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Placement of Children with Relatives
STATE STATUTES Current Through January 2018 WHAT’S INSIDE Placement of Children With Giving preference to relatives for out-of-home Relatives placements When a child is removed from the home and placed Approving relative in out-of-home care, relatives are the preferred placements resource because this placement type maintains the child’s connections with his or her family. In fact, in Placement of siblings order for states to receive federal payments for foster care and adoption assistance, federal law under title Adoption by relatives IV-E of the Social Security Act requires that they Summaries of state laws “consider giving preference to an adult relative over a nonrelated caregiver when determining a placement for a child, provided that the relative caregiver meets all relevant state child protection standards.”1 Title To find statute information for a IV-E further requires all states2 operating a title particular state, IV-E program to exercise due diligence to identify go to and provide notice to all grandparents, all parents of a sibling of the child, where such parent has legal https://www.childwelfare. gov/topics/systemwide/ custody of the sibling, and other adult relatives of the laws-policies/state/. child (including any other adult relatives suggested by the parents) that (1) the child has been or is being removed from the custody of his or her parents, (2) the options the relative has to participate in the care and placement of the child, and (3) the requirements to become a foster parent to the child.3 1 42 U.S.C. -
The California Child Abuse & Neglect Reporting Law Issues and Answers for Mandated Reporters
The California Child Abuse & Neglect Reporting Law Issues and Answers for Mandated Reporters California Department of Social Services Office of Child Abuse Prevention Table of Contents Acknowledgements i Introduction ii The Reporting Law. 1 Why What Who When To whom Immunity Other protections Liabilities Feedback Identification . 7 Environment Problems Parental clues Physical indicators Behavioral indicators Guidelines to Determine Reasonable Suspicion . 10 Assessment with a verbal child Physical abuse Sexual abuse Neglect Emotional abuse Additional factors in the assessment process Assessment with a nonverbal child Assessment with the family What to tell the parents/caretakers Assessment of false allegations The Major Treatment Issues. 16 Confidentiality Therapist’s reactions to working with abuse Helpful interventions Non-helpful interventions Questions Often Asked . 21 1. Who am I to say what is abusive? 2. What if I make a mistake? 3. What is the fine line between abuse and discipline? 4. What if the abuse occurred in the past? 5. What if an adult state he/she was abused as a child? 6. What about testifying in court? 7. What age child is most at risk of abuse? 8. What is the difference between children’s "normal" sex play and sexual abuse? 9. What is the reporting responsibility regarding sexually active minors? 10. Are clergy mandated to report? 11. Are alcoholism programs exempt from reporting? 12. May I make an anonymous report? 13. What happens after a report is made? 14. Does a positive toxicology screen at the time of delivery require a child abuse report? 15. Should a person’s culture be considered in determining if a report should be made? 16. -
Policies and Procedures
Policies and Procedures Adoption Policy INTRODUCTION Bethany Christian Services places children into adoptive homes through Domestic Infant, Foster Care, and Intercountry/International Adoption programs. POLICY It is the policy of Bethany Christian Services (Bethany) and its subsidiaries to place children into families or with individuals who have a current and approved Bethany Home Study and when placement with that prospective adoptive family/individual is determined to be in the best interest of the child. Preparation and Training of Prospective Adoptive Parents Policy and Procedure POLICY It is the policy of Bethany Christian Services Global that prospective adoptive parents who are adopting internationally are provided with a minimum of 30 hours of training (independent of the home study) designed to promote a successful intercountry adoption. PROCEDURE 1. Bethany Christian Services Global (BCSG) requires completion of training requirements prior to prospective adoptive parent(s) traveling to adopt the child or placement of the child with the prospective adoptive parent(s). 2. Each prospective adoptive parent completing an intercountry adoption must complete a total of 30 hours of training and education, according to the following intervals: • 10 hours of training/education are required prior to the home study completion and approval. This training requirement is met through completion of the 10-hour online Hague Package offered by Adoption Learning Partners. It consists of five courses: “The Journey of Attachment”, “Conspicuous -
“Parents and Children's Experiences in Family Play Therapy”
Parents’ and Children’s Experiences in Family Play Therapy By Catherine L. McMonigle Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Masters of Science in Human Development Eric McCollum Committee Chair Eliana Gil Committee Member Angela Huebner Committee Member April 30, 2008 Falls Church, Virginia Keywords: play therapy, family play therapy, perceptions, experiences, parents, children Copyright 2008, Catherine L. McMonigle Parents’ and Children’s Experiences in Family Play Therapy By Catherine L. McMonigle (ABSTRACT) Family Play Therapy is a creative therapeutic approach to engage children in therapy in the context of their family system. While the young field of family play therapy offers both the benefits of family therapy and play therapy, research concerning its efficacy is largely unavailable. The purpose of this qualitative study was to understand the experience of family play therapy in context of child sexual abuse treatment, from the perspective of child clients and their parents. A secondary purpose of this descriptive study was to provide contextual data to inform future quantitative research on family play therapy. In separate, semi-structured and open-ended interviews, eight children and their non-offending parents described their therapy experience of the family puppet interview intervention, in which they created and acted out a story with puppets. Participants’ descriptions of their experience revealed five broad themes: (1) the perceived benefits of play (what participants liked), (2) parents feelings about play as a medium, (3) parent’s perceived role in the session, (4) children’s thoughts about family participation in therapy, and (5) suggestions for improvement. -
Contemporary Developments in Child Protection
Contemporary Developments in Child Protection Volume 3: Broadening Challenges in Child Protection Edited by Nigel Parton Printed Edition of the Special Issue Published in Social Sciences www.mdpi.com/journal/socsci Nigel Parton (Ed.) Contemporary Developments in Child Protection Volume 3 Broadening Challenges in Child Protection This book is a reprint of the special issue that appeared in the online open access journal Social Sciences (ISSN 2076-0760) in 2014 (available at: http://www.mdpi.com/journal/socsci/special_issues/child_protection). Guest Editor Nigel Parton University of Huddersfield, Queensgate, Huddersfield, HD1 3DH UK Editorial Office MDPI AG Klybeckstrasse 64 Basel, Switzerland Publisher Shu-Kun Lin Editorial Manager Alistair Freeland 1. Edition 2015 MDPI • Basel • Beijing • Wuhan ISBN 978-3-03842-086-6 (PDF) Volume 1 - 3 ISBN 978-3-03842-087-3 (PDF) Volume 1 ISBN 978-3-03842-088-0 (PDF) Volume 2 ISBN 978-3-03842-089-7 (PDF) Volume 3 © 2015 by the authors; licensee MDPI, Basel, Switzerland. All articles in this volume are Open Access distributed under the Creative Commons Attribution 3.0 license (http://creativecommons.org/licenses/by/3.0/), which allows users to download, copy and build upon published articles even for commercial purposes, as long as the author and publisher are properly credited, which ensures maximum dissemination and a wider impact of our publications. However, the dissemination and distribution of copies of this book as a whole is restricted to MDPI, Basel, Switzerland. III Table of Contents List of Contributors ............................................................................................................... V About the Guest Editor ........................................................................................................VII Preface ................................................................................................................................. IX Gerald Cradock Who Owns Child Abuse? Reprinted from: Soc. -
Home Study Requirements for Prospective Foster Parents
STATE STATUTES Current Through February 2018 WHAT’S INSIDE Home Study Requirements Personal qualifications for Prospective Foster Training requirements Parents Minimum standards for foster homes The State agency with responsibility for placing children in out-of-home care and supervising those Approval process placements must ensure through careful and thorough Grounds for withholding assessments of personal characteristics and home approval environments that foster parents and other substitute caregivers are capable of providing safe, nurturing Kinship foster care homes that are in the best interests of the children in out-of-home care. Adopting children in foster care A licensed foster family home is one that is approved Interjurisdictional by the State to provide care for children and that approval meets basic standards of safety set by law and regulation. Laws and policies for licensing or For more information approving family foster homes vary considerably from Summaries of State laws State to State. These standards reduce predictable risks to the health, safety, and well-being of children in out-of-home care. The goal of foster care is to To find statute provide a safe, stable, nurturing environment until information for a the child is able to return home or until a permanent particular State, family is found for the child. For this publication, go to State statutes, regulations, and policies regarding https://www.childwelfare. the requirements for approving foster family homes gov/topics/systemwide/ were collected from all 50 States, and the results are laws-policies/state/. presented below. Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Home Study Requirements for Prospective Foster Parents https://www.childwelfare.gov Personal Qualifications In addition, most States require that prospective foster parent(s): An examination of the information collected shows that adults of any profession and background may apply to be Have sufficient family income, separate from the foster foster parents. -
International Adoption in the Digital
Submission Number: 17 International Adoptions in the Digital Age: The Necessity of Increased Privacy Protections for Children Think about what people are doing on Facebook today. They’re keeping up with their friends and family, but they’re also building an image and identity for themselves, which in a sense is their brand. They’re connecting with the audience that they want to connect to. It’s almost a disadvantage if you’re not on it now. – Mark Zuckerberg, Founder, Facebook1 I. INTRODUCTION The fundamental right of parents “to make decisions concerning the care, custody, and control of their children”2 allows American parents wide latitude in directing their children’s upbringing. Parents have often shared photographs with friends and family, but this custom has evolved. The rise of social media platforms such as Facebook, Twitter, Snapchat, Instagram, YouTube, and others has created a new platform for parents to share information to a much larger audience—the general public. Parents also have free speech protections.3 They are able to disclose live video feeds, pictures, and personal information about the child without the child’s 1 Mark Zuckerberg Biography, BUSINESSNEWSDAILY, (Feb. 22, 2019), https://www.businessnewsdaily.com/4167- business-profile-mark- zuckerberg.html#:~:text=%22Think%20about%20what%20people%20are,they%20want%20to%20connect%20to.% 22 2Troxel v. Granville, 530 U.S. 57, 66 (2000) (citing Meyer v. Nebraska, 262 U.S. 390 (1923) and Pierce v. Society of Sisters, 268 U.S. 510 (1925)). 3 U.S. CONST. amend. I.; see Shak v. Shak, 144 N.E.3d 274 (Mass. -
Department of Health & Welfare Responses to Questions From
Department of Health & Welfare Responses to Questions from SeptemberLegislative 12, 2016 Foster Care Study Committee Idaho's Child Welfare Workforce Q. Interested in hearing.from social workers, their point ofview around training, supervision, day to day support, and what additional resources th eyfeel like they need. In Idaho, child welfare workers are licensed social workers with degrees in social work at the bachelor's or master's level. This puts Idaho in the unique position of having a child welfare workforce which enters the profession with a strong foundational knowledge regarding family and social systems. New child welfare workers are also required to complete an entrance probationary period and successfully complete twenty-one sessions of Child Welfare Academy. Child Welfare Academy courses are founded under the principals of safety, permanency, and well-being. Academy sessions include foundational knowledge and skill building on a variety of topics including: the comprehensive assessment of child abuse and neglect allegations; family engagement; safety planning, case planning, and permanency planning; the impact of placement changes on a child; placement transition planning; the importance of addressing the cultural and racial identity in case planning, the various state and federal requirements which impact child welfare practice, including the Indian Child Welfare Act (ICWA) and the Interstate Compact on the Placement of Children (ICPC); and various special topics including domestic violence, substance abuse issues, and working with individuals with disabilities. All new child welfare social workers must also attend the Department's foster parent pre-service training (PRIDE) during their probationary period. Training for both new and ongoing child welfare staff is designed, facilitated, and presented through a collaborative partnership with Idaho State University. -
The Role of Mental Health Professionals in the Prevention and Treatment of Child Abuse and Neglect
The Role of Mental Health Professionals in the Prevention and Treatment of Child Abuse and Neglect Marilyn Strachan Peterson Anthony J. Urquiza 1993 U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families National Center on Child Abuse and Neglect This manual was developed and produced by The Circle, Inc., McLean, VA, under Contract No. HHS-105-88-1702. www.CE-credit.com Your Continuing Education Resource www.CE-credit.com Your Continuing Education Resource TABLE OF CONTENTS Page PREFACE i ACKNOWLEDGMENTS iii INTRODUCTION 1 The Mental Health Professional and Child Abuse 1 Mental Health Disciplines and Child Abuse Intervention 1 Psychiatry 2 Psychology 2 Clinical Social Work 3 Psychiatric Nursing 3 Counseling 3 Art Therapy/Expressive Arts Therapy 4 Child Abuse Intervention as a Subspecialty 4 ROLES OF MENTAL HEALTH PROFESSIONALS WORKING WITH ABUSED AND NEGLECTED CHILDREN AND THEIR FAMILIES 7 Primary and Secondary Prevention 7 Tertiary Intervention 7 Evaluation and Treatment 7 Advocate 8 Source of Information and Referrals 8 Educator 8 Preparing Clients to Testify in Court 9 www.CE-credit.com Your Continuing Education Resource Page Consultant to County or State Departments of Social Services 9 Expert Witness 9 RESPONSIBILITIES OF THE MENTAL HEALTH PROFESSIONAL 11 Report Child Abuse and Neglect 11 Resistance to Child Abuse Reporting Laws 12 Inappropriate Interventions 12 Whether to Tell the Client That the Mental Health Professional is Making a Report 13 Refer Children -
Recognize and Report: Child Care Providers Have the Power to Prevent
RECOGNIZE AND REPORT: CHILD CARE PROVIDERS HAVE THE POWER TO PREVENT CHILD ABUSE A White Paper of Regulatory Recommendations By Laurie Furstenfeld, Staff Attorney California Health and Safety Regulatory Workgroup October 2014 Updated January 2015 EXECUTIVE SUMMARY In 2013, child protective services (CPS) agencies in California received more than 80,000 substantiated reports of child abuse and neglect.1 Almost half concerned children 5 and younger, who are at highest risk for maltreatment. Many of these children were among the approximately one million attending licensed child care homes and centers in our state.2 Very young children spend more time with child care providers than with any adults other than family members. Recognizing the close relationship between child care providers and the children in their care, California law includes child care providers among “mandated reporters”— professionals who are legally obligated to report suspected abuse or neglect to CPS agencies.3 Proper CPS intervention following a CPS report is a key deterrent to recurring child abuse and neglect.4 And yet in 2013 only 1.6 percent of substantiated reports of abuse and neglect of children through age 5 came from “day care and foster care.”5 This disproportionately small number strongly suggests that child care providers underreport suspected abuse. Despite their status as “mandated reporters,” California does not require that child care providers receive any training in recognizing signs of child maltreatment or in how to navigate the complicated reporting system.6 In fact, a national evaluation ranked California’s standards for child care regulations and oversight near the bottom.7 We are one of only two states that require no annual training for child care providers.8 California Community Care Licensing Division offers family child care home licensees and child care center directors only the most basic information on the role of mandated reporters; other child care staff do not receive even that. -
Receiving State
COUNTRY PROFILE 1993 ADOPTION CONVENTION 2020 VERSION RECEIVING STATE COUNTRY NAME: United States of America PROFILE UPDATED ON: 14 August 2021 PART I: CENTRAL AUTHORITY 1. Contact details1 Name of office: Office of Children's Issues Consular Affairs, Overseas Citizens Services U.S. Department of State Acronyms used: CI Address: United States Department of State CA/OCS/CI 2201 C. St., NW SA-17; 9th Floor Washington, DC 20522-1709 Telephone: 1-888-407-4747 (From the U.S. or Canada) 1-202-501-4444 (Outside the U.S. or Canada) Fax: N/A E-mail: [email protected] Website: www.adoption.state.gov Contact person(s) and direct contact details LaTina Marsh, Branch Chief - Bilateral (please indicate language(s) of communication): Engagement Division [email protected] Office Tel: 202-485-6042 (English) Marisa Light, Division Chief - Adoption Oversight Division [email protected] Office Tel: 202-485-6024 1 Please verify whether the contact details on the “Adoption Section” of the HCCH website < www.hcch.net > under “Central Authorities” are up to date. If not, please e-mail the updated contact information to < [email protected] >. Hague Conference on Private International Law – Conférence de La Haye de droit international privé [email protected] | www.hcch.net Regional Office for Asia and the Pacific (ROAP) - Bureau régional pour l’Asie et le Pacifique (BRAP) Regional Office for Latin America and the Caribbean (ROLAC) - Bureau régional pour l’Amérique latine et les Caraïbes (BRALC) 2 (English) If your State has designated more than one Central Authority, please provide contact details for the further Central Authorities below and specify the territorial extent of their functions. -
Selling Transracial Adoption
Selling Transracial Adoption Elizabeth Raleigh Selling Transracial Adoption Families, Markets, and the Color Line TEMPLE UNIVerSITY PreSS Philadelphia • Rome • Tokyo TeMPLE UNIVerSITY PreSS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2018 by Temple University—Of The Commonwealth System of Higher Education All rights reserved Published 2018 Library of Congress Cataloging-in-Publication Data Names: Raleigh, Elizabeth Yoon Hwa, 1977– author. Title: Selling transracial adoption : families, markets, and the color line / Elizabeth Yoon Hwa Raleigh. Description: Philadelphia : Temple University Press, 2017. | Includes bibliographical references and index. Identifiers: LCCN 2017021821| ISBN 9781439914779 (hardback) | ISBN 9781439914786 (paper) | ISBN 9781439914793 (e-book) Subjects: LCSH: Interracial adoption. | Social service. | Families. | BISAC: SOCIAL SCIENCE / Social Work. | SOCIAL SCIENCE / Ethnic Studies / General. | FAMILY & RELATIONSHIPS / Adoption & Fostering. Classification: LCC HV875 .R25 2017 | DDC 362.734—dc23 LC record available at https://lccn.loc.gov/2017021821 The paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 9 8 7 6 5 4 3 2 1 To my mother, Laura Mackie (1946–2013) Contents Acknowledgments ix Introduction 1 1 Staying Afloat in a Perfect Storm 36 2 Uneasy Consumers: The Emotion Work of Marketing Adoption 64 3 Transracial Adoption as a Market Calculation 94 4 “And You Get to Black”: Racial Hierarchies and the Black–Non-Black Divide 128 5 Selling Transracial Adoption: Social Workers’ Ideals and Market Concessions 163 Conclusion: The Consequences of Selling Transracial Adoption and the Implications for Adoptive Families 190 Notes 203 References 215 Index 229 Acknowledgments irst, I thank the adoption social workers, lawyers, and counselors who participated in this study.