History of Childhood  Medieval Times  17 th century  Colonial and post colonial America  Child labor  Children as students  Poverty and children

Violence against Children  1874 ASPCA  1875 Mary Ellen Wilson  NYSPCC  1909 Theodore Roosevelt  New Deal  1946 Pediatric radiologists  1974 Child Abuse Prevention and Treatment Act of 1974

Families of Color  1800’s  Native Americans  Indian Child Welfare Act 1978  Foster Care  1980 Adoption Assistance  1997 Adoption and Safe Families Act

Philosophy of Child Protective Services  A safe and permanent home and family is the best place for children to grow up.  Most parents want to be good parents and, when adequately supported, they have the strength and capacity to care for their children and keep them safe

Philosophy of Child Protective Services  Families who need assistance from CPS agencies are diverse in terms of structure, culture, race, religion, economic status, beliefs, values, and lifestyles.  CPS agencies are held accountable for achieving outcomes of child safety, permanence, and family well- being. safety

Philosophy of Child Protective Services  CPS efforts are most likely to succeed when clients are involved and actively participate in the process.  When parents cannot or will not fulfill their responsibilities to protect their children, CPS has the right and obligation to intervene directly on the children's behalf.

Philosophy of Child Protective Services  When children are placed in out-of- home care because their safety cannot be assured, CPS should develop a permanency plan as soon as possible. out-of- home careout-of- home care  To best protect a child's overall well- being, agencies want to assure that children move to permanency as quickly as possible.

Framework for Practice  Ecological perspective  Strength-based perspective  Developmental perspective  Permanency planning orientation.  Cultural competence perspective Cultural competence Cultural competence

Models for understanding child abuse  Intergenerational cycle  Societal acceptance of violence; poverty and socioeconomic issues  Neurobiology of childhood stress and trauma  Ecological approaches  Epidemiological model  Accommodation Syndrome, Memory and Suggestibility

Values & Attitudes that Can Lead to Child Maltreatment  Religious issues  Paternalism  Adultcentrism  Personal values and beliefs Make a list

Case Study Assignment Use the case study at the back of your syllabus 1.Identify at least one philosophical belief that you adhere and that is relevant to this case. 2.Identify one framework for practice that you believe is relevant for this case. 3.Identify one model for understanding child abuse that you adhere to and that is relevant to this case. 4.Identify your religious and personal beliefs that you became aware of as you read this case.