Page numbers refer to the print edition but are hyperlinked to the appropriate location in the e-book.
Aboriginal children: in Australia, 24–28; in Canada, 32
adolescents: development of, 255; parental incarceration and, 274; substance abuse by, 293–94
adoption: Adoption Assistance and Child Welfare Act and, 6–7, 12, 312–14; ASFA and, 12–14, 302, 312; family and, 183–84; from foster care, 164, 199–200, 203, 205; Fostering Connections to Success and Increasing Adoptions Act and, 14–17, 315; guardianship and, 213; home studies for, 196–97, 203, 205; IEAP and, 7–8; Increasing Adoptions Act of 2008 and, 17; medical, 227–28; MEPA and, 7–9, 310–11; process, 199; substance abuse and, 190. See also adoptive mother; executive director of private child welfare agency and adoptive mother
Adoption and Safe Families Act (ASFA): changes needed in, 302; influence of, 12–14; overview of, 312
Adoption Assistance and Child Welfare Act, 6–7, 12, 312–14
Adult Attachment Interview, 51
adverse childhood experiences (ACEs), 52–53
African American children, 30, 95, 304; Adoption Assistance and Child Welfare Act and, 7; ASFA and, 13; church and, 60; exposure/visibility bias and, 38; Fostering Connections to Success and Increasing Adoptions Act and, 16; in history of child welfare system, 92–93; in kinship care, 44–45; MEPA and, 7–9; OAACS for, 129, 131; PRWORA and, 10–11. See also One Church One Child
African American community, 186–87
African American social worker, 154
African American Union, 129
agency: communication, 109–10; community and, 114–15; culture, 105–6; data collection and, 113–14; economic issues and, 112–13; legal system and, 107–8; policy, 106–7; practices, 111–12; resources, 110–11; strategy, 104–5; training, 108–9. See also private child welfare agencies
Aid to Families with Dependent Children (AFDC), 9–10, 309
alternative response, 299
antiracism organization, 115–16
Applied Research Center (ARC), 43–44
assessment: in best practices/promising practices, 56–57, 58; on Children of Incarcerated Parents syllabus, 267–68; competency, 248–49, 257, 266; of cultural sensitivity and competence, 68–74, 295; in differential response, 56–57, 58; initial, 292–93; mental health, 247; multiaxial, 291; religion and spirituality in, 158; for social support, 58, 60, 61
Assessment of Mental Disorders syllabus: assignments, 289–91; class schedule, 291–95; course description, 287; course objectives, 287–88; course requirements, 288–89; diagnostic formulations, 290, 293; examination, 289; grading, 289–91; incompletes, 288; required reading, 291–95; required texts, 291; in social work curriculum, 247, 287–95
assignments: on Assessment of Mental Disorders syllabus, 289–91; on Child Development syllabus, 251; on Children of Incarcerated Parents syllabus, 268–69; on Disproportionality Across Systems syllabus, 278–80; on Family Theories syllabus, 259–60
Association for the Benefit of Colored Orphans, 92–93
Association of African American Service Providers, 194
Australia: Aboriginal children in, 24–28; child abuse in, 25, 26–27; CPS in, 25; domestic violence in, 25, 27; foster care in, 28; kinship care in, 28; notifications in, 25, 26; out-of-home care in, 26, 27–28; racial disproportionality in, 24–28, 26–27
best practices/promising practices, in child welfare system: assessment in, 56–57, 58; attachment theory and, 48–51; case study, 75–83; for children’s optimal growth and development, 45–47; cultural sensitivity and competence training, 36, 64–75, 67; decision points and, 36–45, 75–83; differential response systems and, 55–59, 58; ecological systems theory and, 47–48, 49; introduction to, 36–37; parenting course and, 59; programs for at-risk children, 59–64, 61; protective factors and, 53, 54, 60; resilience and, 51–55; risk factors and, 36, 51–55, 54, 56
bias: against biological fathers, 178–79; in decision making, 298; exposure/visibility, 38; prejudice and, 191; racial, 96, 156, 191
birth father (Mr. B): counseling and, 144; in court system, 147–48; CPS and, 143; DOC and, 140, 144; domestic violence by, 137, 142; God and, 140–41, 145; intergenerational impact and, 148–49; interview, 136–49; no contact order for, 137, 140, 144–45; reunification and, 136, 138, 142; social worker and, 141–42, 144; substance abuse and, 136–40, 145
birth mother (Ms. K): CPS and, 117–19, 131; cultural sensitivity and, 121, 135; DOC and, 130; education of, 130, 133–34; employment of, 134; foster care and, 117–19, 122, 128; God and, 124–27, 132–34; incarcerated, 122, 125–28; interview, 117–35; kinship care and, 119; parental rights of, 118, 120; social workers and, 118, 129; substance abuse by, 117, 119–30, 135; welfare and, 130
black and minority ethnic (BME) children, 28–30
boarding schools, for Native American children, 93–94
Brace, Charles Loring, 94
brain architecture, 45–47
brief discussion essays, 278–79
CAPTA Reauthorization Act of 2010, 3–4
caretakers, frequent changes in, 78–79
Catholic Community Services, 119
child: ACEs of, 52–53; BME, 28–30; health and safety of, 312; LGBT, 228–34, 236, 238–39, 241–42; Maori, 30–32; multiracial, 198, 235; observation of, 251, 292; protective factors, 54; rights of, 272, 308; risk factors, 54; special needs of, 233, 308, 313–14. See also Aboriginal children; African American children; Native American children; programs, for at-risk children and youth
child abuse: in Australia, 25, 26–27; CAPTA and, 2–4, 314–15; defined, 315; emotional, 25, 27, 117; in foster care, 117–19, 171–72; ICWA and, 4; investigation of, 36; Office on Child Abuse and Neglect for, 315; in parent’s childhood, 77, 79, 82; physical, 25, 27, 117; by stepparent, 225. See also neglect; reporting, abuse and neglect; sexual abuse
Child Abuse Prevention and Treatment Act of 1974 (CAPTA), 2–4, 314–15
Child and Family Service Reviews (CFSRs), 12, 300–301
Child and Family Services Improvement and Innovation Act, 16–18, 302, 316
child development: adolescent, 255; applied knowledge of, 250; attachment theory and, 48–51; child welfare professionals and, 247; communication in, 256; cultural context of, 249, 252; decision points and, 47; in early childhood, 254; in ecological systems theory, 47–48, 49; empowerment lens and, 249; factors influencing, 45, 247; family and, 253; infants, 254; in middle and late childhood, 254–55; optimal, 45–47; out-of-home care and, 46; parental incarceration influencing, 265, 270; poverty and, 255; socialization in, 256; socioeconomic status and, 45, 255
Child Development syllabus: assignments, 251; class schedule, 252–56; course description, 246–48; course objectives, 249; course requirements, 249–52; CSWE Competencies and Practice Behaviors targeted by, 248–49; examinations, 251; grading, 251; reflection/research paper, 252; required reading, 253–56; in social work curriculum, 246–56; textbooks, 252
child protective services (CPS): in Australia, 25; birth father and, 143; birth mother and, 117–19, 131; CAPTA and, 2–4; female foster care alumnus and, 216–17; in New Zealand, 30–31; racial disproportionality and, 2, 14; reports to, 37–39, 76, 94; training, 36
Child Protective Team (CPT), 190
Children, Young Persons, and Their Families Act of 1989, 30–32
Children of Incarcerated Parents syllabus: assessment methods, 267–68; assignments, 268–69; class schedule, 270–75; course description, 264–65; course objectives, 266–67; course requirements, 267–68; CSWE Competencies and Practice Behaviors on, 265–66; examinations, 268–69; grading, 268–69; quizzes, 269; reflection paper, 268–69; required reading, 270–75; in social work curriculum, 246–47, 264–75; textbook, 269
Children of the Empire, 33
Children’s Aid Society, 94
Children’s Bureau, U.S., 94, 300
Children’s Home Society, 221, 300
Children’s Justice Act grants, 3
child welfare: cost of, 182; crises in, 196; decision points in, 36–45; goals, 91–92; history, 91–94; objective and subjective criteria in, 37–38, 55; objective criteria in, 37–38, 55; social welfare policy and, 1–18; terminology, 192, 219. See also best practices/promising practices, in child welfare system; child welfare system change; laws; private child welfare agencies; professionals, child welfare; racial disproportionality, in child welfare
Child Welfare Information Gateway, 315
child welfare system change: antiracism organizations and, 115–16; ASFA and, 302; cultural competence and, 97–98; Disproportionality Diagnostic Tool and, 98–115; diversity and, 97–98; history of child welfare and, 91–94; institutional racism and, 94–96; introduction to, 91; Judge X and, 181–83; male foster care alumnus on, 239–40; policy changes, 181–83, 298. See also interviews
Child Welfare Training Alliance Program (CWTAP), 169–70
church: African American children and, 60; Catholic, 157–58; executive director and adoptive mother at, 185; female foster care alumnus and, 212, 214–15; foster care and, 157–58; Greater Christ Temple, 59; interdenominational, 215; programs at, 59–60; as protective factor, 60; Seventh Day Adventist, 157–58. See also One Church One Child
Circles of Care program, 60, 62
class schedule: Assessment of Mental Disorders, 291–95; Child Development, 252–56; Children of Incarcerated Parents, 270–75; Disproportionality Across Systems, 280–86; Family Theories, 261–64
Clinton, Hillary Rodham, 303
College Success Foundation, 234–35
communication: agency, 109–10; in child development, 256
community: African American, 186–87; agency and, 114–15; engagement with, 182; support systems, 303
community-based grants, 3
Contract with America, 309
Council on Social Work Education (CSWE) Competencies and Practice Behaviors, 238, 244; on Child Development syllabus, 248–49; on Children of Incarcerated Parents syllabus, 265–66; on Family Theories syllabus, 257–58
course description: Assessment of Mental Disorders, 287; Child Development, 246–48; Children of Incarcerated Parents, 264–65; Disproportionality Across Systems, 275–76; Family Theories, 256–57
course methodology, of Disproportionality Across Systems, 277
course objectives: Assessment of Mental Disorders, 287–88; Child Development, 249; Children of Incarcerated Parents, 266–67; Disproportionality Across Systems, 276–77; Family Theories, 258
course requirements: Assessment of Mental Disorders syllabus, 288–89; Child Development, 249–52; Children of Incarcerated Parents, 267–68; Disproportionality Across Systems, 277–80; Family Theories, 258–60
court-appointed special advocate (CASA), 3
court system: birth father navigating, 147–48; decision points and, 36, 39–43; dependency court, 39–42, 94; drug court, 180–81; service disparities in, 41–43
crises, in child welfare, 196
critical literature review, 279–80
cultural awareness, self-assessment of, 68–69
Cultural Competency Continuum, 66, 67
cultural sensitivity and competence: of agency, 97; best practices/promising practices and, 36, 64–75, 67; birth mother and, 121, 135; child welfare system change and, 97–98; Cultural Competency Continuum for, 66, 67; at decision points, 98; executive director and adoptive mother on, 191; five-day module, 74–75; foster parent and, 153–54, 166, 170; during home visits, 296; importance of, 64, 135, 153; male foster care alumnus on, 237–38; of professionals, 36, 64–75, 67, 121, 135, 153–54, 166, 170, 191, 237, 241; self-assessment of, 68–74, 295; Social Work Cultural Competencies Self-Assessment Tool, 68–74; training, 36, 64–75, 67, 153–56, 166, 170, 237–38
decision points: best practices/promising practices and, 36–45, 75–83; in case study, 75–83; child development and, 47; in child welfare system, 36–45; court system and, 36, 39–43; cultural competence at all, 98; data collection and analysis at, 300; differential response and, 56; exit from system, 36, 43–45; out-of-home care, 36, 39, 43; referral for investigation, 36, 38–39; removal from home, 36, 39; reporting abuse and neglect, 36–38; team approach to, 55
Department of Corrections (DOC), 130, 140, 144
Department of Health and Human Services, U.S. (DHHS), 316
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), 287–88, 290–95
diagnostic formulations, 290, 293
differential response: assessment in, 56–57, 58; best practices/promising practices and, 55–59, 58; CAPTA and, 4; future directions for, 299
disorganized/disoriented attachment, 51
Disproportionality Across Systems syllabus: assignments, 278–80; brief discussion essays, 278–79; class schedule, 280–86; course description, 275–76; course methodology, 277; course objectives, 276–77; course requirements, 277–80; critical literature review, 279–80; examinations, 278; grading, 278; required reading, 280–86; in social work curriculum, 247, 275–86
Disproportionality Diagnostic Tool: action following, 115–16; background, 98–99; child welfare system change and, 98–115; completion, 102–3; DAPIM and, 100, 103; description, 98–99; design, 100–102; domains, 100–101; follow-up guidance, 103; instructions, 99–100, 102–3; limitations, 99–100; purpose, 99; questions, 104–15; Spheres of Influence, 101, 104–15
dissociative behavior, 226
diversity: child welfare system change and, 97–98; content, in social work curriculum, 244–46; defined, 65; engagement with, 248, 257, 265; family, 256–58, 264; of social workers, 245
domestic violence: in Australia, 25, 27; by birth father, 137, 142
early childhood development, 254
economic issues, agency and, 112–13
education: of birth mother, 130, 133–34; of female foster care alumnus, 214–15, 219–21; foster care and, 164–65, 215; of male foster care alumnus, 227, 229–30, 233–34, 236
emotional abuse: in Australia, 25, 27; in foster care, 117
employment: of birth mother, 134; of female foster care alumnus, 219–21; importance of, 212
engagement: in class, 250, 258–59, 267, 269, 277–78, 288–89; with community, 182; competency, 257; with diversity, 248, 257, 265
environment, heredity and, 249, 252
environmental protective factors, 53, 54
environmental risk factors, 54
examinations: on Assessment of Mental Disorders syllabus, 289; on Child Development syllabus, 251; on Children of Incarcerated Parents syllabus, 268–69; on Disproportionality Across Systems syllabus, 278; on Family Theories syllabus, 259
executive director of private child welfare agency and adoptive mother (Mrs. F): church and, 185; on cultural sensitivity, 191; foster care and, 184–90, 192, 196–97; interview, 183–97; One Church One Child agency of, 188–97; social workers and, 187, 191, 196
exit, from system: decision point of, 36, 43–45; kinship care and, 44–45, 82
expenses, of kinship care, 151
exposure/visibility bias, 38
Families and Schools Together. See FAST
family: adoption and, 183–84; child development and, 253; development, 260; diversity in, 256–58, 264; historical context of, 257; importance of, 200; meaning of, 139; phenomenon, 262; protective factors, 54; racism in, 224; risk factors, 54; worker, 196
Family Dependency Drug Court, 180
Family Dependency Treatment Court, 41
family group decision making (FGDM), 63–64, 299
Family Preservation and Support Services Program, 312
Family Theories syllabus: assignments, 259–60; class schedule, 261–64; course description, 256–57; course objectives, 258; course requirements, 258–60; CSWE Competencies and Practice Behaviors on, 257–58; examinations on, 259; grading, 259–60; required reading, 261–64; in social work curriculum, 246, 256–64; textbooks, 260
FAST (Families and Schools Together), 64
female foster care alumnus (Mrs. T): church and, 212, 214–15; CPS and, 216–17; education of, 214–15, 219–21; employment of, 219–21; grandma of, 212, 216–17; interview, 210–23; kinship care and, 212, 216; on racism, 221–22; siblings of, 210–12, 217, 222; social workers and, 216–18, 221–22; substance abuse and, 211, 217–18; Triage for Kids and, 215, 219–20
First Nations children, 32–33
five-day cultural competency training module, 74–75
foster care: abuse in, 117–19, 171–72; Adoption Assistance and Child Welfare Act and, 6–7; adoption from, 164, 199–200, 203, 205; adoptive mother and, 197–208; in Australia, 28; birth mother and, 117–19, 122, 128; Child and Family Services Improvement and Innovation Act and, 16–18; churches and, 157–58; classes, 152; daycare and, 173–74; education and, 164–65, 215; in England, 29; executive director and adoptive mother and, 184–90, 192, 196–97; Fostering Connections to Success and Increasing Adoptions Act and, 14–16; guardianship in, 213; in history of child welfare system, 94; home studies for, 196–97, 213; information needed in, 161; labeling and, 218–19; LGBT children in, 228–34, 236, 238–39, 241–42; licensing, 150, 160, 171, 187, 203, 213, 216; mentor, 159–60; MEPA and, 7–9; multiple placements in, 52, 163, 207, 228–29; parental incarceration and, 265; permanency planning and, 313–14; PRWORA and, 10; psychotropic drugs and, 16–17, 316; rules, 216; services for, 151–53, 159, 162, 172, 190, 233, 304; sexual abuse and, 117–19, 161–62, 171–72; in South Dakota, 300; testing in, 163; Washington Foster Care Association for, 159–60. See also female foster care alumnus; foster parent and kinship caregiver; kinship care; male foster care alumnus
Fostering Connections to Success and Increasing Adoptions Act of 2008, 14–17, 315
foster parent and kinship caregiver (Ms. T): cultural sensitivity and, 153–54, 166, 170; interview, 150–75; as mentor, 159–60; social workers and, 150–51, 154–56, 158–62, 166–71, 173–74; substance abuse and, 166
goals, of child welfare, 91–92
grading: on Assessment of Mental Disorders syllabus, 289–91; on Child Development syllabus, 251; on Children of Incarcerated Parents syllabus, 268–69; on Disproportionality Across Systems syllabus, 278; on Family Theories syllabus, 259–60
graduate (MSW) social work programs, 244
grandparents: of female foster care alumnus, 212, 216–17; Kinship Caregiver Support Act and, 303–4; of male foster care alumnus, 224–25
Greater Christ Temple Church, 59
guardian ad litem (GAL): adoptive mother and, 208; CAPTA and, 3–4; race of, 169
history, of U.S. child welfare, 91–94
incompletes, on Assessment of Mental Disorders syllabus, 288
Increasing Adoptions Act of 2008, 17
Indian Child Welfare Act (ICWA): child abuse and, 4; Native American children and, 4–5, 41, 60, 307–9, 312–13; social welfare policy of, 4–5; Washington State, 5, 60, 307–9
Indian Child Welfare (ICW) Case Review Tool, 60
inductive learning, self-assessment of, 72–73
institutional racism, 116, 192–93, 199, 276; child welfare system change and, 94–96; diversity content about, 244, 246; eradication of, 304; out-of-home care and, 94–95; poverty and, 95; substance abuse and, 95
interdenominational churches, 215
Inter-Ethnic Adoption Provisions of 1996 (IEAP), 7–8
intergenerational impact, 148–49
internal working models, 49–51
investigation, decision point of, 36, 38–39
Job Opportunities and Basic Skills Training program, 309
Keeping Children and Families Safe Act of 2003, 2
kinship care: Adoption Assistance and Child Welfare Act and, 6–7; African American children in, 44–45; in Australia, 28; birth mother and, 119; conflictual relationships in, 78, 80; exiting system and, 44–45, 82; expenses of, 151; female foster care alumnus and, 212, 216; as first option, 198; Fostering Connections to Success and Increasing Adoptions Act and, 14–16; guardianship and, 213; Native American children in, 44–45, 308; navigator programs, 303–4; in New Zealand, 31–32; One Church One Child and, 191–92; parental rights and, 302; PRWORA and, 11; services for, 80–81, 151, 159, 172, 303–4; terminology, 192. See also foster parent and kinship caregiver
Kinship Caregiver Support Act, 303–4
knowledge acquisition, self-assessment of, 69–70
late childhood development, 254–55
laws: Adoption Assistance and Child Welfare Act, 6–7, 12, 312–14; CAPTA, 2–4, 314–15; Child and Family Services Improvement and Innovation Act, 16–18, 302, 316; Children, Young Persons, and Their Families Act of 1989, 30–32; disproportionality legislation, 298–99; Fostering Connections to Success and Increasing Adoptions Act, 14–16, 315; IEAP, 7–8; Increasing Adoptions Act of 2008, 17; Keeping Children and Families Safe Act of 2003, 2; Kinship Caregiver Support Act, 303–4; MEPA, 7–9, 310–11; PRWORA, 9–11, 309–10; racial disproportionality influenced by, 1–2, 4–5, 7–8, 10–11, 13–18; reporting, 94; Washington State Indian Child Welfare Act, 5, 60, 307–9. See also Adoption and Safe Families Act; Indian Child Welfare Act
legal system, agency work within, 107–8
life-span perspective, 45
male foster care alumnus (Mr. T): abuse and, 225–26; on child welfare system change, 239–40; on cultural sensitivity and competence, 237–38; education of, 227, 229–30, 233–34, 236; grandparents of, 224–25; interview, 224–42; LGBT foster children and, 228–34, 236, 238–39, 241–42; multiple placements of, 228–29; racism and, 224; reunification and, 228, 232; siblings of, 224–28; social workers and, 228, 232, 234–35, 237, 241; Vietnamese background of, 224, 235
Medical-Legal Partnership for Children (MLPC), 62–63
mental representations, 49–51
Mentoring Children of Prisoners Program, 302–3
methodology, of Disproportionality Across Systems, 277
middle childhood development, 254–55
multiaxial assessment, 291
multicultural organization, 115
Multiethnic Placement Act of 1994 (MEPA), 7–9, 310–11
multiracial children, 198, 235
National Council of Juvenile and Family Court Judges, 40–41
Native American children, 31, 95, 304; ASFA and, 13; in birth father’s interview, 138; boarding schools for, 93–94; CFSRs and, 301; court system and, 41; exposure/visibility bias and, 38; Fostering Connections to Success and Increasing Adoptions Act and, 14–16; in history of child welfare system, 93–94; ICWA and, 4–5, 41, 60, 307–9, 312–13; in kinship care, 44–45, 308; programs for, 60, 62; in South Dakota, 300; Washington State Indian Child Welfare Act for, 5, 60, 307–9. See also female foster care alumnus
navigator programs, kinship, 303–4
neglect: in Australia, 25; CAPTA and, 2; defined, 298, 315; ICWA and, 4; investigation of, 36; Office on Child Abuse and Neglect for, 315; substance abuse and, 13–14, 41, 76, 78–80, 82, 211. See also reporting, abuse and neglect
New Zealand: CPS in, 30–31; kinship care in, 31–32; racial disproportionality in, 30–32
notifications, in Australia, 25, 26
objective criteria, in child welfare, 37–38, 55
observation, of children, 251, 292
Odessa Brown Children’s Clinic, 62–63
Office of African American Children’s Services (OAACS), 129, 131
Office on Child Abuse and Neglect, 315
One Church One Child: executive director of, 188–97; kinship and, 191–92
Orphan Foundation of America, 219
out-of-home care: in Australia, 26, 27–28; child development and, 46; decision point of, 36, 39, 43; institutional racism and, 94–95; risk factors, 51–52
Pacific Islander children, 31
parental incarceration: adolescents and, 274; of birth mother, 122, 125–28; child development influenced by, 265, 270; foster care and, 265; mentors and, 273, 302–3; reunification after, 265, 270–71; statistics, 301. See also Children of Incarcerated Parents syllabus
parental rights: of birth mother, 118, 120; kinship care and, 302; termination of, 12–13, 118, 135, 137, 200–201, 206, 302; visitation, 246–47
parents: in best practices/promising practices case study, 75–83; childhood abuse of, 77, 79, 82; depression in, 76; stepparents, 225; visitation with, 78, 80–81, 246–47, 266. See also Children of Incarcerated Parents syllabus; fathers; foster parent and kinship caregiver; mothers
personality disorders, 294
Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA), 9–11, 309–10
physical abuse: in Australia, 25, 27; in foster care, 117
post-partum depression (PPD), 123
poverty: child development and, 255; chronic, 9–10; decline in, 310; institutional racism and, 95; policy making and, 282; PRWORA and, 9–11; in U.S., 281
primary characteristics, of diversity, 65
private group home providers, 300
professionals, child welfare: child development and, 247; community and, 114–15; cultural sensitivity and competence of, 36, 64–75, 67, 121, 135, 153–54, 166, 170, 191, 237, 241; identification as, 265; in Individual Sphere of Influence, 101–2; self-assessment of, 68–74, 155, 157, 191, 295; team approach of, 55; unprofessionalism of, 195–96; white, 96. See also social workers; training
programs, for at-risk children and youth: in best practices/promising practices, 59–64, 61; Circles of Care, 60, 62; FAST, 64; FGDM, 63–64, 299; for Native American children, 60, 62; at Odessa Brown Children’s Clinic, 62–63; at religious organizations, 59–60
Promoting Safe and Stable Families Program, 17
protective factors: best practices/promising practices and, 53, 54, 60; child, 54; church, 60; environmental, 53, 54; family, 54
racial disproportionality, in child welfare: in Australia, 24–28, 26–27; in Canada, 32–33; CPS and, 2, 14; in England, 28–30; future directions for addressing, 298–304; international exploration of, 24–33; laws influencing, 1–2, 4–5, 7–8, 10–11, 13–18; in New Zealand, 30–32; proactive steps to address, 298–99; as racism, 192–93; service disparities in court system, 41–43. See also best practices/promising practices, in child welfare system; child welfare system change; Disproportionality Diagnostic Tool; interviews; social work curriculum
racism: antiracism organization and, 115–16; cultural, 96; in family, 224; female foster care alumnus on, 221–22; individual, 96, 116, 192–93, 304; male foster care alumnus and, 224; racial disproportionality as, 192–93. See also institutional racism
Reach Out and Read (ROR), 62–63
referral to investigation, decision point of, 36, 38–39
religion: in assessment, 158; female foster care alumnus and, 212, 214–15
religious organizations, programs at, 59–60. See also church
removal from home, decision point of, 36, 39
representations, mental, 49–51
required reading: on Assessment of Mental Disorders syllabus, 291–95; on Child Development syllabus, 253–56; on Children of Incarcerated Parents syllabus, 270–75; on Disproportionality Across Systems syllabus, 280–86; on Family Theories syllabus, 261–64
research, future directions for, 298–304
resilience: best practices/promising practices and, 51–55; defined, 53
resources: agency, 110–11; allocation of, 116
reunification: barriers to, 43–44; birth father and, 136, 138, 142; in case study, 78, 82; in differential response, 57; Judge X and, 176–79; male foster care alumnus and, 228, 232; after parental incarceration, 265, 270–71; permanency planning and, 313–14; psychotherapy and, 78
risk factors: ACEs, 52–53; best practices/promising practices and, 36, 51–55, 54, 56; out-of-home care, 51–52
rules: foster care, 216; household, 165
Safe and Stable Families Program, 312, 316
secondary characteristics, of diversity, 65
self-assessment: of cultural awareness, 68–69; of cultural sensitivity and competence, 68–74, 295; importance of, 191; of inductive learning, 72–73; of knowledge acquisition, 69–70; of professionals, 68–74, 155, 157, 191, 295; of skill development, 70–72; Social Work Cultural Competencies Self-Assessment Tool for, 68–74; of students, 295
Seventh Day Adventist church, 157–58
Shattered Families (ARC), 43–44
siblings: of female foster care alumnus, 210–12, 217, 222; of male foster care alumnus, 224–28
skill development, self-assessment of, 70–72
socialization, in child development, 256
social support, assessment for, 58, 60, 61
social welfare policy: Adoption Assistance and Child Welfare Act, 6–7, 12, 312–14; CAPTA, 2–4, 314–15; Child and Family Services Improvement and Innovation Act, 16–18, 302, 316; Children, Young Persons, and Their Families Act of 1989, 30–32; child welfare and, 1–18; Fostering Connections to Success and Increasing Adoptions Act, 14–17, 315; IEAP, 7–8; Increasing Adoptions Act of 2008, 17; Keeping Children and Families Safe Act of 2003, 2; MEPA, 7–9, 310–11; PRWORA, 9–11, 309–10. See also Adoption and Safe Families Act; Indian Child Welfare Act
Social Work Cultural Competencies Self-Assessment Tool, 68–74
social work curriculum: Assessment of Mental Disorders syllabus, 247, 287–95; Child Development syllabus, 246–56; Children of Incarcerated Parents syllabus, 246–47, 264–75; Disproportionality Across Systems syllabus, 247, 275–86; diversity content in, 244–46; Family Theories syllabus, 246, 256–64; overview of, 244–47, 295–97; practicum and, 295–96
social workers: adoptive mother and, 198–205, 207–8; African American, 154; biological fathers located by, 179; birth father and, 141–42, 144; birth mother and, 118, 129; diversity of, 245; executive director and adoptive mother and, 187, 191, 196; as family worker, 196; female foster care alumnus and, 216–18, 221–22; foster parent and, 150–51, 154–56, 158–62, 166–71, 173–74; male foster care alumnus and, 228, 232, 234–35, 237, 241; student, 169–70, 295
social work programs, 244
socioeconomic status, child development impacted by, 45, 255
spirituality, in assessment, 158
Stephanie Tubbs Jones Child Welfare Services Program, 316
Strengthening Families Program, 59
subjective criteria, in child welfare, 37–38, 55
substance abuse: in adolescence, 293–94; adoption and, 190; ASFA and, 13–14; birth father and, 136–40, 145; birth mother and, 117, 119–30, 135; female foster care alumnus and, 211, 217–18; foster parent and, 166; institutional racism and, 95; Judge X and, 178–81; meth, 180–81, 211; neglect and, 13–14, 41, 76, 78–80, 82, 211; overdose, 145
Temporary Assistance for Needy Families (TANF), 9–11, 309–10
terminology, child welfare, 192, 219
testing, in foster care, 163
textbooks: on Assessment of Mental Disorders syllabus, 291; on Child Development syllabus, 252; on Children of Incarcerated Parents syllabus, 269; on Family Theories syllabus, 260
therapeutic alliance, 76–77
Torres Strait Islander children, 24, 28
undergraduate (BASW) social work programs, 244
Union Gospel Mission, 145
United States (U.S.): Children’s Bureau, 94, 300; child welfare history in, 91–94; Contract with America in, 309; Department of Health and Human Services, 316; international racial disproportionality and, 24, 30–31, 33; poverty in, 281
University of Washington, 246–47
Washington Foster Care Association, 159–60
Washington State Indian Child Welfare Act, 5, 60, 307–9
White House Conference on the Care of Dependent Children, 94