Skills, Intervention, and Child Welfare
Skills, Intervention, and Child Welfare HSCO 500
Popular in Introduction to Human Service Counseling
Popular in Department
This 4 page Class Notes was uploaded by Dekotah Notetaker on Monday September 5, 2016. The Class Notes belongs to HSCO 500 at Liberty University taught by Clay E. Peters, John A. Durden in Fall 2016. Since its upload, it has received 7 views.
Reviews for Skills, Intervention, and Child Welfare
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 09/05/16
Skills, Intervention, and Child Welfare National Organization of Human Services -Human service professionals negotiate with clients the purpose, goals and nature of the helping relationship prior to its onset as well as inform clients of the limitations of the proposed relationship -Client’s right to privacy and confidentiality Limits to Confidentiality -Authorization to release information -Legal document that provides all relevant information about what information will be released for what purpose -Counselor’s duty-to-warn and duty-to-protect -Tarasoff v. The Regents of University of California, 1974 and 1976 -Tarasoff I -Therapist has a duty to use reasonable care to give threatened persons warning to prevent foreseeable danger -Tarasoff II -Therapist’s duty and obligation to warn intended victims if necessary to protect them from serious danger of violence Skills and Competencies -Sympathy = sorrow and concern for another’s welfare -Empathy = a person’s absorption in the feelings of another -To empathize does not mean to condone -Boundary Setting -Some boundaries are determined by the ethical standards of the field -The Hallmarks of Personal Growth -Seed planter = Practitioner plant the seed for future growth -Fertilizer = Practitioner helps client do productive work -Harvester = Practitioner who comes along when everything seems to align for the client Psychosocial Assessment -Patience -The client’s perspective is just that-the client’s perspective -Active Listening Skills -Maintaining direct eye contact and observing the client’s body language -Observation Skills -Individuals communicate as much through their bodies as they do through their works Family Genograms -Family Systems Theory (Murray Brown 1978) -Based on the premise that inter and intrarelational patterns are transmitted from one generation to the next -Genograms use a variety of symbols designed to indicate gender -Type of relationship -Nature of the relationships Clinical Diagnoses -Clinical disorders requiring clinical attention -Value of services provided depends on the effectiveness of the assessment Case Management and Direct Practice -Assist client to plug in to necessary supportive social services within the community -Learn how to improve reciprocal relationship or transaction with each of these social systems General Practice -Assistance with developing better coping skills -Task-Centered Casework -Works well with clients who feel paralyzed by challenges of various psychosocial problems -Perceptual Reframing, Emotional Regulation, Networking, and Advocacy -Cultural Competence and Diversity History of Foster Care System in the United States -Child labor -Children as young as 6 began work -Age 12 started an apprenticeship -Immigrant children and parents brought to America as indentured servants -Slavery -Trend for African children because easier to “control” -Industrial Revolution -The primary form of labor, particularly child labor, was factory work -Garment industry sweatshop -U.S. Orphan Problem -Waves of political, economic, and environmental tragedies -Orphan Asylums (mid-late 1800s) -Orphan Train Movement -Seed of foster care -Utilize in-home placement rather than institutionalized care -Rev. Charles Loring Brace -Founded New York Children’s Aid Society -Jane Addam and Fight for Child Labor Laws -Hull House offered services for children and widowed mothers -Fair Labor Standards Act -Child Welfare System -Care has transitioned from institutionalized care to primarily substitute family care or foster care -Basic goals for children -Safety, Permanency, Well-being -Child Abuse Prevention and Treatment Act (CAPTA) 1974 -Ensures that children of maltreatment are reported to appropriate authorities -Adoption Assistance and Child Welfare Act of 1980 -Requires states develop supportive programs and procedures enabling maltreated children to remain in their own homes and assist family reunification following out-of-home placement Child Abuse Investigation -Mandated Reporters -Medical, schools, social service -Mental health, law enforcement, child care, and members of the clergy -Types of Child Maltreatment -Neglect = Failure to provide for child’s basic needs -Physical Abuse = Includes physical injury - Sexual Abuse = Physical sexual touch and/or indecent exposure -Emotional Abuse = Impairs a child’s emotional development of sense of self- touch; Hardest to prove -Forensic Interview -Allegations of child abuse, particularly child sexual abuse, have skyrocketed Children in Placement -Permanency Plans 1. Reunification with the biological parents 2. Living with relatives 3. Guardianship with close friends 4. Short-term or long-term foster care 5. Emancipation (with older adolescents) 6. Adoption with termination of parental rights -Working with Biological Families 1. Counseling 2. Parenting Classes 3. Treatment for substance abuse 4. Anger management 5. Securing employment 6. Securing housing 7. Maintaining regular contact with children -Foster Parents -Foster care can refer to many placement settings -Foster parents provide an invaluable service -Foster parents must be supported in their role in the reunification process Reunification -Minimizing disruptions in the child’s life -Family Preservation -Nations Convention on the Rights of the Child -UNCRC guarantees children the most basic rights Minority Populations and Multicultural Considerations -Types of racial discrimination include: -Racial bias in referring families for family preservation programs versus out-of- home placement -Racial partially in assessing parent-child attachment leading to delays in returning children to their biological parents
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'