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cmas 258 > FINAL > Flashcards

FINAL Flashcards

1
Q

define child abuse

A

intentionally, knowingly, or recklessly causing/creating harm to a child

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2
Q

what impact did the medical community recognizing child maltx have

A

able to point out and figure out patterns of abuse

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3
Q

CAPTA 1974

A

mandated reporting of child maltx
funds be provided for research
trainings
provisions for the treatment of child abuse and neglect
give a definition

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4
Q

CAPTA definition of maltx and sexual abuse

A

any recent act or failure to act on the part of a caretaker or parent, which results in serious harm of any kind, sexual abuse or exploitation, or any act of failure to act which presents an imminent risk of harm

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5
Q

define and describe physical abuse

A

nonaccidental injury
punching, kicking, biting, bruising, etc

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6
Q

define and describe sexual abuse

A

forcing a child to engage in sexual ways for any reason
rape, incest, molestation, prostitution

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7
Q

define and describe neglect

A

failure to provide for a child’d needs
physical, medical, edu, emotional, mental health

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8
Q

define and describe emotional abuse

A

pattern of psychically destructive behavior, including rejecting, isolating, terrorizing

injury to the psychological capacity or emotional stability of a child

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9
Q

BASER model and when to use it

A

during a disclosure

b: believe the kid
a affirm the disclosure
s support the kid
e empower the kid
r report the case

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10
Q

who is a mandated reporter vs a permissive one? how does it differ state to state

A

varies from state to state because there isn’t a universally accepted list of people who are required to report

mandated: anyone who encounters kids during a job, employment, and practice through a regularly scheduled activity; anyone who is directly responsible for the care, guidance, supervision, or training of the kid

permissive: anyone who isn’t mandated and voluntarily reports

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11
Q

Interpret the response to child maltreatment following a report of alleged maltreatment.

A

An investigation is launched and cross-reporting begins between cps, law enforcement, legal counsel, medical professionals, mental health providers, victim advocate, advocacy center, forensic interviewers

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12
Q

Evaluate the purpose and function of a Multidisciplinary Team.

A

They create an approach that facilitates efficient interagency communication and info sharing, ongoing involvement of key people, and support for kids and their families

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13
Q

Justify the importance of child forensic interviews and explain how they are offered and conducted.

A

They help to get an accurate official statement and support fair decision-making by the professionals involved

They are offered in phases: 1: pre-substantive phase, substantive phase, closure/neutral topic

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14
Q

Define culture and ethnicity.

A

Culture: defines what is natural and expected in a given group

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

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15
Q

Identify the role culture plays in the disciplining of children in the child’s home and school.

A

Each culture has its own set of norms and values, which includes punishment in whatever setting. For some cultures, whoopings are an accepted form of punishment and in others, it’s considered abuse. Each culture is made up differently therefore there are gonna be different roles at play

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16
Q

Explain how culture impacts the response to child maltreatment.

A

Defines who does what when it comes to maltreatment. In some cultures, things like physical punishment are normal and part of daily life

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17
Q

Define and explain the importance of cultural competency and its practice within the professional response to child maltreatment.

A

The ability to understand, communicate with and effectively interact w people across cultures
Without it, professionals might be seeing something as maltx when it’s a cultural norm

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18
Q

Evaluate how the data gathered through research informs one’s understanding of racial disparities and disproportionalities present themselves within the decision points of child maltreatment.

A

Disparities: unequal outcomes of one racial or ethnic group as compared to outcomes for another group

Disproportionalities: the underrep or overrep of a racial or ethnic group compared to its percentage in total pop
- Show in referrals, investigations, substantiation, removals, foster care placement, treatment services

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19
Q

Interpret the difference between prevalence and incidence and why it’s important to know the difference in child maltreatment.

A

Prevalence: total number of cases in a population at a particular point in time

Incidence: number of new cases within a specific period of time

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20
Q

Distinguish how the varying definitions can have an impact on the statistics

A

Seeing as though there is no set universal standard for definitions, what’s considered abuse in one place might not be in another, which affects the reported numbers

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21
Q

Define risk factors and protective factors as they relate to child maltreatment.

A

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

Protective: positive individual-level assets or external resources that can promote healthy development in the face of risk

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22
Q

Classify what risk factors may lead to a child experiencing child maltreatment.

A

Parent: has a history of own child maltx, substance abuse/mental health issues, parental lack of understanding of kid’s needs, etc

Kid: health problems, developmental delays, rebellious adolescent, etc

Family: social isolation, family stress, divorce, violence of any kind, etc

Community: violence, poor social connections

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23
Q

Apply Belsky’s (1984) three theoretical models to understand the cause of child abuse.

A

Model 1: psychiatric model: factors within the individual perp who are response

Model 2: sociological model: forces within society instead of the individual

Model 3: child-caregiver model

Belsky argues that abuse is the small section where all the models overlap

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24
Q

Identify the grooming techniques of a perpetrator.

A

Self-grooming: justifying or denying their behavior

Grooming environment and signif others: necessary to gain access to the child; offender must gain parental trust long before any abuse occurs

Grooming the kid: physical and or psychological grooming

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25
Q

Identify the overall legal process from a child welfare/protective service perspective.

A

Initial hearing/adjudication (fact-finding) hearing / dispositional hearing / periodic review hearings / permanent hearing/termination of parental rights

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26
Q

Identify the overall legal process from a criminal law perspective and clarify how it differs from that of CPS proceedings.

A

As it pertains to the criminal prosecution of child abuse offenders

Arrest/prelim arraignment/prelim hearing / formal arraignment/trial/sentencing

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27
Q

Identify the different types of courts and their purpose in seeking protection, permanency, and well-being.

A

Criminal court: holds offender(s) accountable

Juvenile and fam court / civil system: decide questions such as whether or not a child was abused/neglected, who should provide temp care, who should receive permanent custody

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28
Q

different types of stress

A

Positive stress: moderate, short-lived, normal/essential

Tolerable stress: serious, temporary; the brain and other organs recover from what might otherwise be damaging effects

toxic/chronic: strong, frequent, prolonged adversity, absence of a protective relationship

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29
Q

Examine the impact of adverse childhood experiences. Describe the importance of adverse childhood experiences on the developing child and their long-term health outcomes.

A

Aces alter brain development and change how the body reacts to things like stress

Alters how the body reacts. Aces begin at birth, and can determine how long life is, as well as what health problems you run into that you can’t get over

30
Q

Delineate the categories of adverse childhood experiences.

A

Abuse, neglect, and household dysfunction

31
Q

Summarize the impact of trauma on a child and how the trauma can literally get under the skin changing the way in which one’s DNA is read and transcribed.

A

Telomeres are in our DNA. when stressed or going through something traumatic, they shorten and each time they do, their life span shortens. When they replicate, they replicate at the length they currently are at, so it gets passed down

32
Q

what is incest

A

sexual relationships of any kind between relatives

33
Q

what are the long term consequences of neglect

A

non-organic failure to thrive syndrome, trust and anger issues, substance abuse, physical problems, mental health disorders, low academic performance, etc

34
Q

long term consequences of physical abuse

A

serotonin and dopamine levels changed, trust issues, intimacy issues, coping skills, low self-esteem. etc

35
Q

long term consequences of sexual abuse

A

mental health disorders, regression, substance abuse, powerlessness, over-sexualization, self-image issues, etc

36
Q

long term consequences of exposure to IV / DV

A

increase in substances, physical and mental health probs, aggressive behaviors, learning difficulties, suicidal thoughts, partner choice, etc

37
Q

Be able to identify and define what is verbal inaccessibility. This is discussed in both the reading and lecture. Which type of maltreatment is this often associated with long-term impact?

A

Inability to effectively communicate

Consequences of neglect

38
Q

the four dimensions are in Finkelhor’s Four Developmental Dimensions Model

A

Appraisals: kids at diff stages appraise victimization differently and tend to form diff expectations based on those appraisals’

developmental tasks: kids at diff stages have different developments. Tasks in which appraisals will be applied

coping strats: kids at diff stages of development have different repertoires of strategies with which they respond to the stress and conflict produced by victimization

environmental buffers: kids at different stages of development operate in different social and family contexts, which can alter how the victimization affects them

39
Q

What does Finkelhor’s Four Developmental Dimensions Model help explain?

A

the different types of victimization

40
Q

4 stages in the cycle of violence

A

abuse, denial, honeymoon phase, tension building

41
Q

What are the different ways in which one can use power and control in interpersonal violence relationships? (Power and Control Wheel shared by Becca.)

A

coercion and threats, emotional abuse, isolation, intimidation, minimize/deny/blame, use tech, economic abuse, gender privilege

42
Q

what % of college students are unaware of being in an abusive relationship

A

70%

43
Q

Caplan’s three categories for his Prevention Framework.

A

Primary: targets people who don’t show signs of the problem/disorder

Secondary: identify people who are at risk for developing problems/disorder

Tertiary: stop it from recurring, manage illness, coping

44
Q

Gordon’s three categories for his Prevention Framework.

A

Universal: offered to full pop, based on evidence that likely provides some benefit to all

Selective: targeted to specific subpopulations identified as being at elevated risk

Indicated: targeted to individuals identified as having an increased vulnerability for a disorder based on some individual assessment but who are currently asymptomatic

45
Q

Apply the two different prevention frameworks

A

Caplan is for deciding what stage of prevention is needed

Gordons is for deciding on what part of the population is getting the prevention

46
Q

What is the difference between treatment and prevention?

A

Treatment is during, prevention is before or after

47
Q

What is the purpose of prevention efforts?

A

Want to maximize protective factors and minimize risk factors

48
Q

What are in-home services designed to do?

A

Find the right combo of services and support to meet the specific needs of each family

49
Q

In what ways can in-home services be initiated?

A

Voluntary: family members have agreed to participate on their own accord

Court-ordered: a judge has mandated a family’s participation

50
Q

Child Abuse Prevention and Treatment Act 1974

A

required states to create child welfare plans

51
Q

Indian Child Welfare Act 1978

A

To establish standards for the placement of Indian children in foster adoptive homes and to prevent the breakup of Indian families

52
Q

Adoption assistance and child welfare act 1980

A

Getting kids into permanent living arrangements as fast as possible - through permanency planning

53
Q

Family preservation and support service program act 1993

A

To authorize funding for the family preservation and support services program through the fiscal year 1998

54
Q

Adoption and safe families act 1997

A

To promote the adoption of kids in foster care and amend title IV-E of the social security act

55
Q

Foster care independence act 1999

A

Enhance the youth’s ability to successfully transition to independent adult living

56
Q

Fostering connections to success and increasing adoption act 2008

A

Transition successfully to independent living

57
Q

Family first act 2018

A

Support prevention services, provide support for kinship caregivers, establish reqs for placement in residential treatment programs and improves quality and oversight of services, improve services to older youth

58
Q

What are the various types of out-of-home placement options? How do these out-of-home placement options differ?

A

kinship/relative foster care: a licensed or unlicensed home of the kid’s relatives regarded by the agency as a foster care living arrangement for the kid

Foster care: 24 hr substitute care for children placed away from their parents or guardians and for whom the agency has placement and care responsibilities

Group home: licensed or approved home providing 24 hr care for kids in a small group setting that generally has 7-12 kids

independent living: an alt-living arrangement where the child is under the supervision of the agency and receives financial support and responsibility for self-care without the 24-hour supervision

59
Q

What is case management? How is it offered?

A

The ongoing work with families during which goals are made and reviewed, plans are set into place, and services are provided to help a fam, progress monitored

Home visits, arranged parent visits, the school calls to arrange learning probs, emotional support, etc

60
Q

What is treatment vs. prevention?

A

Prevention: services are offered to the general pop or to people who are identified as being at risk for a disorder; services are expected to reduce the likelihood of future disorder

Treatment: people are identified as currently suffering from a recognizable disorder, and enter treatment w the expectation of receiving some form of relief from the disorder

61
Q

What is countertransference and why is it important for people in the helping profession to know and understand it?

A

Workers’ reaction to clients brought by worker’s past life experiences

If you make the wrong face or react in an unexpected way/opposite how the client wanted you to, the client could shut down and not offer anything else and want to stop the treatment

62
Q

Know what the Child Family Traumatic Stress Intervention is and what it is working to prevent and how it is offered.

A

A four-session caregiver-kid early intervention and secondary prevention model

Works to prevent chronic PTSD

63
Q

What are the key risk factors identified by the Child Family Traumatic Stress Inventory?

A

poor social or familial support and poor coping skills

64
Q

what is it? Alternatives for Families: Cognitive Behavioral Therapy

A

5 yrs old to 17 yrs old
Developed to address family probs ranging from aggressive to hostile behaviors
Targets: strengths and strains by tailoring the intervention to the needs of the kid, caregiver, and fam
Types of trauma: emotional and or physical

65
Q

alternatives acronym

A

A (alliance building),
L (learning ab feelings and fam experiences)
T (talking about fam experiences and psychoedu)
E (emotional regulation)
R (restructuring thoughts)
N (Noticing positive behavior)
A (assertiveness and social skills)
T (techniques for managing behavior)
I (imaginal exposure)
V (verbalizing healthy communication)
E (enhancing safety throgh communication)
S (solving family probs)

66
Q

Trauma-Focused Cognitive Behavioral Therapy

A

3 yr old to 21 yr old showing signs of ptsd bc of childhood trauma
Treatment: PRACTICE
P (psychoedu and parenting skills)
R (relaxation techniques)
A (affective expression and regulation)
C (cognitive coping and processing)
T (trauma narrative and processing)
I (in vivo (in life) exposure)
C (conjoint parent/kid sessions)
E (enhancing personal safety and future growth)

67
Q

How do we know if a treatment is evidence-based? What are the components the scientific community will be looking for?

A

Have shown greater benefit to participants compared to other conditions

Target a specific clinical problem or disorder, focused, directive, goal-oriented, typically short-term, well-developed eval process

68
Q

What are the three notable characteristics in diagnosing non-organic failure to thrive in children?

A

delayed motor skills, lack of weight gain

69
Q

Discern the role and responsibility of a mental health provider in response to child maltreatment.

A

Ensure assessments and treatment and any related services are offered routinely

Provide for the child and their family’s treatment needs, provide insight to the prosecutor

70
Q

Identify and describe the role of the victim advocate in response to child maltreatment.

A

Trained to support and empower the kid and non-offending parent identified as victims

Trauma-informed services

71
Q

Delineate the difference between acute and non-acute medical examinations.

A

Acute: time limit (assault victim)

Non-acute: no time limit

72
Q

Explain the purpose and function of a Children’s Advocacy Center

A

to provide a child-friendly, home-like environment designed to meet an abused kids need for warmth, support, and protection

cmas 258 (3 decks)

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