Child Protective Services: A Guide for Caseworkers Part 1 (2 credit hours)

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.  

“Book  Open the Course Reading Here.

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.

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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: CPS practice should be implemented through a _____________ - informed lens.
 
 
 
 
6: Which of the following best describes the ecological perspective?
 
 
 
 
7: Intake's purpose is to determine
 
 
 
 
8: 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.
 
 
 
9: A permanency plan addresses 1. reunification efforts and 2. alternate plans
 
 
10: Chapter 3: The primary responsibility for child welfare services rests with
 
 
 
 
11: Which major federal legislation was established in 1974 to ensure that victimized children are identified and reported to appropriate authorities?
 
 
 
 
12: The Indian Child Welfare Act governs intervention by ____________ authorities in the custody of Indian children.
 
 
13: The Multi-Ethnic Placement Act of 1994
 
 
14: 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?
 
 
 
 
15: What is the most common form of child maltreatment?
 
 
 
 
16: 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
 
 
 
 
17: An attack on the fabric of a society that affects the essence of the community and its members describes
 
 
 
18: Rogers (1957) introduced three core conditions, which are essential to the  helping relationship:  empathy, respect, and
 
 
 
 
19: Successful family engagement, and the strategies outlined in this chapter, apply to
 
 
 
20: 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
 
 
 
 
21: With OARS, who should do most of the talking?
 
 
 
 
22: The tone of reflective listening statements should usually
 
 
23: "Here's what I've heard so far...."  is an example of what technique?
 
 
 
24: 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.

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 has practiced for many years in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.


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