This curriculum focuses on child maltreatment issues and effective practice strategies among immigrant Asian families. Specifically, it elucidates demographic and behavioral characteristics of child abuse victims and perpetrators in four major immigrant Asian communities (Cambodian, Chinese, Korean, and Vietnamese), factors contributing to the selection of two types of placement (in-home and out-of-home) by child protective services workers, and effective child welfare practice with immigrant Asian families. (106 pages)Rhee, S., Chang, J. (2006).

First Edition

Short Description:
This guide provides an overview of the different types of abuse, including signs to look for when a child is being abused or neglected. Legal responsibilities to identify and report suspected child abuse are also presented. This resource also contains case studies with interactive questions that allow for theory to be applied to practice.

Long Description:
This guide provides an overview of the different types of abuse, including signs to look for when a child is being abused or neglected. Legal responsibilities to identify and report suspected child abuse are also presented. This resource also contains case studies with interactive questions that allow for theory to be applied to practice.

Word Count: 32873

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This six-part curriculum introduces working with children with disabilities and is based on a model that sees disability as an issue of diversity rather than of dysfunction and medicine. It may be used in part, but use in whole is strongly recommended. The modules address the competencies involving cultural skills and knowledge and impact competencies regarding child welfare skills and knowledge about child abuse. They cover: quantifying the number of persons with disabilities in the United States and California, having participants understand their own values and attitudes regarding children with disabilities, physical and sexual abuse affecting children with disabilities, families with children with disabilities, a generic model of practice that includes children with disabilities and their families, and a resource directory. (189 pages)Salsgiver, R. O. (2000).

Child welfare is a unique field of social work practice that requires the use of special interdisciplinary skills with attorneys, judges, and other member of the legal system. The skillful application of these interdisciplinary skills is extraordinarily difficult.
Fundamental differences between the value base, knowledge, and training of social workers and attorneys assure that the two professions will forever have an uneasy relationship. Nevertheless, the current and future direction of child welfare service delivery demands that this uneasy relationship continue and be improved. Historically, social workers coming into the profession are unprepared for interactions with the Juvenile Court. Graduate level university curriculum is generally silent on how to achieve positive client outcomes while working within the legal system. As a result, most new child welfare workers experience anxiety, fear, and frustration when confronted by the court. Without information on how to achieve positive client outcomes through the court process, social workers generally believe it is impossible to achieve positive outcomes in that setting. Interviews with social workers who have left child welfare to accept other social work positions regularly cite their frustration and discomfort with court-related interactions as a primary catalyst for their decision to leave this area of practice. This curriculum module, designed with that in mind, is intended for use with graduate students interested in child welfare practice and newly employed or inexperienced child welfare caseworkers.

This training provides participants with the skills to recognize factors that will assist them in accurately identifying neglect, emotional abuse and physical abuse as defined by California law.

After attending this training, participants will be able to: Identify factors that constitute abuse and/or neglect as defined by the Welfare & Institutions Code Section 300 (a) - (j) and recognize parenting behaviors that promote child safety and family well-being outcomes; distinguish scenarios of child maltreatment from those that are not child maltreatment based on a constellation of factors such as physical injuries and behavioral indicators, within a cultural context; and value the importance of diversity as it relates to child maltreatment.

Successful participants will be better equipped to recognize conditions contributing to child maltreatment as well as common injuries bringing children to the attention of child welfare.

This textbook is an introduction to Relationship Violence and Working Together Towards a Violence Free Society.

Research over the past decade has documented a strong relationship between substance abuse and problems of child abuse and neglect. Although many data collection systems do not gather accurate data on substance abuse and child welfare, most studies in the U.S. suggest parental substance abuse is a factor in one third to two-thirds of child involvement in the child welfare system. Parental substance abuse appears to be strongly associated with higher rates of physical abuse or neglect among families in community samples, higher rates of substantiated child maltreatment in cases referred into child welfare, higher rates of out-of-home placements, re-reports of abuse, and reentry into foster care. This study examined factors that help and hinder the process of collaboration based on in-depth interviews with respondents from substance abuse and child welfare fields working in five California counties with established formal collaborative policies and programs. This curriculum, which is grounded in the findings from the study, provides highlights of research and experiential activities in four primary areas that may be used independently or in combination: (a) overview of research on cross-systems collaboration, (b) promising models and elements for collaborative practice, (c) factors that help and hinder collaboration, and (d) facilitating communication and dealing with confidentiality issues across systems. (161 pages)Drabble, L., Osterling, K. L., Tweed, M., & Pearce, C. A. (2008).

This program explores the correlation between the reduction of the incidence of substance abuse and the reduction of the incidence of child abuse. Estimates indicate that 40-60% of child abuse cases are substance abuse related; yet, meager resources and attention are directed toward alleviating the problem. This tape offers six elements that provide a framework for successful intervention with substance abusers. Three role-playing scenarios show how these elements are incorporated into situations that social workers encounter in the field, translating classroom learning into practice. (28 minutes)San Diego State University. (1994).

Short Description:
This guide provides an overview of the different types of abuse, including signs to look for when a child is being abused or neglected. Legal responsibilities to identify and report suspected child abuse are also presented.

Long Description:
This guide provides an overview of the different types of abuse, including signs to look for when a child is being abused or neglected. Legal responsibilities to identify and report suspected child abuse are also presented.

Word Count: 17542

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)