Child Protective Services: A Guide for Caseworkers Part 2 (4 credit hours)

This is part 2 and covers Chapters 5-8.

Program Summary:  This course provides guidance to those working for the safety and well-being of children.  Part 2 examines the intake process, the initial assessment, the comprehensive family assessment, and the family plan.  The course identifies potential signs of abuse and neglect and compares safety and risk.  Protective factors, protective capacities, and risk factors are discussed.  Part 2 covers the following chapters:  Chapter 5 Reporting and Intake; Chapter 6 Initial Assessment or Investigation; Chapter 7 Comprehensive Family Assessment; and Chapter 8 Development of the Family Plan.

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

Find the reading at:  

Chapters 5-8:  https://www.freestatesocialwork.com/articles/cps2018-part2.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:  Describe signs of abuse and neglect.  Identify motivational interview principles.  Describe protective factors, protective capacities, and risk factors.  Explain SMART goals.

Review our pre-reading study guide.

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1: Please find the reading for Chapters 5-8 at https://www.freestatesocialwork.com/articles/cps2018-part2.pdf.  Chapter 5:  Consider the possibility of______________ when the child comes to school or other activities early, stays late, and does not want to go home.
 
 
 
 
2: Consider the possibility of ________________ when the child has fading bruises or other marks noticeable after an absence from school.
 
 
 
 
3: Consider the possibility of _______________ when the child demonstrates bizarre, sophisticated, unusual, or developmentally inappropriate sexual knowledge or behavior.
 
 
 
 
4: Which of the following is the responsibility of reporters of abuse and neglect?
 
 
5: Reporters of abuse and neglect should contact
 
 
 
6: An important purpose of the intake process is to
 
 
 
 
7: Which of the following is a behaviorally-specific characteristic of emotional abuse?
 
 
 
 
8: What information about the child should be obtained from reporters during intake?
 
 
 
 
 
 
9: Which of the following defines what is considered child maltreatment?
 
 
 
 
10: Which of the following examples is the least likely to require an immediate response?
 
 
 
 
11: Chapter 6:  Safety and risk assessment occurs
 
 
 
 
12: The initial assessment of alleged maltreatment of children requires that CPS respond in a(n) ___________ manner when interviewing.
 
 
13: Employing a structured interview protocol increases all of the following except:
 
 
 
 
14: If at all possible, family members should be interviewed separately and _______________ should be interviewed first.
 
 
 
 
15: When confronting potential maltreatment situations, five motivational interviewing principles are important when interviewing adult family members, including all of the following except:
 
 
 
 
 
16: Which of the following is an example of self-efficacy?
 
 
 
 
17: When interviewing children, it is important
 
 
 
 
18: Which of the following describes CACs?
 
 
 
 
19: If maltreatment alleged in the report is unfounded or unsubstantiated, then the child is determined to be safe.
 
 
20: The decision to determine child neglect often
 
 
21: When determining the difference between marginal hygiene and neglect, CPS workers should consider
 
 
 
 
22: When determining sexual abuse, workers must establish a chronic or recurring behavioral pattern.
 
 
23: Many families referred to CPS experience
 
 
24: Determining the risk of maltreatment and of the child's safety are  ___________ decisions.
 
 
25: Safety is determined
 
 
26: When assessing child safety in families where domestic violence occurs, children may present with which of the following short-term effects?
 
 
 
 
 
27: The CAGE-AID is a helpful screening tool for
 
 
 
 
28: Which of the following shows the sequence of least intrusive to most intrusive safety interventions?
 
 
 
 
29: Which concept refers to immediate and/or imminent harm?
 
 
30: Which type of risk assessment model asks caseworkers to rate risk factors identified through research as reliable and valid factors associated with the risk of future harm to the child?
 
 
 
31: Using differential response, the investigation response is used for
 
 
32: Chapter 7:  If a report of alleged maltreatment is substantiated or founded, the next step in the CPS process is
 
 
 
 
33: Using Exhibit 7.1, which of the following is not a principle of the comprehensive family assessment?
 
 
 
 
34: Protective capacities are ______________ characteristics.
 
 
 
 
35: Using Exhibit 7.2, the top 10 protective factors across ACYF populations include:
 
 
 
 
36: Positive peers is a protective
 
 
37: Positive community environment is a protective
 
 
38: Parents who are sensitive toward their children, have empathy, and demonstrate love have ___________ protective capacities.
 
 
 
39: Parents who control their impulses in parenting situations and set aside their own needs to care for their children have _______________ protective capacities.
 
 
 
40: Chapter 8:  Family members who are treated as ______________ are more likely to engage in the planning process.
 
 
 
41: Exhibit 8.1 on page 115 provides definitions of 4 programmatic outcome domains including all of the following except:
 
 
 
 
42: In the Case Example on page 117, which of the following is an outcome identified in the Smith family plan?
 
 
 
 
43: SMART goals are specific, measurable, realistic, achievable, and
 
 
 
 

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 4 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.