History of Childhood
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History of Childhood History of Childhood Medieval Times Medieval Times 17 17 th th century century Colonial and post colonial Colonial and post colonial America America Child labor Child labor Children as students Children as students Poverty and children Poverty and children
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History of Childhood. Medieval Times 17 th century Colonial and post colonial America Child labor Children as students Poverty and children. Violence against Children. 1874 ASPCA 1875 Mary Ellen Wilson NYSPCC 1909 Theodore Roosevelt New Deal 1946 Pediatric radiologists - PowerPoint PPT Presentation
Transcript of History of Childhood
History of ChildhoodHistory of Childhood
Medieval TimesMedieval Times 1717thth century century Colonial and post colonial AmericaColonial and post colonial America Child laborChild labor Children as studentsChildren as students Poverty and childrenPoverty and children
Violence against ChildrenViolence against Children
1874 ASPCA1874 ASPCA 1875 Mary Ellen Wilson1875 Mary Ellen Wilson NYSPCCNYSPCC 1909 Theodore Roosevelt1909 Theodore Roosevelt New DealNew Deal 1946 Pediatric radiologists1946 Pediatric radiologists 1974 Child Abuse Prevention and 1974 Child Abuse Prevention and
Treatment Act of 1974Treatment Act of 1974
Families of ColorFamilies of Color
1800’s1800’s Native AmericansNative Americans Indian Child Welfare Act 1978Indian Child Welfare Act 1978 Foster CareFoster Care 1980 Adoption Assistance 1980 Adoption Assistance 1997 Adoption and Safe Families Act1997 Adoption and Safe Families Act
Philosophy of Child Philosophy of Child Protective ServicesProtective Services
A safe and permanent home and A safe and permanent home and family is the best place for children to family is the best place for children to grow up.grow up.
Most parents want to be good parents Most parents want to be good parents and, when adequately supported, they and, when adequately supported, they have the strength and capacity to care have the strength and capacity to care for their children and keep them safefor their children and keep them safe
Philosophy of Child Philosophy of Child Protective ServicesProtective Services
Families who need assistance from Families who need assistance from CPS agencies are diverse in terms of CPS agencies are diverse in terms of structure, culture, race, religion, structure, culture, race, religion, economic status, beliefs, values, and economic status, beliefs, values, and lifestyles.lifestyles.
CPS agencies are held accountable CPS agencies are held accountable for achieving outcomes of child for achieving outcomes of child safetysafety, , permanence, and family well-being.permanence, and family well-being.
Philosophy of Child Philosophy of Child Protective ServicesProtective Services
CPS efforts are most likely to succeed CPS efforts are most likely to succeed when clients are involved and actively when clients are involved and actively participate in the process.participate in the process.
When parents cannot or will not fulfill When parents cannot or will not fulfill their responsibilities to protect their their responsibilities to protect their children, CPS has the right and children, CPS has the right and obligation to intervene directly on the obligation to intervene directly on the children's behalf.children's behalf.
Philosophy of Child Philosophy of Child Protective ServicesProtective Services
When children are placed in out-of-When children are placed in out-of-home care because their safety home care because their safety cannot be assured, CPS should cannot be assured, CPS should develop a permanency plan as soon develop a permanency plan as soon as possible.as possible.
To best protect a child's overall well-To best protect a child's overall well-being, agencies want to assure that being, agencies want to assure that children move to permanency as children move to permanency as quickly as possible.quickly as possible.
Framework for Practice Framework for Practice
Ecological perspectiveEcological perspective Strength-based perspectiveStrength-based perspective Developmental perspectiveDevelopmental perspective Permanency planning orientation.Permanency planning orientation. Cultural competence perspectiveCultural competence perspective
Models for understanding Models for understanding child abusechild abuse
Intergenerational cycle Intergenerational cycle Societal acceptance of violence; poverty and Societal acceptance of violence; poverty and
socioeconomic issuessocioeconomic issues Neurobiology of childhood stress and trauma Neurobiology of childhood stress and trauma Ecological approachesEcological approaches Epidemiological model Epidemiological model Accommodation Syndrome, Memory and Accommodation Syndrome, Memory and
Suggestibility Suggestibility
Values & Attitudes that Can Values & Attitudes that Can Lead to Child Maltreatment Lead to Child Maltreatment
Religious issuesReligious issues PaternalismPaternalism AdultcentrismAdultcentrism Personal values and beliefsPersonal values and beliefs
Make a listMake a list
Case Study AssignmentCase Study Assignment
Use the case study at the back of your syllabusUse the case study at the back of your syllabus1.1. Identify at least one philosophical belief that Identify at least one philosophical belief that
you adhere and that is relevant to this case.you adhere and that is relevant to this case.2.2. Identify one framework for practice that you Identify one framework for practice that you
believe is relevant for this case.believe is relevant for this case.3.3. Identify one model for understanding child Identify one model for understanding child
abuse that you adhere to and that is relevant abuse that you adhere to and that is relevant to this case.to this case.
4.4. Identify your religious and personal beliefs Identify your religious and personal beliefs that you became aware of as you read this that you became aware of as you read this case. case.
