caseworkers? What role, if any, should a noncustodial father’s payment of child support play in decisions regarding custody and visitation? What are some specific things workers can do to engage fathers more effectively and foster strong relationships between fathers and children?
Online State Statutes Search
Have students research child welfare laws in the States in which they practice, or have them compare laws on a specific topic across States. For example, how do laws governing adoption in one State differ from those in a neighboring State? What are the ramifications for practice on State laws? How do State laws align with Federal child welfare legislation?
Logic Model Builder for Postadoption Services Programs
The Logic Model Builder for Postadoption Services Programs is an online tool that walks programs through the process of creating a logic model. It guides users as they outline their services, assumptions, and resources; select short-term and long-term outcomes and associated indicators; and identify appropriate instruments. Users may then view the final logic model in one of several different formats, save their work, and/or print the finished model.
Have students develop a logic model for a postadoption services program. Discuss the assumptions on which the model is based as well as how the logic model could support program planning, evaluation, and fundraising and sustainability efforts.
Prevention Program Evaluation Toolkit and Logic Model Builder
Have students develop a logic model for a child abuse and neglect prevention program. Discuss the assumptions on which the model is based, the ways in which the logic model supports program planning and evaluation, and fundraising and sustainability efforts.
Federal Interagency Work Group on Child Abuse and Neglect
These multimedia webinars provide students with opportunities to learn about the most recent research in child welfare topics in an audiovisual, rather than written, format.
Screening and Assessment for Family Engagement, Retention, and Recovery (SAFERR)
The SAFERR manual offers several tools for screening for substance abuse issues in families. It also offers screening and assessment instruments and case plan models. Have students discuss the ways in which their agencies typically screen for substance abuse issues in families. Stage role plays in the classroom using the screening and assessment tools. Have them identify resources in their communities for families experiencing substance abuse issues.
NRCFCPPP Teleconferences
Teleconferences provide students with a nontraditional way of receiving the most current information on a range of child welfare topics. These teleconferences can be heard via the Internet, or can be downloaded to a portable mp3 player, enabling students to learn while commuting, exercising, or in other convenient settings!
Silent Realities: Supporting Young Children and Their Families
Review different stages of childhood development and have students identify the behaviors that often manifest as a result of exposure to violence and/or fear. Discuss creative strategies for working with children at different ages/developmental stages to help them cope with fear, as well as ways to help families provide a safe, supportive, and nurturing environment.
Child Protection in Families Experiencing Domestic Violence
Child Protection in Families Experiencing Domestic Violence offers practical tools for violence assessments of victims, perpetrators, and children. Have students utilize these assessment tools in their field placements or role play different scenarios in the classroom.
The Court System and Child Protection
Chapter 2 of Working with the Courts in Child Protection discusses the concept of jurisdiction and describes the juvenile court and other specialized courts. Chapter 2 also reviews the general powers of the court as well as rights accorded to parents and children in judicial proceedings.
Have students use the Online State Statutes Series to research the ways in which courts are structured in their practice locales. Structure a classroom or online discussion regarding specialized courts, such as family drug courts, in students’ hometowns.
Testifying
Provide students with a case study or adapt one from a students’ field placement. In your classroom (or in collaboration with your university’s law school), convene a moot court. Assign students to roles, including child welfare caseworker.
After the “case is closed,” process the students’ experiences. Allow time for students to share past professional experiences testifying in court, identifying the easiest and most challenging parts of the experience.
Rules of Evidence
Have students identify each piece of evidence as direct, demonstrative, or circumstantial.
Have students review a case file from their field placements or current practices to 1) pull out notations that would be evidentiary and 2) classify each piece of evidence according to type.
Lead a classroom or online discussion about the relationship between casework documentation and court testimony.
The Interplay Between Child Maltreatment Legislation and Caseworker Practice
Using the Case Example in Chapter 3 of Working with the Courts in Child Protection, as well as the chapter’s text on Federal legislation, have students identify which pieces of Federal legislation impact case practice and how. This exercise also could be adapted into a classroom or online discussion.
Students also could use the Online State Statutes Series to research ways in which State laws guide their practice.
Hearing Guidelines To Go!
Caseworkers should prepare for permanency and review hearings by reviewing:
- Who should be present
- Questions about special needs
- Questions for permanency hearings
- Questions for review hearings following Termination of Parental Rights
- Guidelines for stating findings and conclusions
Comprehensive Family Assessment Guidelines for Child Welfare offers numerous, detailed case studies that provide excellent opportunities for classroom discussions and assignments. Have students complete assessments based on the information provided, role play client contacts, and make recommendations for ongoing services and support for the families portrayed.
Are You Pregnant and Thinking About Adoption?
Have students review this publication and role play working with a pregnant client/expectant couple who are considering their options.
Working with the Courts in Child Protection
U.S. Department of Health and Human Services, Office on Child Abuse and Neglect, 2006. Working with the Courts in Child Protection discusses adoption from the court perspective. The Adoption section of this publication is located here.
This section of the User Manual discusses post-termination reviews and the Multi-Ethnic Placement Act, and it can serve as a learning tool to help caseworkers inform prospective adoptive parents of the financial assistance, postadoption services, and medical insurance to which the child is entitled.
Terminology Choices and How They Affect Clients’ and Others’ Perceptions
Chapter One of the Protecting Children in Families Affected By Substance Use Disorders document discusses terminology choices (e.g., substance use disorder vs. substance abuse) and how they affect clients’ and others’ perceptions.
Have the students list and discuss other terms (e.g., foster children vs. children in foster care) that may affect how social workers view and treat their clients. Also, have the students discuss how these terms may label a child or family or affect how they view themselves.
In Home Examination
Chapter Four provides two brief screening instruments for substance use disorders.
Develop case examples and ask your students to role play the caseworker and client in order to give them experience in using and understanding these instruments. Discuss the instruments’ limitations and when they are appropriate. Also, students can be assigned or self-select a local agency to contact in order to obtain a copy of a screening instrument used with clients. These instruments can be reviewed and discussed in class, or students can prepare an analysis to be submitted.
Treatment of Substance Use Disorders (SUD) and the Role of CPS in that Ttreatment.
Chapter Five and Six discuss the treatment of substance use disorders (SUD) and the role of CPS in that treatment.
Have the students discuss how an individual’s SUD treatment may affect his/her family and what support a family and its individual members may need during this time from the child welfare agency, related agencies, and the community. A case example can be developed to focus the discussion. Additionally, students can interview staff from local treatment centers about child welfare and SUD issues, such as service availability and treatment and child welfare timelines.
Similarities and Differences Between CPS and Substance Use Disorder Treatment Providers and Making the Systems Work
Chapter Seven and Eight highlight the similarities and differences between CPS and substance use disorder treatment providers and how they can collaborate to serve families better.
Have the students discuss the similarities and differences between CPS and other partnering agencies and professionals (e.g., law enforcement officers, mental health providers) and how this may affect how they work together. Issues may include goals of work with families; confidentiality and privacy; agency, local, and Federal laws and policies; and education and background.
Reporting Suspected Child Abuse or Neglect
Chapter Three of The Role of Professional Child Care Providers in Preventing and Responding to Child Abuse and Neglect user manual discusses the role of mandated reporters and issues related to reporting suspected child maltreatment.
Have the students discuss what their ethical and legal reporting requirements are as social workers, how local mandated reporter laws may affect them, and how they would act in various situations. Case examples can be developed to help illustrate issues that may be involved. (For information about State mandated reporter laws, visit the State Statute Series at http://www.childwelfare.gov/systemwide/laws_policies/state/.)
Definition and Scope of Neglect
Chapter Two of Child Neglect: A Guide for Prevention, Assessment, and Intervention explains the difficulties involved in defining neglect.
Have students research their local definition of neglect. Then present students with case examples and ask them to discuss whether the case falls under the definition of neglect and which of the possible signs of neglect (p. 15) are included. Perhaps adjust the child and family variables in the example (e.g., age/developmental level of the child, effects of poverty, frequency of the action/inaction) to see how it affects their responses.
Assessment of Child Neglect
Chapter Five of Child Neglect: A Guide for Prevention, Assessment, and Intervention outlines the importance of cultural competence in assessments of possible cases of neglect.
Provide students with case examples and ask them to use the seven questions in the text box on p.53 to discuss how any cultural factors may affect the disposition of the case. Students can also research the different cultures present in their localities and describe how their cultural practices might affect child-rearing and their own social work practice. For more information about cultural competence, visit Child Welfare Information Gateway at http://www.childwelfare.gov/systemwide/cultural/.
Child Neglect Prevention and Intervention
Chapter Six of Child Neglect: A Guide for Prevention, Assessment, and Intervention provides various theoretical frameworks and approaches (e.g., family-centered, child-centered, utilization of social supports) for preventing neglect or intervening when it has already occurred.
Provide students with a detailed case example and ask them to apply different frameworks and approaches to develop a plan for working with the family. Also, have students discuss how cultural practices and preferences may affect the approach they select (e.g., using family-centered or community-oriented approaches for cultures that place more importance on the group rather than the individual.)
Transition From Caseworker to Supervisor
Chapter Three of the manual Supervising Child Protective Services Caseworkers discusses role transition from Unit Peer to Supervisor. Provide a case example where a caseworker has become a supervisor and now must provide guidance to a caseworker who was his/her peer.
Have students discuss the issues and ways they can be overcome. Also, have the students role play this situation and then discuss the issues and how they can be overcome.
Building the Foundation
Chapter Four of the manual Supervising Child Protective Services Caseworkers explains the stages of team development and assessing team functioning.
Have students use this information to assess team development in their internships or other organizational experiences. How would they make changes to enhance teamwork? How would they incorporate cultural practices and preferences?
Building Staff
Chapter Five of the manual Supervising Child Protective Services Caseworkers discusses the stages of caseworker development and pressures on caseworkers.
Have students review this information and report on whether this changes the way they view child welfare practice, including their personal vision statements? A local caseworker could visit the class as a guest speaker to engage students in a discussion about the daily realities of child welfare practice.
Results-Oriented Management
Chapter Seven of the manual Supervising Child Protective Services Caseworkers highlights some performance indicators that agencies may use to monitor case and agency performance.
Have students discuss the importance of data collection and analysis in child welfare practice and how data can help facilitate improved practice and policy. Additionally, have students review the list of indicators and discuss the relationships between the indicators (e.g., a caseworker may close cases very quickly, but the quality of the case plans may be poor) and what agency or practice changes may help improve outcomes on various measures.