Child Protective Services: A Guide for Caseworkers Part 1

Please note:  This course is currently being field tested and you may take this course for free.  You will be asked to complete a short evaluation at the end of this course.  You will not receive your certificate until after field testing is complete.  This usually takes 3-4 weeks.  The number of credit hours that you receive will be determined by the field testing.  Your certificate date will be the date that you passed the course.  Thank you for agreeing to field test this course!

The course is divided into three parts.  This is part 1 and covers Chapters 1-4.

Program Summary:  This course provides guidance to those working for the safety and well-being of children.  Part 1 provides an overview of the child protection process and explores goals and values for child protection.  Important legislation and the legal context for child welfare are discussed.  Considerations are given for engaging families and includes a discussion of cultural sensitivity, the helping relationship, and building rapport.  Part 1 covers the following chapters:  Chapter 1 Purpose and Overview; Chapter 2 Child Protective Services Practice; Chapter 3 Legal Context of CPS Intervention, and Chapter 4 Engaging and Working with Children and Families.

This course is recommended for social workers, counselors, and therapists and appropriate for beginning and intermediate levels of practice.  

Find the reading at:

Chapters 1-4:  https://www.freestatesocialwork.com/articles/cps2018-part1.pdf

Entire article:   https://www.childwelfare.gov/pubPDFs/cps2018.pdf

Publisher:  The Children’s Bureau Office on Child Abuse and Neglect

Course Objectives: To enhance professional practice, values, skills, and knowledge by identifying key issues related to child protective services practice.

Learning Objectives:  Identify the national goals for child protection.  Describe the legal context for CPS intervention.  Describe the term parens patriae.  Identify the core conditions of helping relationships.

Review our pre-reading study guide.

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

1: Please find the reading for Chapters 1-4 at https://www.freestatesocialwork.com/articles/cps2018-part1.pdf.  Chapter 1:  The focus of CPS agencies is to
 
 
 
 
2: Terminology has evolved and the case plan or service plan is now called the
 
 
 
 
3: Service provision is now referred to as
 
 
 
 
4: Chapter 2:  The Adoption and Safe Families Act of 1997 establishes three national goals for child protection, including all of the following except:
 
 
 
 
5: Protective capacities are
 
 
6: CPS practice should be implemented through a _____________ - informed lens.
 
 
 
 
7: Which of the following best describes the ecological perspective?
 
 
 
 
8: Intake's purpose is to determine
 
 
 
 
9: Which term encompasses the efforts of the CPS agency to determine if abuse or neglect has occurred?
 
 
10: A _________ plan is developed whenever it is determined that there are threats to a child's safety in order to identify and manage those threats.
 
 
 
11: A permanency plan addresses 1. reunification efforts and 2. alternate plans
 
 
12: Chapter 3:  What term asserts that government has a role in protecting the interests of children and in intervening when parents fail to provide proper care to and keep their children safe?
 
 
 
 
13: The primary responsibility for child welfare services rests with
 
 
 
 
14: Which major federal legislation was established in 1974 to ensure that victimized children are identified and reported to appropriate authorities?
 
 
 
 
15: The Indian Child Welfare Act governs intervention by ____________ authorities in the custody of Indian children.
 
 
16: The Multi-Ethnic Placement Act of 1994
 
 
17: Who is responsible for making the final determination about whether a child should be removed from the home, where a child is to be placed, or if parental rights are to be terminated?
 
 
 
 
18: Which of the following provides  minimum standards for defining maltreatment that states must incorporate in statutory definitions to receive funds?
 
 
 
 
19: Which of the following is the legal age of consent for sexual activity?
 
 
 
 
20: What is the most common form of child maltreatment?
 
 
 
 
21: Chapter 4:  The ability to recognize, understand, and react appropriately to behaviors of persons who belong to a cultural or ethnic group that differs substantially from one's own describes
 
 
 
 
22: The awareness, knowledge, understanding, sensitivity, and skill needed to conduct and complete professional activities effectively with people of diverse cultural backgrounds and ethnic affiliations describes
 
 
 
 
23: An attack on the fabric of a society that affects the essence of the community and its members describes
 
 
 
24: Rogers (1957) introduced three core conditions, which are essential to the  helping relationship:  empathy, respect, and
 
 
 
 
25: The value of self-responsibility shifts the ownership of the change process to
 
 
 
 
26: Successful family engagement, and the strategies outlined in this chapter, apply to
 
 
 
27: Based on the principles of motivational interviewing, there are four core strategies to help guide families to explore their ambivalence and to express reasons for change.  An abbreviation for these techniques is
 
 
 
 
28: With OARS, who should do most of the talking?
 
 
 
 
29: The tone of reflective listening statements should usually
 
 
30: "Here's what I've heard so far...."  is an example of what technique?
 
 
 
31: The culturally competent practice  model, developed by Lum (1999) and updated by Fong (2001) includes four components for the caseworker:  cultural awareness, knowledge acquisition, skill development, and
 
 
32: To rely too heavily on one piece of information when making decisions is an example of
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2018 - 9/6/2021. Social workers completing this course receive 0 continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City.  She currently practices in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.