Social work practices issues
Social work practice issues
Introduction
This paper is a general research program that identifies social work practices issues. In doing this, the paper will articulate several change theories which will be relevant in improving some of the issues in the program. Additionally, the article will elaborate some of the relevant-based practices which are essential in this type of approach for the purposes of remediating some of the identified issues. This aspect would be supported by various claims from credible and primary sources. Generally, the research program focuses on Wisconsin in a program known as the Community Response Program. This particular program is grant funded in various counties throughout Wisconsin. Alternatively, the research program will generally focus on one component and that’s Parent-education program. One particular program that the paper will focus on is the magic and possible solutions for families. This particular program will also focus on the nutrition program in a bid to determine if the program results are less referral to the Children protective service (Brittain, 2003). There would be a problem statement in the program which will explain about Child Maltreatment. The program will use the social learning theory as its theory of change. Additionally, the program will also use the family centered model. The Community Response Program initiative was sponsored by Wisconsin Children’s Trust Fund. This particular community program was funded and implemented in eleven different locations in the United States.
Background of the program study
Alternative response or the differential response reforms are part of the Child protective services systems which have been responding well over the past years in the United States. In this case, the differential response program entails various changes regarding how the Child Protective Services systems evaluates and serves various families that report about maltreatment. In most cases, the higher risk families are usually assigned traditional investigatory tracks which are meant to ascertain more evidence on neglect and abuse cases in the families. As soon as the evidence is gathered, the families have the responsibility of participating in the Child Protective services (Myers, 2011). For the low to average families which are at risk, they are usually assigned alternative track. In this case, the workers get the chance to assess the family needs, and identify service’s needs. However, they do not have to participate in the services.
In this type of program, the models will most likely vary and the assessment tracks will most likely be maintained within the Child Protective services systems. The families in this case would be assigned different tracks. As for the families which have lower risk levels, they would be screened out of the Child Protective service systems (Brittain, 2003). Additionally, they would also be screened during the maltreatment report period. Wisconsin State surveys shows that most of the state’s maltreatment referrals are vetted by some of the Child Protective Services agencies. Additionally, most assessments which are conducted on various families that are screened after a child maltreatment referral end up positively. Generally, Child Protective Services are not used for the purposes of offering services to some of the families which are screened out. This point also proves to be the closing point of the Child Protective Services.
Generally, Community Response programs are essential in serving the needs of families which know more about the Child Program services (Minnesota, 1998). In most cases, such families are not served by this kind of system. The program is generally beneficial in various aspects and always strives to reach out for families which are facing various issues and challenges. In this case, this particular program is essential in reducing future referrals to Child Program Services and eventually help in preventing children neglect and abuse. On the other hand, community responses are different from the alternative response program. The aspect of difference arises from families’ population of interest. They are usually referred to the Child Program services. However, they are passed through screening for the purposes of identifying some of the safety risks.
Aim
The Community program was aimed at engaging and serving some of the families which were not lucky enough to be served by the Children Protective Services systems because of insufficient risk levels.
This particular program has three main goals it hopes to achieve. Generally, the program intends to build a comprehensive community for families which are risk for the purposes of maltreatment. The program also intends to provide effective voluntary services for some of the families which do not have the chance to get the Children Protective services systems. Additionally, the program aims at reducing Child Protective services systems demands (Schwartz, 2004). In most cases, the Child Protective services usually rely on resources which are limited in serving screened out families. Lastly, the program intends to prevent re-reports to Child Protective Services.
Problem Statement
Generally, child maltreatment is an issue which can have lasting impact on victims. In most cases, the maltreated children are bound to experience child abuse at a high rate but what are the right procedures that are essential in curbing maltreatment among children?
Components of the Program
Parent-education programs
One of the most important components which the program will use is the parent-education program. In this case, the parent program entails a course in which an individual can follow correctly for the purposes of improving the parental skills. In some case, the parent education program courses may be general. This means that some courses are general and covers most societal issues. Alternatively, some courses are geared towards parenting. This particular parent-education program will focus on magic and positive families’ solution and nurturing programs (Powell, 1988). Generally, positive family’s solution will entirely focus on the positivity and the results obtained by their parents after instilling this particular program to their children. Alternatively, the concept of nurturing generally means application of programs which effectively nurtures good behaviors. Other programs which can also be applicable by the parent education programs include the systematic training for effective parenting or better known as the STEP and Parent Effectiveness Training which mostly bases on person-centered psychotherapy (Northwest conference on child health and parent education, 1927).
Generally, parents-educational programs are effective in this type of program. The main goal of parent-educational program is to promote democratic educational aspect through family life rules and consensus which can be reached by the family council. This type of element is effective when it comes to general cooperation and promotion of the participants abilities especially in understanding of children’s social needs. In most cases, the children and adults are seen as equal partners in this element type. Additionally, this particular element is important in promoting independence and allowing children to accept their responsibility for their actions. Furthermore, this element guides participants to act situation-oriented, take note of positive behaviors and offer the children choices instead of reacting to behaviors which are undesirable (Fine, 1989). Generally, the target audience of this particular program will be parents from the Wisconsin. However, the adaptation to more target audiences which will be specific will also be involved here. Some of the target audiences the program aims at addressing include the step families, single parents and even educators. The course use of the guided model will help parents what they learnt at home. In this case, the participants in the program will be guided for the purposes of improving communications between the children and their parents. This aspect will also help the children to improve their self-esteem and reflect on educational goals. In doing this, they will be in a position to solve and handle their own problems (Abidin, 1980).
Theory of change
Social learning theory
The social learning theory entails a general perspective which states that individuals learn within a particular social context. In most cases, the Social learning theory is facilitated through various concepts including, observational learning and modelling (Rotter, 1982). In this case, the Wisconsin children will get the opportunity to learn from the environment. Additionally, the children can also seek acceptance from the entire society. This will be done by learning through some of the programs models and in this case the family centered models. The social learning theory perspective states that, any particular behavior type which human beings display socially is learned through various primary ways (Taylor, 2003). One of the most common primary ways is through observation and imitation of other individual’s actions. Alternatively, the social behavior can sometimes be influenced by punishments and rewarding of actions.
Community Response Program Models
Family centered models
One of the most ideal models to use in this type of program is the family centered models. Generally, the family centered models or services reflects on a shift which in most cases deals with tradition focus regarding the biomedical child conditions aspects to a concern of seeing the suffering child of their family. In this case, the model recognizes the family’s primacy in the life of the child. This type of model or approach is effective because it respects, and integrates families to coequal parts when it comes to health care team. Additionally, this type of approach improves the safety and the quality of the patient’s care. This aspect is made possible by assisting during communications between health care professionals and families. Additionally, this aspect takes the patient and the family concerns and input into considerations. Hence, the family will feel comfortable and be in a position to work with professionals regarding the care plan (Wolfe, 1999). Additionally, the professionals who are on board and in this case, it means what the families expect in most cases with health outcomes and medical interventions. The family centered model to health care intervention can sometimes lead to effective health care resources, family satisfaction and a greater patient.
Conclusion
Community Response Program being funded by the Wisconsin Children’s trust Fund will be taken into action in eleven sites in the United States in a bid to engage and serve some of the families which previously were not in a position to be served by the Children Protective Services systems because of insufficient risk levels (Cicchetti, 1989). In this case, the program’s main being maltreatment prevention, the Community Response Program Model will be essential in filling the gap in the prevention of the child maltreatment services continuum. Implementation of this program will offer various valuable insights regarding the characteristics of some of the families that the Community Response Program serves, their service needs and the model aspects which are associated with family outcomes which are positive.
Reference
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Cicchetti, D., & Carlson, V. (1989). Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect. Cambridge: Cambridge University Press.
Fine, M. J. (1989). The Second handbook on parent education: Contemporary perspectives. San Diego: Academic Press.
Minnesota. (1998). Child protective services: A program evaluation report. St. Paul, MN: Program Evaluation Division, Office of the Legislative Auditor, State of Minnesota.
Myers, J. E. B., & American Professional Society on the Abuse of Children. (2011). The APSAC handbook on child maltreatment. Los Angeles: SAGE.
Northwest conference on child health and parent education, & In Beard, R. O. (1927). Parent education. Minneapolis: The University of Minnesota press.
Powell, D. R. (1988). Parent education as early childhood intervention: Emerging directions in theory, research, and practice. Norwood, N.J: Ablex Pub. Co.
Rotter, J. B. (1982). The development and applications of social learning theory. Brattleboro, VT: Praeger.
Schwartz, A. L. (2004). Protecting children from child protective services. Bloomington, IN: Schwartz.
Taylor, G. R. (2003). Practical application of social learning theories in educating young African-American males. Lanham, MD: University Press of America.
Wolfe, D. A. (1999). Child abuse: Implications for child development and psychopathology. Thousands Oaks, Calif. [u.a.: Sage Publ.
