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cmas 258 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

CPS outcome/disposition: substantiated

A

disposition that concludes the allegations of maltreatment or risk of maltreatment is supported

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2
Q

CPS outcome/disposition: indicated

A

concludes maltreatment couldn’t be substantiated under state law or policy but there’s reason to suspect

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3
Q

CPS outcome/disposition: unsubstantiated/unfounded

A

concludes not enough evidence under state law to conclude a child was maltreated

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4
Q

CPS outcome/disposition: intentionally false

A

concludes person knowingly made false accusation

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5
Q

CPS outcome/disposition: no alleged mistreatment

A

for a child who receives a cps response but isn’t the subject of an allegation or any finding of maltreatment

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6
Q

law enforcement outcome/disposition: charges filed

A

investigation produced evidence and statements indicating a crime was committed and the identified suspect is the person responsible for committing the crime

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7
Q

law enforcement outcome/disposition: no charges filed/case closed

A

investigation didn’t produce evidence indicating a crime was committed

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8
Q

prosecution outcomes/disposition: guilty

A

formal determination made by judge, jury, or through admission of guilt from the suspect

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9
Q

prosecution outcomes/disposition: non-guilty

A

formal determination made by judge or jury has decided suspect didn’t commit the crime

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10
Q

burden of proof (cps and prosecution)

A

have to provide evidence and make sure its credible

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11
Q

prevalence

A

total number cases, NEW AND EXISTING, in a population at a particular point in time

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12
Q

incidence

A

number of new cases ONLY in the population within a specified time period

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13
Q

national child abuse and neglect data system (NCANDS)

A

federally sponsored effort that annually collects and analyzes data on child abuse and neglect know to CPS agencies in the US

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14
Q

national incidence studies (NIS)

A

a study that responded the requirements of the CAPTA act in 1974

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15
Q

national survey of children’s exposure to violence (NatSCEV)

A

nationwide study done to document the incidence and prevalence of children’s exposure to violence

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16
Q

psychosexual theory

A

emphasizes how parents manage their children’s sexual and aggressive drives in the first few years in crucial for healthy personality development

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17
Q

psychosocial theory

A

in addition to id impulses and superego demands, the ego makes a contribution to development, making the kid an active contributing member of society

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18
Q

cognitive theory

A

children actively construct knowledge as they explore their world

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19
Q

john locke

A

children are blank slates; continous

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20
Q

jean jacques rousseau

A

children had built-in moral sense; discontinuous

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21
Q

james mark balwdin

A

nature and nurture were of equal importance; children understand the world in stages

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22
Q

freud

A

psychosexual theory; conscious mind, preconscious mind, unconscious mind; id, ego, superego

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23
Q

conscious mind

A

things you are actively seeing, feeling, hearing

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24
Q

preconscious mind

A

storage point for any recent memories needed for recall

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25
Q

unconscious mind

A

stores all memories and experiences that are not being consciously thought out

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26
Q

erik erikson

A

psychosocial theory

27
Q

jean piaget

A

stages of cognitive development; sensorimotor, preoperational, concrete operational, formal operational

28
Q

what is bowlby’s attachment theory

A

attachment is a foundational basis from which children later influence their ability to appropriately attach to others on into adulthood (internal working model)

29
Q

what are the types of attachment

A

secure: consistent, loving, able to meet kids needs
ambivalent: poor caretaker availability
avoidant: doesn’t depend on caregiver
disorganized: inconsistent, undependable behavior from parent

30
Q

ethnic culture

A

what sets groups apart from each other and what gives us a sense of “us” vs “them”

31
Q

disproportionalities

A

the underrep or overrep of a racial/ethnic group compared its % in total population

32
Q

disparities

A

the unequal outcome of one racial/ethnic group as compared to outcomes for another racial/ethnic group

33
Q

where are we likely to see disproportionalities in child welfare system

A

in referals, investigations, substantiation, removal and out of home placements

34
Q

ecological systems theory: microsystem

A

between the developing person and immediate setting (family)

35
Q

ecological systems theory: mesosystem

A

relations between immediate settings (parent-teacher conference)

36
Q

ecological systems theory: exosystem

A

social structure that doesn’t directly use the individual but still impacts their development (paternity leave)

37
Q

ecological systems theory: macrosystem

A

overall patterns of culture or subculture like economic, educational, legal, political, etc

38
Q

values

A

related to what a culture perceives or discerns as good or just

39
Q

beliefs

A

convictions people hold as truths

40
Q

norms

A

dictate how to behave in society; informal and formal

41
Q

cultural competency

A

the ability to understand, communicate, and effectively interact w people across culture

42
Q

how to become culturally competent

A

learn about yourself
interact w diverse groups
learn about different cultures
attend diversity-focused conferences

43
Q

risk factors

A

characteristics at the biological, psychological, family, community, or cultural level that are associated w a higher likelihood of negative outcomes

44
Q

protective factors

A

positive individual level assets or positive external resource that can promote healthy development in face of risk

45
Q

psychiatric model

A

factors within the individual perpetrator who are responsible

46
Q

sociological model

A

forces within society rather than within the individual

47
Q

child-caregiver model

A

child and caregiver relationship

48
Q

3 types of grooming: self-grooming

A

justifying or denying their behavior; “success” is further justification, denial of actions, enhanced sexual excitement for offender

49
Q

3 types of grooming: grooming the environment and signif others

A

“necessary” to gain access to the child; offender must gain trust of parent long before any abuse occurs

50
Q

3 types of grooming: grooming the kid

A

physical and or psychological grooming

51
Q

3 types of victim-offender interaction: aggressive

A

use force, violence, or threats

52
Q

3 types of victim-offender interaction: criminal-opportunist

A

one time offenses with stranger or less well known victims

53
Q

3 types of victim-offender interaction: intimate

A

cause less physical harm and focus on grooming behaviors

54
Q

belsky’s three theoretical models

A

the small section where the individual, sociological, and child-giver models overlap

55
Q

legal process from cps perspective

A

intial hearing to adjudication (fact finding) hearing to dispositional hearing to periodic review hearings to permanency hearing to termination of parental rights

56
Q

legal process from criminal law perspective

A

arrest to prelim arraignment to prelim hearing to formal arraignment to trial to sentencing

57
Q

juvenile / family court (civil system)

A

decide questions such as whether or not a child was maltreated, who should provide temp care for said child, and who should receive permanent custody of a child who has been placed in and out of home care
designed to keep kids safe, keep fans together, doesn’t impose criminal sanctions

58
Q

different types of stresses : positive stress response

A

moderate, short lived, normal and essential

59
Q

different types of stress: tolerable stress

A

serious, temp, brain and other organs recover from what might otherwise be damaging effects

60
Q

different types of stress: toxic / chronic

A

strong, frequent, prolonged adversity, absence of protec. relation.

61
Q

what are adverse childhood experiences

A

potentially traumatic events that happen between 0 and 17

62
Q

impact of increased # of ACEs

A

disrupted neurodevelopment, social/emotinal/cognitive impairment, health risk behaviors, health problems, early death (from birth to death)

63
Q

what is dose response and how does it relate to ACEs

A

what: change in an outcome associated with differing levels of exposure to a stressor
related: means that as the dose of stressor increases, the intensity of the outcome also increases

cmas 258 (3 decks)

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