The Maltreated Child and Child Protective Services’ Response: What Happens After a Report is Made?

1. Which of the following situations does NOT necessarily require an immediate response (i.e., within 2 hours) from CPS?

a. The call concerns the physical abuse of a toddler.

b. The call regards an 11-year-old who has been left home alone.

c. The call is received from the emergency room of a hospital.

d. The call concerns a case of sexual abuse in which the perpetrator lives in the home with the victim.

Answer: B a. The name of the alleged victim. b. The name of the alleged perpetrator. c. A specific allegation of child abuse/neglect. d. The address where the child and/or alleged perpetrator live.

2. Which of the following pieces of information MUST CPS have in order to investigate a report of child maltreatment?

Answer: C a. The report comes from a hospital emergency room. b. The report is for the physical abuse of a toddler. c. The report is for the sexual abuse of a child in which the alleged perpetrator lives in the child’s home. d. The report is provided by a mandated reporter.

3. Which of the following is NOT necessarily considered an “emergency” with respect to CPS response time (i.e., with 2 hours) following a report of child maltreatment?

Answer: D a. Adoption Assistance and Child Welfare Act b. Child Abuse Prevention and Treatment Act c. Adam Walsh Child Protection and Safety Act d. Keeping Children and Families Safe Act

4. Which of the following pieces of Federal legislation requires states to make reasonable efforts to prevent the removal of children from their parents care?

Answer: A a. Adoption Assistance and Child Welfare Act b. Child Abuse Prevention and Treatment Act c. Adam Walsh Child Protection and Safety Act d. Keeping Children and Families Safe Act

5. Which of the following pieces of Federal legislation requires a national registry of substantiated cases of child maltreatment to be maintained by the U.S. Department of Health and Human Services?

Answer: C a. A safe a permanent home is best for children. b. Families who need assistance from CPS are diverse. c. CPS efforts are most likely to succeed when clients actively participate in the process. d. When children are placed in out-of-home care, permanency planning should be developed slowly.

6. According to Child Protective Services: A Guide for Caseworkers, which of the following is NOT a basic philosophical tenet of CPS?

Answer: D

7. The principle that a child’s ideal living environment is one that will be long-lasting and stable is known as a. permanency. b. continuity. c. family preservation. d. family reunification.

Answer: A

8. The principle that a child’s ideal living environment is one that should be disrupted as little as possible is known as a. permanency. b. continuity. c. family preservation. d. family reunification.

Answer: B

9. The federally mandated principle that encourages CPS agencies to maintain biological families whenever possible a. is required by the Child Abuse Prevention and Treatment Act. b. is known as family preservation and reunification. c. is known as permanency. d. is administered by the Office on Child Abuse and Neglect.

Answer: B

10. As part of the intake process, CPS agencies a. determine whether an allegation of child maltreatment is substantiated. b. develop concurrent plans for permanency. c. evaluate family progress. d. determine whether a report of child maltreatment should be accepted for further investigation.

Answer: D a. Determining whether a report meets statutory and/or agency guidelines. b. Conducting a safety assessment to determine the urgency of an allegation and the necessary agency response time. c. Including the alleged victims’ family in the decision-making process. d. Deciding whether to accept a report of child maltreatment for further investigation.

11. Which of the following is NOT part of CPS’ intake process?

Answer: C

12. The final outcome of a CPS investigation is to a. determine whether an allegation of child maltreatment is substantiated. b. develop a case plan. c. hold meetings to involve the family in the decision-making process. d. determine any services needed to improve the families’ overall well-being.

Answer: A

13. When a report of child maltreatment is unfounded, this means that a. credible evidence indicates that maltreatment has occurred. b. there is a lack of credible evidence to indicate that maltreatment has occurred. c. the alleged victim was not, in fact, maltreated. d. some evidence of maltreatment exists, but not enough to substantiate the case.

Answer: B

14. When a report of child maltreatment is indicated, this means that a. credible evidence indicates that maltreatment has occurred. b. there is a lack of credible evidence to indicate that maltreatment has occurred. c. the alleged victim was not, in fact, maltreated. d. some evidence of maltreatment exists, but not enough to substantiate the case.

Answer: D

15. The process by which an allegation of child maltreatment might lead to referrals for services rather than a CPS investigation is known as a(n) a. differential response system. b. investigative track. c. risk assessment. d. safety assessment.

Answer: A

16. The family group decision-making model a. utilizes family meetings in the case-planning process. b. often increases the willingness of family members to accept services outlined in the case plan. c. increases the support available to families through support networks. d. all of the above

Answer: D a. Child safety b. Child permanence c. Out-of-home placement d. Family well-being

17. Which of the following is NOT a primary outcome of case planning?

Answer: C

18. Behaviors that typically pose moderate risk for child maltreatment include a. inappropriate corporal punishment. b. sexual abuse. c. high level of family stress. d. mild neglect (for example, a dirty house in which older children live).

Answer: A

19. Behaviors that rise to the level of high risk for child maltreatment are most likely to require a. parenting education. b. early intervention. c. court-ordered services. d. community support services.

Answer: C a. Case closure occurs when the case plan has been completed and all outcomes have been achieved. b. Case closure occurs following the termination of parental rights the child has been adopted. c. Case closure may occur when a family receiving voluntary services discontinues involvement with CPS. d. Case closure may occur when a family receiving involuntary services discontinues involvement with CPS.

20. Which of the following statements regarding case closure is FALSE?

Answer: D

True/False

1. The Adoption Assistance and Child Welfare Act (1980) requires states to make reasonable efforts to prevent the removal of children from their parents.

Answer: True

2. As part of the family assessment process, a safety plan is typically developed.

Answer: False

3. A central registry is a statewide database that contains information on all substantiated reports of child maltreatment.

Answer: True

4. A determination of indicated means that a caseworker has found enough evidence to substantiate that maltreatment has occurred.

Answer: False

5. The family group decision-making model includes the family in the caseplanning process.

Answer: True

Short Answer Questions

1. Discuss the significance of legal terminology and definitions with respect to inconsistencies inherent in CPS decision-making. Provide a specific example to support your answer.

Answer: The ambiguity of legal statutes and terminology, such as “reasonable efforts,” present unique challenges with respect to CPS decision-making. This ambiguity may lead to unclear and/or non-specific operational guidelines for decision makers to follow, which will, in turn, lead to inconsistent decision within and between CPS staff.

2. What is the difference between continuity and permanency with respect to a child’s living environment?

Answer: Both of these terms address a child’s ideal living environment. Permanency focuses on the long lasting nature and stability of a child’s living environment, while continuity focuses on a lack of disruption in the environment.

3. Describe the principle of family preservation and reunification. How has CPS’ adherence to this principle been affected by federal legislation?

Answer: Family preservation and reunification encourages CPS agencies to maintain biological families whenever possible. This principle was especially encouraged through the Adoption Assistance and Child Welfare Act (1990). More recently, however, the Adoption and Safe Families Act (1997) focuses more on the child’s safety and well-being and, therefore, the focus maintaining biological families has lessened.

4. What does it mean when a case is unsubstantiated? Does this mean that maltreatment has not occurred? Explain your answer.

Answer: When an allegation of child maltreatment is unsubstantiated following an investigation this means that there was a lack of credible evidence to indicate that maltreatment has occurred. This does not, however, necessarily mean that the alleged victim was not maltreated, only that there was a lack of evidence to support the allegation.

5. Discuss two advantages to differential response systems with respect to child welfare. What is a potential pitfall to this approach?

Answer: One advantage is that this system is less punitive for families who would likely benefit more from assistance than from investigation. In this situation (for example, a single mother who needs affordable childcare so that she can go to work when her child is sick and cannot attend school), these families are likely to be more receptive to the support and resources made available to them, which will hopefully result in improved family functioning. A second advantage is that it allows CPS agencies to focus their efforts on cases involving more serious maltreatment. These more severe and challenging cases often require increased agency resources, which are more likely to be available if caseworkers are able to refer the lower risk cases to competent third parties. A potential pitfall to the differential response system is lack of communication between agencies. By incorporating third party contractors, CPS becomes more removed (usually completely) from low to moderate risk cases, which means that family follow through may be lowered and high risk situations may be missed, miscommunicated, etc.

6. What is a potential pitfall to the differential response system?

Answer: A potential pitfall to the differential response system is lack of communication between agencies. By incorporating third party contractors, CPS becomes more removed (usually completely) from low to moderate risk cases, which means that family follow through may be lowered and high risk situations may be missed, miscommunicated, etc.

Additional Case Studies

1. Children’s Bureau. A division of the Administration for Children and Families (http://www.acf.hhs.gov/) that focuses “exclusively on improving the lives of children and families.” This following internet site provides access to a variety of legislative and agency-related child protection topics including National conferences on child abuse & neglect, child welfare outcome data that are reported annually to Congress, child protection training opportunities, and the Commission to Eliminate Child Abuse and Neglect Fatalities (2012).

https://www.acf.hhs.gov/cb/focus-areas/child-abuse-neglect https://www.childwelfare.gov/topics/systemwide/laws-policies/state/ https://www.childwelfare.gov/topics/responding/ https://www.childwelfare.gov/topics/systemwide/assessment/ https://www.childwelfare.gov/topics/supporting/ https://www.childwelfare.gov/topics/outofhome/ https://www.childwelfare.gov/topics/management/ https://medschool.cuanschutz.edu/pediatrics/sections/child-abuse-andneglect-(kempe-center) https://images.slideplayer.com/39/10993788/slides/slide_1.jpg https://www.ncdhhs.gov/divisions/social-services/child-welfareservices/multiple-response-system-evaluations-and-reports http://liftingtheveil.org/reports/forgotten-children-carole-keeton-strayhorntexas-comptroller-2004/ http://thesociologycenter.com/GeneralBibliography/decisionmaking.pdf https://www.adelphi.edu/social-work/wpcontent/uploads/sites/13/2020/06/Real-Cases-Project-Anne-M.-CaseStudy.pdf https://www.yumpu.com/en/document/view/4031361/designing-andimplementing-differential-response-tufts-university https://www.semanticscholar.org/paper/Rethinking-the-paradigm-forchild-protection.-

2. Child Welfare Information Gateway. A resource made available through the Administration for Children and Families (http://www.acf.hhs.gov/) that provides extensive and detailed information with respect to child protection and family support. Included are links to resources specifically related to topics such as stateby-state policies, agency responses to reports of child maltreatment, child welfare assessment, family strengthening and preservation services, out-of-home care, and the supervision of child welfare agencies and services.

3. Kempe Center for the Prevention and Treatment of Child Abuse and Neglect. In addition to providing more general information and resources regarding child maltreatment, the Kempe Center provides information specific to Differential Response systems in child protective services and Family group Decision Making.

4. State of Hawaii Department of Human Services. A slideshow presentation outlining Hawaii’s Differential Response system for child protection.

5. North Carolina Division of Social Services’ Multiple Response System. Here you can find information regarding North Carolina’s efforts to reform their child welfare services beginning with the first report of child maltreatment to permanency planning.

6. Liftingtheveil.org. The organization provides access to a report issued by Former Texas Comptroller, Carole Keeton Strayhorn in 2004 (“Forgotten Children”) following an in-depth investigation into reports of fraud and abusive conditions in the state’s foster care system.

7. Decision-Making in Unsubstantiated Child Protective Services Cases: A synthesis of Recent Research – a report published by the National Clearinghouse on Child Abuse and Neglect Information National Adoption Information Clearinghouse.

8. Real Cases: Integrating Child Welfare Practice across the Social Work Curriculum –three case studies as part of the “Real Cases Project,” sponsored by the Adelphi University School of Social Work.

9. Designing and Implementing Differential Response Systems in Child Protective Services: A Three State Case Study – prepared by the Department of Urban and Environmental Policy and Planning at Tufts University.

10. Rethinking the Paradigm for Child Protection – an article published in The Future of Children, Spring 1998, available as a pdf document through the following website. The article includes three case studies of state-based efforts to reform child protection efforts.

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Video Suggestions

1. The Children’s Bureau: The Right to a Healthy Childhood (2014). This short video provides an historic overview of early parenting-related legislation and activities sponsored by the U.S. Children’s Bureau https://www.youtube.com/watch?v=XdOln7IvNSc&t=327s https://www.films.com/id/12987/Foster_Care_A_System_in_Crisis.htm

2. Foster Care: A System in Crisis (2006). This video includes three ABC News segments (“Calling All Angels,” “A Call to Action,” and “Children on the Brink”) focusing on the challenges faced by families and organizations that provide foster care services to endangered children. May be available through an institutional database such as Films on Demand; alternatively, a DVD may be purchased for $169.95 through the website.

3. Families First. Includes information regarding family preservation programs designed to help families stay together rather than have children enter into foster care. This website includes a 10-minute video clip from a documentary that first aired on PBS in 1991, which may be available through an institutional database such as Films on Demand https://gailpellettproductions.com/families-first/ http://www.pbs.org/wgbh/pages/frontline/shows/fostercare/

4. Frontline: Failure to Protect. This website includes information related to a twopart special that aired on the PBS program Frontline on January 29, 2003 (“The Taking of Logan Marr”) and February 6, 2003 (“The Caseworker Files”). Included on this website are video clips from the original broadcasts, interviews with child welfare experts, and factual information regarding U.S. child welfare policy.

5. The Unlimited Power of Child Protective Services.YouTube video clip featuring a speech delivered by Georgia State Senator Nancy Schaefer following her publication of the report “The Corrupt Business of Child Protective Services.” http://www.youtube.com/watch?v=Ry5eSKyZ98g http://www.youtube.com/watch?v=Y73nFp0Y19c

Discussion Topics

1. Have students discuss child protective services’ role in removing children from their parents’ custody. In some states, CPS agencies are empowered with this ability, but in other states only law enforcement has the authority to do so. Discuss the pros and cons of empowering each of these agencies with this authority.

2. What are culturally responsive services? Engage students in a discussion regarding the importance of culturally responsive services in working with families from diverse backgrounds.

3. Many state child protective service agencies have moved toward (or are in the process of moving toward) alternative/differential response systems (See Case Example 13.3 regarding South Carolina’s Appropriate Response, i.e., Community Based Prevention Services, system). Have students discuss the advantages and disadvantages of adopting these alternative procedures for managing low and moderate risk reports of child maltreatment.

4. Once a case has been closed, CPS is typically no longer involved in that family’s life. They may become involved with a family again if another report is filed, but there is usually no opportunity for any type of post-closure monitoring/support. Have students discuss the likely rationale for, and the advantages and disadvantages of, this approach.

5. Students often think that CPS either does not do enough to protect children in some cases or, alternatively, intervenes too quickly/drastically in others. What students may not realize is that CPS workers are bound by the law, they may want to take a particular course of action with a family (e.g., remove a child from the home, return a child to the home, etc.), but are unable to do so because they must act in accordance with the law as well. Have students discuss specific case scenarios (many examples can be found throughout the textbook) within the context of what a CPS worker may have wanted, but been unable, to do given the limits placed upon them by our legal system.