Disabilties Studies

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Disabilties Studies

1. What is the purpose and scope of the Americans with Disabilities Act(ADA)? From your readings, one link provided in this context refers to some of the key titles/policies which make American society more accessible to persons with disabilities.

2. Briefly describe any two of the five titles(employment, public services, public accommodations, telecommunications, miscellaneous) from the link. Why do you think it is important to have these tenets in place, and what purpose do they serve towards creating a more equitable society?

https://askjan.org/articles/The-Americans-with-Disabilities-Act-A-Brief-Overview.cfm?cssearch=1946925_1

3. Research a court case in which the injured party is alleged to have been victimized by a breach of the ADA. Summarize the case (in your own words). Was the outcome advantageous to persons with disabilities? Why? Why not?

Additional Recommended References:

Disability & Education Laws

https://resources.saylor.org/wwwresources/archived/site/wp-content/uploads/2011/10/PHIL103-5.5.pdf

Public Health

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Public Health

Milestone Three Guidelines and Rubric

Overview: This assignment constitutes the third step of your final project. The final project is a presentation exploring public health goals and a public health response to a health problem.

Prompt: You will examine public health interventions published in scholarly literature for how they addressed your selected public health issue.

Specifically, the following critical elements must be addressed:

III. Public Health Interventions (Milestone Three – AT LEAST TWO PUBLISHED PUBLIC HEALTH INTERVENTIONS)

A. Theoretical basis of intervention: Analyze at least two published public health interventions used to address the issue, describing both the interventions and the theoretical basis of each. In other words, what were the intervention strategies used to address this problem and what was the rationale (the thinking behind the strategy, why the strategy works) for those actions, according to your resource?

B. Primary, Secondary, or Tertiary: Explain how the selected interventions reflect primary, secondary, and/or tertiary intervention strategies for public health prevention.

C. Which social determinant addressed: Explain how the interventions address and/or mitigate the social determinants of the issue (health and healthcare disparities associated with each). Remember that social determinants are the conditions in which people are born, grow, live, work, and age.

Provide scholarly references

Use the Final Project Template to complete Milestone Three of the project. Include the notes for each completed slide. Your instructor will review your work and provide feedback and possibly suggestions.

What is important to know and when is it important to know it?

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What is important to know and when is it important to know it?

To intervene in a problem, a social worker must first identify the problem. Screening and initial assessment can be useful to identity individuals who may be experiencing mental health concerns and could benefit from seeing a clinical social worker. This then would lead to a more comprehensive assessment from which a treatment plan is built. However, deciding who to assess, when, and using which tools can feel like a confusing process. For example, should you provide depression screenings in the community to people who are not clients? Should you screen all new clients for substance abuse regardless of presenting problem? Should you ask about suicide in every session or only when it feels like it could be a concern?

For this Discussion, review the following resources and consider the different screening and assessment tools currently available. Identify the tools you think you would be most likely to use in your practice.

https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures

https://www.drugabuse.gov/nidamed-medical-health-professionals/screening-tools-prevention

By Day 3

Post which screening and/or assessment tool(s) you would use in your practice. Explain why you identified the specific instrument(s) given the type of practice and client population with whom you would like to work. Explain how and when you would use the tool(s). Explain how you would use the information gathered from the tool in a session.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

Wk5 Socw 6111 Assignment 2

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Wk5 Socw 6111 Assignment 2

A comprehensive understanding of a client’s presenting problems depends on the use of multiple types ofassessment models. Each model gathers different information based on theoretical perspective and intent. An assessment that focuses on one area alone not only misses vital information that may be helpful in planning an intervention, but may encourage a biased evaluation that could potentially lead you to an inappropriate intervention. When gathering and reviewing a client’s history, sometimes it is easier to focus on the problems and not the positive attributes of the client. In social work, the use of a strengths perspective requires that a client’s strengths, assets, and resources must be identified and utilized. Further, using an empowerment approach in conjunction with a strengths perspective guides the practitioner to work with the client to identify shared goals. You will be asked to consider these approaches and critically analyze the multidisciplinary team’s response to the program case study of Paula Cortez.

For this Assignment, review the program case study of the Cortez family.

By Day 7

In a 3- to 4-pages, complete the following:

  • Utilizing two of the assessment models provided in Chapter 5 of the course text, provide a comprehensive assessment of Paula Cortez.
  • Using the Cowger article, identify at least two areas of strengths in Paula’s case.
  • Analyze the perspectives of two members of the multidisciplinary team, particularly relative to Paula’s pregnancy.
  • Explain which model the social workers appear to be using to make their assessment.
  • Describe the potential for bias when choosing an assessment model and completing an evaluation.
  • Suggest strategies you, as Paula’s social worker, might try to avoid these biases.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

What Self-Esteem Is and Is Not by Nathaniel Branden

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What Self-Esteem Is and Is Not by Nathaniel Branden

1- From The reading, please discuss what was most important to you and why in 200 words. Please include the appropriate citation for the source used in your answer.

2- From the outline, discuss what has been the “muddiest” point so far in this week? That is, what topic remains the least clear to you? 100 words

Four decades ago, when I began lecturing on self-esteem, the challenge was to persuade people that the subject was worthy of study. Almost no one was talking or writing about self-esteem in those days. Today, almost everyone seems to be talking about self-esteem, and the danger is that the idea may become trivialized. And yet, of all the judgments we pass in life, none is more important than the judgment we pass on ourselves.

Having written on this theme in a series of books, I want, in this short article, to address the issue of what self-esteem is, what it depends on, and what are some of the most prevalent misconceptions about it.

Self-esteem is an experience. It is a particular way of experiencing the self. It is a good deal more than a mere feeling — this must be stressed. It involves emotional, evaluative, and cognitive components. It also entails certain action dispositions: to move toward life rather than away from it; to move toward consciousness rather than away from it; to treat facts with respect rather than denial; to operate self-responsibly rather than the opposite.

A Definition

To begin with a definition: Self-esteem is the disposition to experience oneself as being competent to cope with the basic challenges of life and of being worthy of happiness. It is confidence in the efficacy of our mind, in our ability to think. By extension, it is confidence in our ability to learn, make appropriate choices and decisions, and respond effectively to change. It is also the experience that success, achievement, fulfillment — happiness — are right and natural for us. The survival-value of such confidence is obvious; so is the danger when it is missing.

Self-esteem is not the euphoria or buoyancy that may be temporarily induced by a drug, a compliment, or a love affair. It is not an illusion or hallucination. If it is not grounded in reality, if it is not built over time through the appropriate operation of mind, it is not self-esteem.

The root of our need for self-esteem is the need for a consciousness to learn to trust itself. And the root of the need to learn such trust is the fact that consciousness is volitional: we have the choice to think or not to think. We control the switch that turns consciousness brighter or dimmer. We are not rational — that is, reality-focused — automatically. This means that whether we learn to operate our mind in such a way as to make ourselves appropriate to life is ultimately a function of our choices. Do we strive for consciousness or for its opposite? For rationality or its opposite? For coherence and clarity or their opposite? For truth or its opposite?

 

 

Building Self-Esteem

In The Six Pillars of Self-Esteem, I examine the six practices that I have found to be essential for the nurturing and sustaining of healthy self-esteem: the practice of living consciously, of self- acceptance, of self-responsibility, of self-assertiveness, of purposefulness, and of integrity. I will briefly define what each of these practices means:

The practice of living consciously: respect for facts; being present to what we are doing while are doing it; seeking and being eagerly open to any information, knowledge, or feedback that bears on our interests, values, goals, and projects; seeking to understand not only the world external to self but also our inner world, so that we do not out of self-blindness.

The practice of self-acceptance: the willingness to own, experience, and take responsibility for our thoughts, feelings, and actions, without evasion, denial, or disowning — and also without self-repudiation; giving oneself permission to think one’s thoughts, experience one’s emotions, and look at one’s actions without necessarily liking, endorsing, or condoning them; the virtue of realism applied to the self.

The practice of self-responsibility: realizing that we are the author of our choices and actions; that each one us is responsible for life and well-being and for the attainment of our goals; that if we need the cooperation of other people to achieve our goals, we must offer values in exchange; and that question is not “Who’s to blame?” but always “What needs to be done?” (“What do I need to do?”)

The practice of self-assertiveness: being authentic in our dealings with others; treating our values and persons with decent respect in social contexts; refusing to fake the reality of who we are or what we esteem in order to avoid disapproval; the willingness to stand up for ourselves and our ideas in appropriate ways in appropriate contexts.

The practice of living purposefully: identifying our short-term and long-term goals or purposes and the actions needed to attain them (formulating an action-plan); organizing behavior in the service of those goals; monitoring action to be sure we stay on track; and paying attention to outcome so as to recognize if and when we need to go back to the drawing-board.

The practice of personal integrity: living with congruence between what we know, what we profess, and what we do; telling the truth, honoring our commitments, exemplifying in action the values we profess to admire.

What all these practices have in common is respect for reality. They all entail at their core a set of mental operations (which, naturally, have consequences in the external world).

When we seek to align ourselves with reality as best we understand it, we nurture and support our self-esteem. When, either out of fear or desire, we seek escape from reality, we undermine our self-esteem. No other issue is more important or basic than our cognitive relationship to reality — meaning: to that which exists.

 

 

A consciousness cannot trust itself if, in the face of discomfiting facts, it has a policy of preferring blindness to sight. A person cannot experience self-respect who too often, in action, betrays consciousness, knowledge, and conviction — that is, who operates without integrity.

Thus, if we are mindful in this area, we see that self-esteem is not a free gift of nature. It has to be cultivated, has to be earned. It cannot be acquired by blowing oneself a kiss in the mirror and saying, “Good morning, Perfect.” It cannot be attained by being showered with praise. Nor by sexual conquests. Nor by material acquisitions. Nor by the scholastic or career achievements of one’s children. Nor by a hypnotist planting the thought that one is wonderful. Nor by allowing young people to believe they are better students than they really are and know more than they really know; faking reality is not a path to mental health or authentic self-assurance. However, just as people dream of attaining effortless wealth, so they dream of attaining effortless self- esteem — and unfortunately the marketplace is full of panderers to this longing.

People can be inspired, stimulated, or coached to live more consciously, practice greater self- acceptance, operate more self-responsibly, function more self-assertively, live more purposefully, and bring a higher level of personal integrity into their life — but the task of generating and sustaining these practices falls on each of us alone. “If I bring a higher level of awareness to my self-esteem, I see that mine is the responsibility of nurturing it.” No one — not our parents, nor our friends, nor our lover, nor our psychotherapist, nor our support group — can “give” us self-esteem. If and when we fully grasp this, that is an act of “waking up.”

Misconceptions about Self-Esteem

When we do not understand the principles suggested above, we tend to seek self-esteem where it cannot be found — and, if we are in “the self-esteem movement,” to communicate our misunderstandings to others.

Teachers who embrace the idea that self-esteem is important without adequately grasping its roots may announce (to quote one such teacher) that “self-esteem comes primarily from one’s peers.” Or (quoting many others): “Children should not be graded for mastery of a subject because it may be hurtful to their self-esteem.” Or (quoting still others): “Self-esteem is best nurtured by selfless (!) service to the community.”

In the “recovery movement” and from so-called spiritual leaders in general one may receive a different message: “Stop struggling to achieve self-esteem. Turn your problems over to God. Realize that you are a child of God — and that is all you need to have self-esteem.” Consider what this implies if taken literally. We don’t need to live consciously. We don’t need to act self- responsibly. We don’t need to have integrity. All we have to do is surrender responsibility to God and effortless self-esteem is guaranteed to us. This is not a helpful message to convey to people. Nor is it true.

Yet another misconception — very different from those I have just discussed — is the belief that the measure of our personal worth is our external achievements. This is an understandable error to make but it is an error nonetheless. We admire achievements, in ourselves and in others, and it is natural and appropriate to do so. But this is not the same thing as saying that our achievements

 

 

are the measure or grounds of our self-esteem. The root of our self-esteem is not our achievements per se but those internally generated practices that make it possible for us to achieve. How much we will achieve in the world is not fully in our control. An economic depression can temporarily put us out of work. A depression cannot take away the resourcefulness that will allow us sooner or later to find another or go into business for ourselves. “Resourcefulness” is not an achievement in the world (although it may result in that); it is an action in consciousness — and it is here that self-esteem is generated.

To clarify further the importance of understanding what self-esteem is and is not, I want to comment on a recent research report that has gained a great deal of attention in the media and has been used to challenge the value of self-esteem.

By way of preamble let me say that one of the most depressing aspects of so many discussions of self-esteem today is the absence of any reference to the importance of thinking or respect for reality. Too often, consciousness or rationality are not judged to be relevant, since they are not raised as considerations. The notion seems to be that any positive feeling about the self, however arrived at and regardless of its grounds, equals “self-esteem.”

We encounter this assumption in a much publicized research paper by Roy F. Baumeister, Joseph M. Boden, and Laura Smart, entitled “Relation of Threatened Egotism to Violence and Aggression: The Dark Side of High Self-Esteem,” published in the Psychological Review (1996, Vol. 103, 5-33). In it the authors write:

Conventional wisdom has regarded low self-esteem as an important cause of violence, but the opposite view is theoretically viable. An interdisciplinary review of evidence about aggression, crime, and violence contradicted the view that low self-esteem is an important cause. Instead, violence appears to be most commonly a result of threatened egotism — that is, highly favorable views of self that are disputed by some person or circumstance. Inflated, unstable, or tentative beliefs in the self’s superiority may be most prone to encountering threats and hence to causing violence. The mediating process may involve directing anger outward as a way of avoiding a downward revision of the self-concept.

The article contains more astonishing statements than it is possible to quote, but here are a few representative examples:

“In our view, the benefits of favorable self-opinions accrue primarily to the self, and they are if anything a burden and potential problem to everyone else.”

“By self-esteem we mean simply a favorable global evaluation of oneself. The term self-esteem has acquired highly positive connotations, but it has simple synonyms the connotations of which are more mixed, including…egotism, arrogance…conceitedness, narcissism, and sense of superiority, which share the fundamental meaning of favorable self-evaluation.”

“[W]e propose that the major cause of violence is high self-esteem combined with an ego threat [which is caused by someone challenging your self-evaluation].”

 

 

“Apparently, then, alcohol generally helps create a state of high self-esteem.”

Observe, first of all, that there is nothing in the authors’ idea of self-esteem that would allow one to distinguish between an individual whose self-esteem is rooted in the practices of living consciously, self-responsibility, and personal integrity — that is, one whose self-esteem is rooted in reality — and one whose “self-esteem” consists of grandiosity, fantasies of superiority, exaggerated notions of one’s accomplishments, megalomania, and “favorable global self- evaluations” induced by drugs and alcohol. No definition of self-esteem or piece of research that obliterates a distinction of this fundamentality can make any claim to scientific legitimacy. It leaves reality out of its analysis.

One does not need to be a trained psychologist to know that some people with low self-esteem strive to compensate for their deficit by boasting, arrogance, and conceited behavior. What educated person does not know about compensatory defense mechanisms? Self-esteem is not manifested in the neurosis we call narcissism — or in megalomania. One has to have a strange notion of the concept to equate in self-esteem the trail-blazing scientist or entrepreneur, moved by intellectual self-trust and a passion to discover or achieve, and the terrorist who must sustain his “high self-evaluation” with periodic fixes of torture and murder. To offer both types as instances of “high self-esteem” is to empty the term of any useable meaning.

An important purpose of fresh thinking is to provide us with new and valuable distinctions that will allow us to navigate more effectively through reality. What is the purpose of “thinking” that destroys distinctions already known to us that are of life-and-death importance?

It is tempting to comment on this report in greater detail because it contains so many instances of specious reasoning. However, such a discussion would not be relevant here, since my intention is only to show the importance of a precise understanding of self-esteem and also to show what can happen when consciousness and reality are omitted from the investigation.

So I will conclude with one last observation. In an interview given to a journalist, one of the researchers (Roy F. Baumeister), explaining his opposition to the goal of raising people’s self- esteem, is quoted as saying: “Ask yourself: If everybody were 50 percent more conceited, would the world be a better place?” [1] The implication is clearly that self-esteem and conceit are the same thing — both undesirable. Webster defines conceit as an exaggerated [therefore in defiance of facts] opinion of oneself and one’s merits. No, the world would not be a better place if everybody were 50 percent more conceited. But would the world be a better place if everybody had earned a 50 percent higher level of self-esteem, by living consciously, responsibly, and with integrity? Yes, it would — enormously.

Awareness of What Affects Our Self-Esteem

Self-esteem reflects our deepest vision of our competence and worth. Sometimes this vision is our most closely guarded secret, even from ourselves, as when we try to compensate for our deficiencies with what I call pseudo-self-esteem — a pretense at a self-confidence and self- respect we do not actually feel. Nothing is more common than the effort to protect self-esteem not with consciousness but with unconsciousness — with denial and evasion — which only

 

 

results in a further deterioration of self-esteem. Indeed a good deal of the behavior we call “neurotic” can be best understood as a misguided effort to protect self-esteem by means which in fact are undermining.

Whether or not we admit it, there is a level at which all of us know that the issue of our self- esteem is of the most burning importance. Evidence for this observation is the defensiveness with which insecure people may respond when their errors are pointed out. Or the extraordinary feats of avoidance and self-deception people can exhibit with regard to gross acts of unconsciousness and irresponsibility. Or the foolish and pathetic ways people sometimes try to prop up their egos by the wealth or prestige of their spouse, the make of their automobile, or the fame of their dress designer, or by the exclusiveness of their golf club. In more recent times, as the subject of self-esteem has gained increasing attention, one way of masking one’s problems in this area is with the angry denial that self-esteem is significant (or desirable).

Not all the values with which people may attempt to support a pseudo-self-esteem are foolish or irrational. Productive work, for instance, is certainly a value to be admired, but if one tries to compensate for a deficient self-esteem by becoming a workaholic one is in a battle one can never win — nothing will ever feel like “enough.” Kindness and compassion are undeniably virtues, and they are part of what it means to lead a moral life, but they are no substitutes for consciousness, independence, self-responsibility, and integrity — and when this is not understood they are often used as disguised means to buy “love” and perhaps even a sense of moral superiority: “I’m more kind and compassionate than you’ll ever be and if I weren’t so humble I’d tell you so.”

One of the great challenges to our practice of living consciously is to pay attention to what in fact nurtures our self-esteem or deteriorates it. The reality may be very different from our beliefs. We may, for example, get a very pleasant “hit” from someone’s compliment, and we may tell ourselves that when we win people’s approval we have self-esteem, but then, if we are adequately conscious, we may notice that the pleasant feeling fades rather quickly and that we seem to be insatiable and never fully satisfied — and this may direct us to wonder if we have thought deeply enough about the sources of genuine self-approval. Or we may notice that when we give our conscientious best to a task, or face a difficult truth with courage, or take responsibility for our actions, or speak up when we know that that is what the situation warrants, or refuse to betray our convictions, or persevere even when persevering is not easy — our self- esteem rises. We may also notice that if and when we do the opposite, self-esteem falls. But of course all such observations imply that we have chosen to be conscious.

In the world of the future, children will be taught the basic dynamics of self-esteem and the power of living consciously and self-responsibly. They will be taught what self-esteem is, why it is important, and what it depends on. They will learn to distinguish between authentic self- esteem and pseudo-self-esteem. They will be guided to acquire this knowledge because it will have become apparent to virtually everyone that the ability to think (and to learn and to respond confidently to change) is our basic means of survival — and that it cannot be faked. The purpose of school is to prepare young people for the challenges of adult life. They will need this understanding to be adaptive to an information age in which self-esteem has acquired such urgency. In a fiercely competitive global economy — with every kind of change happening

 

 

faster and faster — there is little market for unconsciousness, passivity, or self-doubt. In the language of business, low self-esteem and underdeveloped mindfulness puts one at a competitive disadvantage. However, neither teachers in general nor teachers of self-esteem in particular can do their jobs properly — or communicate the importance of their work — until they themselves understand the intimate linkage that exists between the six practices described above, self- esteem, and appropriate adaptation to reality. “The world of the future” begins with this understanding.

Where Should Your Time Go?

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Where Should Your Time Go?

Plan for the ideal use of a week’s worth of time. Fill in your hours in this order:

1. Hours attending class

2. Study hours (2 times the number of class hours plus 5 or more hours extra)

3. Work, internships, and fixed volunteer time

4. Fixed life activities (sleeping, eating, hygiene, chores, transportation, etc.)

Now subtotal your hours so far and subtract that number from 168. How many hours are left? ____________ Then portion out the remaining hours for “discretionary activities” (things you don’t have to do for school, work, or a healthy life).

 

Category of activity Number of hours per week
Attending class  
Studying, reading, and researching (outside of class)  
Working (employment)  
Volunteer service or internship  
Sleeping  
Eating (including preparing food)  
Personal hygiene (i.e., bathing, etc.)  
Chores, cleaning, errands, shopping, etc.  
Transportation to work or school  
Getting to classes (walking, biking, etc.)  
Subtotal:  
Discretionary activities:  
Organized group activities (clubs, church services, etc.)  
Time with friends (include television, video games, etc.)  
Attending events (movies, parties, etc.)  
Time alone (include television, video games, surfing the Web, etc.)  
Exercise or sports activities  
Reading for fun or other interests done alone  
Talking on phone, e-mail, Facebook, etc.  
Other—specify: ________________________  
Other—specify: ________________________  

 

Note: If you find you have almost no time left for discretionary activities, you may be overestimating how much time you need for eating, errands, and the like. Use the time log in Figure 2.4 of your text to determine if you really have to spend that much time on those things.

Upon completion of this chart, please submit it and complete the reflection journal about managing your time.

Social Work Practice

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Social Work Practice

 

My name is Zlenyonoh T.Bility, hail from Grand Gedeh County, West Africa, Liberia. I earn a BSc degree in general forestry, from the University of Liberia, Am presently working as a nursing assistant. I am a resident in Minnesota and am married with a wonderful granddaughter name Aaliyah. My hobbies are reading, participating in students activates and going on a field trip. I am thankful and very happy to be part of this semester. My hope as a incoming master social worker is to gain adequate training in the course materials that will that give me the opportunity to offer ideals for the forest sector reforms, from increase emotional supports to more accountability in the forest dependent communities. I will stand for social justices as it relates to benefits sharing amongst the communities. Additionally, forest and social work are both interrelated, because protecting, restoring and maintaining could ease the burden on the health and social warfare system. They offense against climate change and contribute significant to both health and the diversity of plants, bugs, animal, and the affected communities. I will used my skills in the social work to provide a stable and reliant future for my career to support the mentally disable, dementia patients. I will also have the edge to focus more on the resident’s day to day activity and serve as conduits between the patients, nurses, doctor and forest technicians and their family members at large.

Narratives on my Kaltura recording, but trying to upload.

 

Describe your population of interest.

The population that interests me the most is child and family, which is one of the most vulnerable groups. Children are very vulnerable in so many ways and building family dynamics is a start in the right direction.

 

Identify one professional role that a social worker may assume when working with this population.

When working with children and families an important role the social worker will assume is the broker role. Connecting clients to the services and resources they need. Then follow up to make sure the right resources are attained.

 

Explain how you might apply ecological or systems theory when working with the population.

I would apply system theory when working with this population, it helps me analyze all aspect of the problem. Behaviors are influenced by many different factors that work together. (Krist-Ashman & Hull (2018) states that social work focuses on the intervention of various systems in the environment (p.13).

 

Describe your population of interest.

The population that interests me the most is child and family, which is one of the most vulnerable groups. Children are very vulnerable in so many ways and building family dynamics is a start in the right direction.

 

Identify one professional role that a social worker may assume when working with this population.

When working with children and families an important role the social worker will assume is the broker role. Connecting clients to the services and resources they need. Then follow up to make sure the right resources are attained.

 

Explain how you might apply ecological or systems theory when working with the population.

I would apply system theory when working with this population, it helps me analyze all aspect of the problem. Behaviors are influenced by many different factors that work together. (Krist-Ashman & Hull (2018) states that social work focuses on the intervention of various systems in the environment (p.13).

 

Describe specific steps you will take to develop your knowledge  of population research?  One of the mandates for social workers (especially those who have received   licensure) is to stay up to date in the field. This ensures that social workers are always learning the most current and effective ways to engage with individuals, families, and communities based on the constantly evolving evidence base for social work practice. To align with social work’s ethical values and principles, social work students and practitioners stay abreast of innovations and new findings in social work research in order to provide the best possible support to clients.

Keeping up to date with the entire field of social work would be a daunting task, so social work students and practitioners should   be  abreast  on the issues and topics most relevant to their interests and practice areas and make sure to stay up to date on those. Social workers who practice with a specific population will want to focus on the issues most relevant to their clients; macro-level social workers will want to stay informed about policy changes; social workers practicing with communities should be aware of new interventions and models of engagement.

 

 

Thanks Abigail for your post, it makes me to understand that the professional role that a social worker may assume when working with micro/ mezzo is working as school counselor and macro is principal, (kirsh-Asham, pg. 1o). Dr. Alisha Powell, an outpatient therapist and adjunct professor of social work, suggests that social workers who can remain calm under pressure and provide creative solutions by thinking out of the box do best in micro practice settings. She acknowledges the importance of micro social workers as first responders to the immediate emotional and social needs of clients.

 

Thanks Wagner for your post, indeed Anna Scheyett, notion explains that Social Workers as superheroes. What do they have in common? According to a TED talk by they have more in common than you’d expect. In this article, I will look at and builds upon some of the ideas that Anna talks about as it relates to Social Workers and superheroes. I’m going to extend ‘superheroes’ to mean any fictional, fantasy or sci-fi character that could be seen as a superhero.

 

HBSE forces is mainly on human adapatation and sees its as aspect of social work demand.

Thanks Dr. Darby

HBSE is unique and essential comparing to other social and behavioral science discipline. Because it look at the person environment and sees how it affect the individual.. It also looks at the individual demand as it relates life. It provides a foundation of knowledge necessary for understanding of how human adapt to changes in the social environment and how they react to complex social psychological and biological issues. HBSE provides ideals of how to help humans adapt and survive among challenges in the social environment that change through exploring their capacity of the developmental flexibility.

Having an understanding of human behavior and social environment allows social workers the purpose to actualized through their quest for social and economic justice, and the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons.

Wk 2

Explain when it would be appropriate to used self disclosure?

 

Clients sometimes think that they are alone in their struggles. Thus, another reason for the use of counselor self-disclosure is to convey empathy to clients and to help them feel that they are not alone in their struggles, and that their emotions and experiences are being heard and validated . Self-disclosure to clients raises numerous boundary issues involving potential or actual conflicts of interest in social workers’ relationships with clients. t is critically important for social workers to understand the nature of self-disclosure issues and manage them in ways that protect clients. Self-disclosure can occur in a variety of forms, including the Google Factor. Social workers need to embrace ethical responsibility by using their professional knowledge, skills and abilities to assess the use of self-disclosure in their individual practice.

Finally, the CASW Code of Ethics (2005), the CASW Guidelines for Ethical Practice (2005) and the NLASW Standards for Technology Use in Social Work Practice (2012) will guide social workers to an ethically sound practice.

We self-disclose verbally, for example, when we tell others about our thoughts, feelings, preferences, ambitions, hopes, and fears. And we disclose nonverbally through our body language, clothes, tattoos, jewelry, and any other clues we might give about our personalities and lives.

 

 

In the parker scenario, Self-disclosure poses a prominent challenge between Sara and stephina finding a balance between their relationship and others issues. As it relates to their livelihood.. a social workers’ personal and professional life. The significance of the social worker-client relationship as the cornerstone of the profession requires social workers to diligently preserve professional boundaries. Social workers are reminded to exercise critical thinking and professional judgment when engaging in self-disclosure with clients. Social workers, who engage in self-disclosure, are urged to do so appropriately and for the clinical benefit of the client. Self-disclosure can occur in a variety of forms, including the Google Factor. Social workers need to embrace ethical responsibility by using their professional knowledge, skills and abilities to assess the use of self-disclosure in their individual practice.

Finally, the CASW Code of Ethics (2005), the CASW Guidelines for Ethical Practice (2005) and the NLASW Standards for Technology Use in Social Work Practice (2012) will guide social workers to an ethically sound practice.

 

We self–disclose verbally, for example, when we tell others about our thoughts, feelings, preferences, ambitions, hopes, and fears. And we disclose nonverbally through our body language, clothes, tattoos, jewelry, and any other clues we might give about our personalities and lives.

Provide a specific example of the type of self-disclosure you might use in seceniro?

Interpersonal Communication Now

MELANIE BOOTH AND SELF-DISCLOSURE IN THE CLASSROOM

One emerging area of interest in the arena of interpersonal communication is self-disclosure in a classroom setting and the challenges that teachers face dealing with personal boundaries. Melanie Booth wrote an article discussing this issue, incorporating her personal experiences. Even though self-disclosure challenges boundaries between teacher-student or student-student, she states that it can offer “transformative” learning opportunities that allow students to apply what they have learned to their life in a deeper more meaningful way. She concludes that the “potential boundary challenges associated with student self-disclosure can be proactively managed and retroactively addressed with careful thought and action and with empathy, respect, and ethical responses toward our students” (Booth).

 

 

You are welcome Dr. Lance,

Yes as an incoming social worker, am interested in the therapeutic role of children/families as it relate to case management policy. Because its helps children/ families in variety of ways. They will receive emotional support and can learn to understand more about their own feeling and thoughts. Sometimes they may re-enact traumatic /difficult life experience in order to make sense of their past and cope better with their future

 

· Wk 2 Review the Learning Resources on effective professional-parent relationships.

· Consider the skills that you identified in Discussion 1 and how you might employ them in a meeting with parents Jim and Sarah.

· Reflect on the roles of social workers.

 

 

Explain when it would be appropriate to used self disclosure?

 

It would be appropriate to use self-disclosure when it will benefit the client and not the social worker. Also, when the self-disclosure is relevant to the client as well as keeping it short and simple, then the social worker wants to help the client feel more comfortable talking about the related issue can also be an appropriate time to utilize this technique (Kirst-Ashman and Hull, 2018). The social worker will need to carefully and thoughtfully select the information she /he provide d to the client. You are engaging in what social workers call professional use of self. You’re using your knowledge, experience, and perceptions in a conscientious and deliberate manner. To facilitate the relationship building and planned changed efforts” (Kirst-Ashmanand Hull, 2018, 81). One way the social worker could use self-disclosure is when Stephanie and her mom call the social worker in their home and decided to outline her grievances. Asking do you think you can fix this particular situation.

 

 

Provide a specific example of the type of self disclosure you might used this scenario.

In the parker scenario, it would be encouraging for the social worker to use interactive skills to build the therapeutic bond among them (Kirst Ashman & hull.2007), that will assist the both of them (Sara & Stephanie) in learning more about themselves instead of continue disagreement. Social worker should step back after the engagement phrase to analyze why the clients are reacting and addressing the concerns will help social worker. It will be better for the social worker to established the worker client relationship one on one, not taking side in the issue concerns..Sara and Stephanie are living separately in their home because of their personal interest since Stephanie joins her mom years ago. Clear communication can make them feel closer, understand one another better, and cooperate more effectively. Emotional (rather than factual) disclosures are particularly important for boosting empathy and building trust.

 

Identify an interviewing technique you learned from this week’s resources that you would use when working with this client. Provide a specific example of the interviewing technique

I will use open-ended questions to encourage Sara and Stephanie to collaborate while the social worker maintained a neutral tone. Asking yes or no questions means your client likely won’t give you the info you need. Open-ended questions help then both to feel heard and they were able speak out their likes and dislikes about their living environment while the social find a common ground that Sara and her mom should respects their personal boundaries. The technique will also help me to remind them about their frequent arguments is not good and its damaging their health conditions (mental health bipolar and dementia) I would encourage a routine visits once a week to monitors the communication skills and as well their health issues. Sara and Stephanie should listen to one another to avoid yelling and hostile over ownership.’

Explain why you would use this technique.

would used my interventions techniques to considered concrete services for Sara and Stephanie as  it relates income support or material aid, institutional placement, mental health services, in-home health services, supervision, education, transportation, housing, medical services, legal services, in-home assistance, socialization, nutrition, for the parker home.

 

 

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.

Plummer, S. B., Makris, S., Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

 

 

 

 

rovide a specific example of the interviewing technique

 

 

 

 

 

 

Effective communication strategies involve:

Initiation: Teachers should initiate contact as soon as they know which students will be in their classroom for the school year. Contact can occur by means of an introductory phone call or a letter to the home introducing yourself to the parents and establishing expectations.

Timeliness: Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved.

Consistency and frequency: Parents want frequent, ongoing feedback about how their children are performing with homework.

Follow-through: Parents and teachers each want to see that the other will actually do what they say they will do.

Clarity and usefulness of communication: Parents and teachers should have the information they need to help students, in a form and language that makes sense to the

 

Parents and community members can adopt a variety of roles and relationships with schools. Three of the most critical roles they can assume are:

· becoming primary educational resources for their children;

· becoming supporters and/or advocates for children through site-based school restructuring efforts; and

· participating in the development and implementation of district programs that support partnerships.

Home learning activities present the most common vehicles through which parents and community members assume primary educational roles for elementary and middle grade children. The most successful of these activities incorporate practices that take local factors into account and that build on parent strengths. Home learning activities often take the form of modeling high expectations, supporting schoolwork and homework, providing a positive learning climate in the home, and attending conferences. School practices that make positive contributions to parent involvement include site based management, clear and welcoming policies and communications, liaison personnel, physical accommodations, and planning geared toward determining and meeting families’ needs.

Districtwide parent and community involvement programs also need to embrace the diversity of families in the design of policies, programs, and practices. Policies at any level should contain methods by which all parents, regardless of socioeconomic, linguistic, or literacy backgrounds, can be informed about programs and the progress of their children. Professional development opportunities for staff enhance the effectiveness of any program. Finally, linking the various groups and agencies that support education with both schools and families strengthens the overall partnership (Crump and Ellis, l995).

· The research literature reveals overarching elements that affect the home/school connection in whatever form it takes. Two-way communication surfaces repeatedly as a key to successful partnerships. To improve communication, schools must become more inclusive and creative, taking advantage of electronic media, new parent conferencing techniques, and a knowledge of the local community. Principals, teachers, and district administrators are key players in this partnership. Adequate resources must be available to enable the development and implementation of programs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Consider the skills that you identified in Discussion 1 and how you might employ them in a meeting with parents Jim and Sarah.

According to developmental millstone theory, social workers can engage in policy practice by coalition-building, lobbying, campaigning, or running for office. Essentially, policy is any law or rule that governs a state (country, city, etc.) or organization. When children are being neglected due to parental substance abuse, developmental problems often arise, such as speech delays, malnutrition, and cognitive functioning issues. Parental drug use during pregnancy can result in birth defects, attachment problems and drug-affected newborns.

The Sarah and jam video case, convey concerns about their baby Jane, deficiency in growth, including a shorter, left arm and leg, low birth weight, lethargy, slow reflexes, and a APGAR score describes the conditions of the unborn enfant. Jonas parents admit to their use of meth during the pregnancy and have feelings of guilt and remorse that the drug use caused baby Jane’s birth defects. As it relates to the concepts in human development that describes specific characteristics of different age levels (Zastrow et al., 2019). At certain points throughout her development, baby Jane may struggle to do certain tasks that her age group can perform due to her developmental capabilities. The authors also talk about the differentiation between environmental and hereditary developmental factors. According to the doctor’s assessment, there are certainly problems regarding the baby’s development, most likely due to environmental factors, specifically Sarah’s drug use. These challenges may hinder the rate and ease at which baby Jane would achieve typical milestones throughout her development. While other infants will begin to crawl on all fours or walk using both legs and arms for balance, baby Jane may take longer to learn how to balance due to her conditions.

Describe how the dimensions of the person-in-environment perspective can be applied in this case.

The person-in-environment perspective has been accepted by the profession as uniquely defining and differentiating social work from related professions/disciplines, such as psychology (more person centered) and sociology (more structurally oriented). In terms of its epistemological status, the concept “person in environment” is variously described as a perspective or a framework. As such, it is said to help the practitioner organize observations, planning, and intervention strategy. In this broader understanding, person-in-environment is not a “theory” in the sense of producing statements that have been or can be verified with empirical evidence. However, this is not to say that more specific formulations linking some aspect of the environment to behavioral outcomes have not been productive. Many of such formulations have formed the backdrop for much that goes by the name “evidence-based practice” (a concept treated extensively elsewhere on this site). There is some speculation regarding when the person-in-environment framework was first clearly articulated in social work. What is clear is that there were a number of historical developments in the first two decades of the 20th century that led to the more formal expression of the concept in the emerging profession and discipline of social work sometime after World War I

Identify two practice skills that you as the social worker could employ in working with the parents.

Social work can be demanding and emotionally stressful, so it is important to engage in activities that help you to maintain a healthy work-life balance. Self-care refers to practices that help to reduce stress and improve health and well-being – engaging in these practices helps to prevent burnout and compassion fatigue and is crucial to having a sustainable career. By taking the time to care for themselves, social workers are better able to provide the best services for their clients. Learn more about self-care. Working effectively with clients from diverse backgrounds requires social workers to be respectful and responsive to cultural beliefs and practices. Social workers must be knowledgeable and respectful of their clients’ cultural backgrounds and must, as stated by NASW“examine their own cultural backgrounds and identities while seeking out the necessary knowledge, skills, and values that can enhance the delivery of services to people with varying cultural experiences associated with their race, ethnicity, gender, class, sexual orientation, religion, age or disability.” Possessing a non-judgmental attitude and an appreciation for diversity and the value of individual differences enables social worker to provide clients with what they

 

 

References:

Cohen, A., & Mosek, A. (2019). “Power together”: Professionals and parents of children with disabilities creating productive partnerships. Child & Family Social Work, 24(4), 565–573. https://doi.org/10.1111/cfs.12637

Zastrow, C., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Introduction to Human Behavior and the Social Environment. In Understanding human behavior and the social environment (pp. 23–27). essay, Cengage.

Walden University, LLC. (2021). Theories of human development [interactive media]. Walden University Blackboard. https://class.waldenu.edu

if your child has a birth defect, you might be feeling overwhelmed and unprepared. But you’re not alone — about 120,000 babies are born in the United States each year with birth defects, according to the Centers for Disease Control and Prevention (CDC).

It’s important to know that many people and resources are available to help you and your child.

What Are Birth Defects?

Birth defects (also called congenital anomalies) are problems present at birth. There are many different types of birth defects, and they can range from mild to severe. Defects can be structural (like a cleft lip/palate, spina bifida, or a heart defect) or functional/developmental (like Down syndrome, deafness, or a metabolic disorder like phenylketonuria).

Some defects are inherited (passed on to a baby by his/her parents), while others have environmental causes. In many cases, the cause is unknown.

· support groups or other parents

Keep a file with a running list of questions and the answers you find, as well as suggestion

 

 

In Jane case study, I examines how and on what grounds Jane parent to be competent or incompetent to give their informed view in the care order preparatory process. . The interviews were tailored to address the care order preparations as narratives by Jane parents. I used narrative and storytelling as form of engagement to listen to (Jane parent) challenged. The experiences was clear, in their own words as it relates to recent care order preparatory process accord The Jane parent was toddling to the interview choose a case which was informative about both consent and objection in care order decision-making. After the narrative description, at the end of the interview, I asked questions about informed consent in order to introduce a new layer to the narrative, including the question: ‘In my view, were the parents and the child competent to express their consent/objection concerning the care order and the placement in substitute care in the case you just told me about?’

Jane challenges make her to experience some negative effects from drug her parent used during pregnancy. Which results into some developmental disability leaving her apgar syndrome that cause her to have low birth weight, breaching problem. She could not react to her environment because of the affects of the drug her parent consumes during pregnancy. The family will need support and treatment approval to address their substance abuse practice In the environment that will work for them.

As a social worker, I will encourage the parent of a Jane with a birth defect that it’s important for them to:

Acknowledge your emotions. The parent might feel shock, denial, grief, and even anger. Accept those feelings, and talk about them with your spouse/partner and other family members. You also might consider seeing a counselor. Your doctor probably can recommend a social worker or psychologist.

Get support. Talking with someone who’s been through the same thing can help. Ask your doctor or a social worker if other parents in the area have children with the same condition. Consider joining a support group, ask the doctors or specialists for advice on finding a local or national support group, or search online.

Celebrate your child, Let yourself enjoy your baby the same way any new parent would, by cuddling and playing, watching for developmental milestones (even if they’re different from those in children without a birth defect), and sharing your joy with family members and friends. Many parents of babies with birth defects wonder if they should send out birth announcements. This is a personal decision, the fact that your baby has a health problem doesn’t mean you shouldn’t be excited about the new addition to your family.

 

Educate yourself. Try to learn as much as you can as soon as you can. Start by asking your doctors lots of questions. Record the answers, and if you’re not satisfied or if a doctor doesn’t answer your questions thoroughly, don’t be afraid to get second opinions.

Other places to get information include:

Books written for parents of children with birth defects national organizations such as the March of Dimes,

The National Information Center for Children and Youth With Disabilities, and those representing a specific birth defect

· Hi shantavion and thanks for your discussion post. In the context of the social worker home visit at Stephanie and her mom Sara home. Ethnographic interviews help social worker seize opportunities to learn more about particular issues. Ethnographic interviews can help make sense of rituals and practices as the social worker might ask someone to explain a practice in which the person is currently engaged.. For example when the counselor asked Stephanie mom Sara, how many cats do you have and she said six(6) that looks scaring

 

Greetings Blanca and thanks for your discussion post. I agree that social worker used the below tips benefits and risks of self disclosure to derive at her expected answers. Catharsis- Stephanie and Sara get it off their chest reveal regrets, mental and emotional reliefs. Reciprocity-one act of self-disclosure leads to another, no guarantee though, honesty creates a safe climate. Self clarification

Mentioned one main source that has allowed and contributed to the misrepresentation and demonization of African-Derived Religions

/in /by
  • Mentioned one main source that has allowed and contributed to the misrepresentation and demonization of African-Derived Religions.
  • Identify how these assumptions and misconceptions have shaped the ways that specific African-derived religions  have been seen and treated in the history and culture-making processes of the Americas.
  • Describe a genre of consumption (music, film, tourism, food) and demonstrate how to date it is influenced by African Derived Religions – Candomblé, Santeria, Vodou, Rasta, etc.

200-250 words

Typed in Times New Roman in a 12pt font

double-spaced

numbered pages

Help With Draft On Personal Cultural Assessment

/in /by

Help With Draft On Personal Cultural Assessment

Cross-cultural awareness involves understanding both our own and the client’s culturally-based perspectives. The first step in this complex process is developing an understanding of how our own cultural background informs our perspectives as practitioners. The purpose of this draft is to increase students’ knowledge and understanding of diversity issues through self-reflection:

1. Draft an introduction which prepares the reader for the topics explored.

2. Describe your family of origin’s ethnic/cultural membership (this may involve more than one group membership).

3. Discuss your family of origin’s position on the following topics: race, ethnicity, socio-economic status, gender, age, religion/spirituality, sexual orientation, mental illness, physical ability, AND intelligence/cognitive ability.

4. Discuss the values you personally have incorporated and/or rejected as a result of your family’s ethnic/cultural membership.

5. Discuss the ways in which your own experiences of privilege and/or marginalization have shaped your personal values, beliefs and cultural membership. Use at least one theory from person-in-environment, sociocultural)

6. Identify cross-cultural issues you believe will challenge your practice as a social worker. For example, you may want to look at your personal expectations and consider whether you might hold them for clients. Identify values from the Code of Ethics that apply to these cross-cultural issues.

7. Discuss how you will manage differences between yourself and your clients (individuals, groups, families, communities) in your future social work practice and describe the ways in which you will work to engage with clients who do not share your personal values and beliefs.

8. Provide a conclusion which ties up the key points discussed in the draft.

Annotated Bibliography

/in /by

 

Contents lists available at ScienceDirect

Children and Youth Services Review

journal homepage: www.elsevier.com/locate/childyouth

Service needs of children exposed to domestic violence: Qualitative findings from a statewide survey of domestic violence agencies☆

Kristen A. Berg1, Anna E. Bender, Kylie E. Evans, Megan R. Holmes⁎, Alexis P. Davis2, Alyssa L. Scaggs, Jennifer A. King Center on Trauma and Adversity at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States

A R T I C L E I N F O

Keywords: Intimate partner violence Child maltreatment Family violence Intervention Trauma-informed care

A B S T R A C T

Objective: Each year, more than 6% of all U.S. children are exposed to domestic violence and require inter- vention services from agencies that serve affected families. Previous research has examined detrimental biop- sychosocial consequences of domestic violence exposure during childhood and the importance of effective prevention and intervention services for this population. However, less research has explored diverse inter- vention professionals’ own perspectives on the needs of the domestic violence-exposed children they serve. Method: This study employed an inductive approach to thematic analysis to investigate intervention profes- sionals’ reflections and advice regarding the service, policy, and research needs as well as overall strategies to better protect children exposed to domestic violence. Results: Respondents articulated four primary themes of (a) building general education and awareness of the effects of domestic violence exposure on children; (b) the need for trauma-informed care; (c) the salience of cultural humility in serving affected families; and (d) essential collaboration across service domains. Respondents discussed these themes in the context of four key systems of care: the clinical or therapy, family, school, and judicial systems. Conclusions: Future research should integrate the voices of affected children and families as well as examine models for effectively implementing these recommendations into practice settings.

1. Introduction

More than a quarter of children are projected to witness domestic violence (also known as intimate partner violence) in the United States by the time they reach age 18, with an estimated 6.4% of all children exposed each year (Finkelhor, Turner, Ormrod, Hamby, & Kracke, 2009). Domestic violence exposure induces substantial economic burden nationwide, incurring over $55 billion in aggregate lifetime costs, including increased healthcare spending, increased crime, and reduced labor market productivity (Holmes, Richter, Votruba, Berg, & Bender, 2018). Children who have been exposed to domestic violence are at higher risk for a range of behavioral and mental health problems

compared with non-exposed children (e.g., Fong, Hawes, & Allen, 2019; Kitzmann, Gaylord, Holt, & Kenny, 2003; Vu, Jouriles, McDonald, & Rosenfield, 2016; Wood & Sommers, 2011).

A variety of social service agencies, domestic violence service pro- viders, and other systems of care provide essential services to families impacted by domestic violence. While a growing body of literature has examined service gaps and practitioner perspectives from domestic violence service agencies specifically, less research has examined do- mestic violence-specific agencies in tandem with those that frequently collaborate with domestic violence agencies to address systemic service gaps and/or provide other necessary treatment for trauma. Our study contributes to building this knowledge by surveying such agencies

https://doi.org/10.1016/j.childyouth.2020.105414 Received 13 April 2020; Received in revised form 24 August 2020; Accepted 24 August 2020

☆ Funded through The HealthPath Foundation of Ohio. The contents of this publication do not necessarily reflect the views or policies of the funders. This information is in the public domain. Readers are encouraged to copy and share it, but please credit the authors. Funded through The HealthPath Foundation of Ohio. The contents of this publication do not necessarily reflect the views or policies of the funders. This information is in the public domain. Readers are encouraged to copy and share it, but please credit the authors.

⁎ Corresponding author at: Mandel School of Applied Social Sciences, Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH 44106-7164, United States.

E-mail address: mholmes@case.edu (M.R. Holmes). 1 Present affiliation: Center for Health Care Research and Policy, The MetroHealth System, 2500 MetroHealth Dr., Cleveland, OH 44109, United States. 2 Present affiliation: Florida Policy Institute, 1001 N Orange Ave., Orlando, FL 32801, United States.

Children and Youth Services Review 118 (2020) 105414

Available online 28 August 2020 0190-7409/ © 2020 Elsevier Ltd. All rights reserved.

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across the state of Ohio to generate an assessment, from providers’ own perspectives, regarding gaps in service provision and policies crucial to promoting resilience among families and children exposed to domestic violence.

1.1. Prevalence

Domestic violence (DV) refers to physical violence, sexual violence, stalking, and/or psychological aggression perpetrated by a current or former intimate partner (Centers for Disease Control and Prevention, 2016). The CDC’s National Intimate Partner and Sexual Violence Survey (NISVS) estimates that more than 10 million adults each year in the United States are physically assaulted by current or former intimate partners, with more than 1 in 4 women (27.3%) and more than 1 in 10 men (11.5%) victimized by DV at least once in their lives (Breiding et al., 2014). Research suggests that DV is more prevalent among couples with children, placing children at risk for both direct and in- direct witnessing of violence (McDonald, Jouriles, Ramisetty-Mikler, Caetano, & Green, 2006). Children who witness DV may see or hear the violence, attempt to intervene in or stop the violence, or perceive the aftermath of violence such as notice bruising or tension within the household (Cross, Mathews, Tonmyr, Scott, & Ouimet, 2012). In the state of Ohio, the current study’s site, an estimated 163,000 children are exposed to DV annually and 657,000 before the age of 18 (U.S. Census Bureau, 2015).

1.2. Negative effects of childhood domestic violence exposure

Children’s exposure to DV has been linked to a number of deleter- ious outcomes across a range of developmental domains. DV exposure has predicted more internalizing (e.g., anxiety and depressive symp- toms) and externalizing (e.g., hyperactivity and aggression) behaviors in youth, social and emotional impairments, poorer cognitive outcomes, and impaired physiological functioning due to hyper-activated stress responses (Koolick et al., 2016; Perkins & Graham-Bermann, 2012; Saltzman, Holden, Holahan, 2005; Vu, Jouriles et al., 2016). Affected youth also demonstrate higher rates of bullying and dating violence as both perpetrators and victims (Choi & Temple, 2016; Jouriles, Mueller, Rosenfield, McDonald, & Dodson, 2012; Moretti, Obsuth, Odgers, & Reebye, 2006; Voisin & Hong, 2012). These negative sequelae have been observed across developmental stages from infancy to adoles- cence, with DV-exposed youth exhibiting poorer outcomes compared with their nonexposed counterparts (Howell, Barnes, Miller, & Graham- Bermann, 2016).

The detrimental effects of children’s witnessing DV have been lar- gely conceptualized by developmental traumatology and emotional security models. Witnessing the assault of a caregiver at the hands of another caregiver is particularly threatening to children’s sense of safety and well-being. DV signals caregivers’ distress and unhappiness, the possibility of family dissolution, and/or the possibility of a care- giver’s serious harm or death (Davies et al., 2002). Witnessing threat to the integrity or life of a caregiver destabilizes a child’s foundational sense of stability integral to emotional well-being, dysregulates chil- dren’s stress response systems over time, and increases risk of post- traumatic stress symptomatology (Davies & Martin, 2013; De Bellis & Zisk, 2014). Such trauma can impair children’s developing brains and physiologies, increasing vulnerability to adverse behavioral, physical, cognitive, and socioemotional functioning (De Bellis, 2001; De Bellis & Zisk, 2014).

1.3. Co-occurrence of child maltreatment and domestic violence

Children who witness DV are also at increased risk of poly- victimization (i.e., experiencing multiple forms of victimization such as DV exposure with child abuse and/or neglect; Finkelhor, Turner, Hamby, & Ormrod, 2011). A national survey found that 33.9% of youth

who witnessed DV during the past year were also maltreated during the same time period, compared with 8.6% of youth who reported only child maltreatment (Hamby, Finkelhor, Turner, & Ormrod, 2010). In the state of Ohio, approximately 4 in 10 DV-exposed children also ex- perience maltreatment. The Ohio Department of Job and Family Services (2016) reported that 39,401 cases in State Fiscal Year 2014—or 43% of all child maltreatment cases—had a notation of “Concern of Domestic Violence.”

Considering the high rate of co-occurrence, child welfare workers, DV service providers, and law enforcement personnel are all critical in identifying and serving children. However, studies of these providers’ perceived knowledge and competence at addressing co-occurring mal- treatment and DV have found discrepancies. For example, research has found that DV service providers and child welfare personnel were more likely to identify and address DV exposure and child maltreatment, respectively, with limited skills and training around identifying their co-occurrence (Coulter & Mercado-Crespo, 2015; Hazen et al., 2007; Kohl, Barth, Hazen, & Landsverk, 2005). Such evidence suggests com- partmentalized provider training focused on intervention services for families who are, statistically, likely to be dually affected.

1.4. Complex needs of families who experience domestic violence

Families affected by DV, and often co-occurring child maltreatment, experience complex needs consequent of multiple interrelated family traumas. Adults and children exposed to DV are likely to present with symptoms of complex trauma or impairments across regulatory and interpersonal domains (Cook et al., 2017; Pill, Day, & Mildred, 2017). Symptoms of complex trauma, spanning from emotional dysregulation to cognitive and physical difficulties, manifest in unique presentations not necessarily aligned clearly with diagnostic criteria and require more individualized treatment (Cook et al., 2017; Pill et al., 2017; van der Kolk, Roth, Pelcovitz, Sunday, & Spinazzola, 2005). DV-affected fa- milies tend to also experience substance use (Afifi, Henriksen, Asmundson, & Sareen, 2012; Macy, Giattina, Parish, & Crosby, 2010), homelessness (Pavao, Alvarez, Baumrind, Induni, & Kimerling, 2007), and interruptions in children’s education (Kiesel, Piescher, & Edleson, 2016). Each of these concerns reflects another domain of service pro- vision in a complex web of presenting needs; however, the ability of agencies to offer such multigenerational and comprehensive services requires additional staffing, training, and logistical considerations.

1.5. Service systems that interface with families affected by domestic violence

Such complex needs demand collaborative, interactive, and co- ordinated systems of care. Historically, DV agencies were established to provide advocacy and wraparound services (e.g., crisis care, safe shelter, legal interventions, counseling) for affected families (Macy et al., 2010a; Panzer, Philip, & Hayward, 2000; Zweig & Burt, 2007). However, in the aftermath of a DV incident, families may also interface with law enforcement, child welfare, school, or medical systems. Re- cognizing the need for a cross-system collaborative response, the seminal Greenbook practice guidelines were published in 1999 by the National Council of Juvenile and Family Court Judges (NCJFCJ), urging the field to reduce service fragmentation and coordinate system re- sponses to children dually exposed to DV and maltreatment (Schechter & Edleson, 1999). Several cooperative response models have since been implemented, including the Safe Start Initiative (Kracke & Cohen, 2008), Handle with Care programs (Bushinski, 2018), coordinated community response teams (Banks, Dutch, & Wang, 2008), and Family Justice Centers (Murray, Wyche, & Johnson, 2020). Despite the colla- borative progress of these initiatives, research documents a history of divergent philosophies and service approaches across agencies involved (Gordon, 1988; Humphreys & Absler, 2011; McKay, 1994). For ex- ample, child welfare approaches often identify the child as the victim

K.A. Berg, et al. Children and Youth Services Review 118 (2020) 105414

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and the non-offending caregiver as implicitly culpable. In contrast, DV agencies primarily focus on the non-offending caregiver as the victim. The paradigm differences reflected in these two systems, as well as other networks of care, complicate collaborative efforts that would best promote family safety and healing from trauma (Appel & Kim-Appel, 2006; Holmes, Bender, Crampton, Voith, & Prince, 2019).

1.5.1. Challenges faced by service providers In addition to challenges to creating and enacting a collaborative

model of care, providers face multiple other barriers to effectively identifying and serving families affected by DV. Providers report in- adequate training and skills around inclusively serving subpopulations (based on race/ethnicity, sexual orientation, urbanicity, disability status, immigrant status, etc.), rendering those affected families under- served (Helfrich & Simpson, 2006; Lehrner & Allen, 2009; Messing, Ward-Lasher, Thaller, & Bagwell-Gray, 2015). Families have also re- ported barriers to engagement such as fear and distrust of the child welfare, legal, and justice systems (Alaggia, Regehr, & Jenney, 2012; Baker, Cook, & Norris, 2003; Lichenstein & Johnson, 2009). When fa- milies do engage with services, providers articulate limitations around enacting trauma-informed practices—those grounded in recognizing and responding to the cognitive, psychological, socioemotional, and physical consequences of trauma (Leitch, 2017)—to most effectively mitigate the effects of DV exposure (Laing, Irwin, & Toivonen, 2012; Trevillion et al., 2012). Furthermore, providers report challenges around funding to continually meet the needs of families and offer ongoing training and education for staff (Stover & Lent, 2014).

1.6. Current study

While there is research that examines collaborative approaches to serving families affected by DV, to the authors’ knowledge, no study has synthesized open-ended responses both from diverse professionals who directly serve families who have experienced DV, and more peripheral service systems that interface with those primary agencies. Additionally, this study explored perspectives of providers across an entire state, illuminating and assessing the needs of families and service providers across diverse communities. This study employed an in- ductive approach to thematic analysis to explore the following research questions across one state: (a) What do providers experience as the most prevalent service needs for children and youth exposed to domestic violence? (b) What do providers experience as the most prevalent policy needs for children and youth exposed to domestic violence? (c) What do providers experience as the most prevalent research needs for children and youth exposed to domestic violence? (d) What do provi- ders report are the best strategies for protecting children and youth exposed to domestic violence? and (e) What do providers report are the best strategies for reducing the negative effects of domestic violence exposure for children and youth?

2. Method

An electronic statewide survey that solicited open-ended responses was conducted to engage directors of Ohio-based agencies providing services for children exposed to DV. The purpose of the survey was to examine how DV-exposed children were being served by agencies (e.g., types and delivery format of services offered, ages of children served, which evidence-based or promising programs were offered) and to seek information and ideas on how to better serve this population. Data were collected over a 4-month time period in 2016. This study was approved by the Institutional Review Board of a private Midwestern university.

2.1. Participants and setting

The Shelter and Program Referral List on the Ohio Domestic Violence Network website (http://www.odvn.org/survivor/shelter.

html) was first used to locate relevant agencies in the state that pro- vided DV services, resulting in a list of 205 agencies. After removing duplicate agencies that were listed in more than one county, a total of 75 agencies were included as the initial sample. Using an internet-based search, agency directors’ contact information was identified. From October 2016 to November 2016, directors were contacted by the re- search team via postal letter, email, and telephone and invited to complete the electronic Qualtrics survey (survey items described below). In November 2016, to maximize participation, outstanding respondents were invited to participate in a short-version form of the survey. All agencies invited to participate in the survey were sent weekly reminder emails.

Two particular questions on the survey requested that directors list (a) other agencies to which they referred children or youth who needed services not provided by their agency and (b) other agencies within their communities that provided trauma services to children or youth that they had not listed. Through November 2016, responses to these questions yielded an additional 47 agencies, which resulted in a total of 122 agencies across the state that could potentially provide services for youth affected by DV. Of the 122 agencies, 17 were excluded due to the study researchers being either unable to identify the agency itself or being unable to find sufficient contact information with which to ex- tend an invitation to participate in the survey, resulting in a total sample of 105 agencies that were asked to complete the survey. Out of those, 59 completed the entire survey (56.2%), 19 completed a portion of the survey (18.1%), 5 declined or refused to complete the survey (4.8%), and 22 did not respond to the study team’s calls or emails re- garding the survey (20.9%). A total of 78 respondents (74.3%) either completed or partially completed the survey. Among those, 44 (41.9%) provided qualitative responses to at least one of the survey’s open- ended questions and those data were used to synthesize the results presented in this study.

2.2. Survey items

The survey included questions about whether agencies offered ser- vices for children and their non-offending caregivers, whether the agency was able to meet the current demands for children or youth exposed to DV, whether respondents considered their agency to be trauma-informed, the types of services the agencies provided, and the specific evidence-based or promising programs used with children and youth. In addition, agencies were asked to respond via extended, open- ended response to the following questions: As the state of Ohio assesses statewide needs as they relate to DV-exposed children or youth, (a) what recommendation would you make about where to focus particular attention in terms of need related to services?; (b) what recommenda- tion would you make about where to focus particular attention in terms of need related to policy?; (c) what recommendation would you make about where to focus particular attention in terms of need related to research?; (d) What do you think needs to be done to better protect children or youth who are exposed to DV?; and (e) What ideas do you have about reducing negative effects of DV on Ohio’s children or youth? A total of 44 agency respondents offered responses to at least one of these extended questions.

2.3. Analysis approach

All extended text responses from agencies were downloaded from the electronic survey as text files and then uploaded into NVivo qua- litative data analysis computer software, version 11.4.2. Agencies’ collective set of responses were inductively coded by two doctoral-level research assistants using Braun and Clarke’s (2006) approach to the- matic analysis in order to examine both the semantic and conceptual patterning across agency participants’ responses. The coders in- dependently first analyzed verbatim responses with a combination of in vivo and open coding in order to inventory the range of individual

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concepts expressed by participants. Separately, the coders then sorted the in vivo and open codes into emergent categories by conceptual si- milarity and then organized those emergent categories into broader, internally cohesive themes. The coders then reconvened to review, compare, and combine their two resulting coding schemes and re- conciled conceptual discrepancies. This generated one cohesive the- matic scheme by which participants’ responses to the extended response survey questions were classified and organized, as discussed below.

3. Findings

3.1. Descriptives

Table 1 provides descriptive information about the 44 agency pro- viders in the current study. The total number of children reported to have received services in the State Fiscal Year 2016 was 85,213. Of note, because some children interact with multiple systems, it is pos- sible that some children may have been double counted using the four sources of data. Because data were de-identified, it is not possible to know the extent of possible double counting.

The majority of the sample (47.7%) identified themselves as ex- ecutive directors while 4.6% self-identified as clinical directors and 9.1% specifically as DV program directors or coordinators. Just over

18% reported as other directors (e.g., visitation director, shelter di- rector, child advocacy center director), and almost 7% reported as other coordinators (e.g., advocacy coordinator, general coordinator). Another 7% self-identified as other professionals such as administrative assistant or legal advocate. Approximately 45.4% of agencies reported that in addition to offering services for children, they also offered services to support the non-offending caregivers who were parenting the children. Over 60% indicated being able to meet current demands for DV-ex- posed youth to a large or very large extent, though 20% reported meeting children’s needs at a small or very small extent. In total, 84% of respondents considered their agencies to be trauma-informed and 59% indicated their agencies to be using at least one evidence-based or promising intervention or prevention program.

3.2. Thematic analysis findings

Across extended response survey questions, agency providers of- fered four key recommendations to: (a) build general education and awareness surrounding the consequences of children’s exposure to IPV; (b) implement a trauma-informed care framework across child-serving systems; (c) integrate culturally-humble practices across and within systems; and (d) collaborate across systems. Providers made these re- commendations in reference to four primary contexts of the clinical or therapy system (i.e., any behavioral or mental health services for DV- exposed children), family system (i.e., any points of intervention for the family as a whole, such as parenting classes, counseling or support for non-offending parents, or visitation services), school system (i.e., sup- portive services for DV-exposed children in educational settings and schoolwide prevention or intervention curricula), and judicial system (i.e., child welfare services as well as family and criminal court sys- tems). Table 2 displays an abbreviated summary of key study findings.

3.2.1. Education Providers (43%) discussed the importance of promoting general

education and awareness for service providers, school personnel, par- ents, and the broader community on how children are affected by witnessing DV. Advice for better protecting DV-exposed children in- cluded suggestions such as requiring annual trauma-focused training and continuing education credits for all professionals working with children affected by trauma. Responses particularly emphasized the importance of providing general education and awareness within the family system surrounding DV and its detrimental effects on children. As one provider suggested, “the best way to protect the child is to educate the parent about the effects of domestic violence on their children.” Another provider qualified, however, that such information should be carefully and thoughtfully delivered to parents in order to be accessible and thus useful:

Increase education available to parents about domestic violence and how it really relates to their children, but in an engaging way, as most of the information that is delivered today is still targeted toward victim- blaming and is unreceptive to the parent.

Other providers highlighted opportunities for schools to integrate socioemotional health-focused curricula to promote early education, starting in childhood, about healthy relationship dynamics. Some of- fered examples of curriculum content, including: healthy relationship skills, general emotion coping skills, ways through which to identify and express emotions healthily both in the self and in others, emotional intelligence, meditation and mindfulness, safe dating behaviors, and sex-positive and enthusiastic consent-focused sexual health education. Alluding to the preventive capacity of socioemotional education on children’s current and later relationships, one provider suggested that schools could offer “education for children beginning in elementary school regarding healthy relationships.” Another detailed:

Teach more social and emotional skills in school instead of just academic topics, [and] cover healthy relationship skills, sexual health, etc. Include different coping skills built into the curriculum. Some

Table 1 Characteristics of comprising study agencies (n = 44).

N %

Respondent job responsibility a

Executive Director 21 47.7 Clinical Director 2 4.6 DV Program Director or Coordinator 4 9.1 Other Director 8 18.2 Other Coordinator 3 6.8 Other 3 6.8 Missing 6 13.6

Services also offered to non-offending parent Yes 20 45.4 No 2 4.5 No answer 22 50.0

Extent to which able to meet current demands for DV-exposed children

Very small extent 3 6.8 Small extent 6 13.6 Moderate extent 7 15.9 Large extent 16 37.2 Very large extent 11 25.0 No answer 1 2.3

Would expand service area or services if additional funding were available

Yes 39 88.6 No 5 11.4 No answer 0 0

Consider agency to be trauma-informed Yes 37 84.1 No 6 13.6 No answer 1 2.3

Types of services offered Individual counseling for children Age birth to 2 4 9.1 Age 3 to 5 9 20.4 Age 6 to 12 10 22.7 Age 13 to 18 13 29.6

Community outreach 24 54.6 Safety planning 24 54.6 Material resources (transportation, children’s clothing, food, etc.) 23 52.3

Uses at least 1 evidence-based or promising intervention or prevention program

No 2 4.5 Yes 26 59.1 No answer 16 36.4

a Multiple respondents reported more than one job responsibility, rendering these categories (with the exception of “missing”) not mutually-exclusive.

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schools have implemented meditation rooms instead of detention halls with great results.

Beyond the family and school systems, multiple responses called for broad community-wide education. For example, one provider suggested that the state unroll a “public health campaign, to the same level as [those about] drugs and smoking, about the impact of violence on children in Ohio.” Another articulated the crucial role of such education in “taking away the belief that only certain people are affected by do- mestic violence and trauma.”

Providers spoke to the role of active research and its dissemination in promoting education and awareness of the long-term effects of DV, and intervention and prevention knowledge for professionals working with affected families. Providers offered specific research topic ques- tions of interest such as “What [should] relationships with fathers who batter mothers look like?” or “What is the correlation between domestic violence and issues with child learning?” Continued research related to the Adverse Childhood Experiences (ACEs) study (Felitti et al., 1998) and work by professionals like Dr. Bruce Perry (2009) were additionally recommended, as was ensuring the accessibility of such research:

Staff working in this field need to be well-informed and educated on the effects of all forms of violence and trauma on children and families they serve. Therefore, continued research is vital to keeping new and cutting-edge information on the effects of violence in the forefront of their minds as they are treating the children and families. Additionally, continued research is needed to find and refine best evidence-based practices to treat and care for those who have experienced violence and trauma.

3.2.2. Trauma-informed care Providers (36%) repeatedly discussed the need for trauma-informed

care across domains of training, policy, and direct services with which DV-exposed children and families interface. The school system was identified as a particularly crucial context of meaningful intervention to ameliorate the negative effects of DV exposure on children. For in- stance, one provider proposed “Have a trauma specialist assigned to a school district that can come to the school when an issue presents and help the school staff to better serve the child.” Another suggested trauma education for all school personnel interacting with children:

In the schools, I think there needs to be more education about children and the effects of domestic violence and how that appears in the institution. A better understanding of trauma for those allied pro- fessionals could lead to a more trauma-informed approach in the classroom.

Providers’ highlighted the need for all-encompassing trauma-in- formed approaches extended to the judicial system. For instance, one provider reported how challenges in collaborating with child welfare workers limit the entities’ joint capacities to effectively and sensitively address the needs of clients:

Children’s Services is not a solid collaborative partner. Our philo- sophy and processes are often in opposition, especially related to trauma-informed approaches and from a family advocacy and victim’s rights’ perspective (especially right of parenting under VAWA [the Violence Against Women Act]), which poses additional conflict and barriers to collaboration. Further, unaccompanied youth seeking ser- vices including shelter and advocacy are not allowed to remain in our services due to Children’s Services’ approach through their operation of the local Child Advocacy Center. Solutions for these partnerships will help extend services and remove current barriers.

Providers underscored the need for trauma-informed policies in the court and justice system, particularly among child welfare workers and in family and criminal court. Broad recommendations were made to increase the enforcement of DV statutes and, more specifically, for court officials to adopt a trauma-informed approach to visitation decision- making by considering how witnessing DV affects children’s overall well-being. One provider elaborated on how trauma-informed policy would also support more valid and thorough investigations and inter- ventions with DV-affected families in the child welfare system:

Child Welfare does not protect children! Children are ‘terrible’ witnesses to the crimes committed against them. Trauma symptoms, rather than explicit disclosures, need to be taken into consideration when investigating child sexual abuse or domestic violence cases.

Providers additionally warned that the neglect of children’s agency and rights within the justice system may compound the trauma of witnessing violence. One explained:

I think children need to have more rights. It seems that parents have rights and children have almost none. When children are removed from

Table 2 Key qualitative findings from respondent agencies (n = 44).

Theme Meaning Evidence

1. Education Responsive and empathic education is needed to help caregivers understand the effects that witnessing DV has on children. All children would benefit from schools integrating education about socioemotional health into their curricula. Furthermore, general education and awareness of how witnessing violence affects children is needed for broader society.

“Increase education available to parents about domestic violence and how it really relates to their children, but in an engaging way, as most of the information that is delivered today is still targeted toward victim-blaming and is unreceptive to the parent.” “The best way to protect the child is to educate the parent about the effects of domestic violence on their children.”

2. Trauma-Informed Care

Stakeholders in the court and justice systems, educators, school personnel, and other allied professionals should adopt policies that work to mitigate DV-exposed children’s trauma and consciously avoid re-traumatizing them. Professionals– particularly educators– should receive regular training to recognize trauma symptoms and understand the psychological, cognitive, and social effects of children’s trauma.

“Have a trauma specialist assigned to a school district that can come to the school when an issue presents and help the school staff to better serve the child.” “…Teach those who interact with children to know the signs of trauma at every developmental stage” and to provide “more information and education about the long-term effects of trauma on children and their development—cognitively and psychologically.”

3. Cultural Humility Child-serving systems must infuse other-oriented approaches into all levels of service provision that recognize how characteristics of family and community culture affect experiences of DV and trauma. This includes building awareness of the ways in which cultural identity and historical experiences can influence family interactions with systems of care.

“Focus should not just be on what services to offer. It should be on making sure the services provided are culturally competent and trauma-informed.” [there is need for] “mental health counselors for Deaf children exposed to trauma …”

4. Collaboration There remains ongoing need for the various service systems (e.g., education, child welfare, criminal justice, DV advocacy) caring for children and families affected by domestic violence to work jointly and synergistically to best address children’s and families’ needs.

“Intimate partner violence [domestic violence] collaborative approaches will help assure victims who are parents that the common goal is to ensure their right of parenting, support the family, protect the children, and reduce the risk of child removal until it is proven as the last resort and as a temporary measure with input from the victim/parent. There is still too much to lose and therefore victims do not come forward, allowing children to be exposed to violence longer.”

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the home, reunification is always the plan. There are times when children are removed from the home and then returned only to be re- moved again. This is too much trauma for the children and sends a message that their feelings do not matter. This is the same when talking about children participating in the court process and being able to ex- press their feelings and wishes.

Another provider echoed concern for how DV-traumatized youth may be treated in the justice system and the long-term effects of court decisions made without regard for how trauma and traumatic stress affect children over time:

Domestic violence programs for youth who are charged [need to] recognize that many youths who are charged with domestic violence are defending the family against a batterer or are lashing back at a batterer. Too often, the adult who is also charged in the incident has his charge reduced or dismissed and the child is adjudicated.

At the intersection of trauma-informed care and education advice, providers described the importance of disseminating information about trauma-informed care principles through training and education ma- terials. Providers emphasized the need to “teach those who interact with children to know the signs of trauma at every developmental stage” and to provide “more information and education about the long- term effects of trauma on children and their development—cognitively and psychologically.”

3.2.3. Cultural humility Other providers (20%) articulated the importance of cultural hu-

mility, defined as ongoing, other-oriented approaches to providing services that are mindful both that cultural factors affect an individual’s experience surrounding DV, and that culture is fluid and subjective (Tervalon & Murray-García, 1998). For example, one individual de- scribed a gap in services for children in the Deaf community, reporting unmet need for “mental health counselors for Deaf children exposed to trauma, with certification in EMDR [Eye Movement Desensitization and Reprocessing] and play therapy, sand tray therapy and other expressive therapies.” One provider differentiated between the mere presence of services versus those that integrate culturally humble and trauma-in- formed approaches, advising “Focus should not just be on what services to offer. It should be on making sure the services provided are culturally competent and trauma-informed.” Providers relatedly called for re- search to examine “cultural aspects and competency” such as better identifying service barriers faced by members of the Deaf community, the importance of linguistic translation and interpretation services (including sign language and closed-captioning) in DV–related care and educational materials, and effective services for trauma-exposed chil- dren with developmental disabilities and other special needs.

3.2.4. Collaboration A smaller portion of providers (14%) identified the need for colla-

boration across service systems tasked with addressing the needs of children exposed to DV. For instance, speaking to joint efforts between law enforcement and clinical services, one provider suggested the creation of Child Advocacy Centers with forensic investigators in every county across the state. For another, specific policies could be made to legally ensure that children are guaranteed school-based services de- spite relocation from their home districts to DV shelters: “[Enforce] strict guidelines and sanctions for school systems that will not provide services for children who have moved out of their home city to a shelter due to domestic violence.” Advocating for stronger collaboration with DV-affected families, an additional provider described barriers that preclude victims of DV from coming forward, thus promoting extended exposure of children to the violence:

Intimate partner violence [domestic violence] collaborative ap- proaches will help assure victims who are parents that the common goal is to ensure their right of parenting, support the family, protect the children, and reduce the risk of child removal until it is proven as the last resort and as a temporary measure with input from the victim/

parent. There is still too much to lose and therefore victims do not come forward, allowing children to be exposed to violence longer.

4. Discussion

4.1. Practice and policy implications

In the present study, professionals serving DV-exposed children across the state of Ohio provided the following policy, service, and research recommendation: targeted education initiatives focused on the consequences of child exposure to DV, implementation of a trauma- informed care framework across child-serving systems, integration of culturally-humble practices at all system levels, and cross-system col- laboration. Building from these themes, providers specified that these recommendations be integrated across four distinct systems: the clin- ical/therapy system, the family system, the school system, and the ju- dicial system.

4.1.1. Increasing education and policy around the effects of domestic violence, ACEs, and trauma-informed care

More than 40% of agency providers in this study articulated the importance of bolstering community knowledge about the effect of violence exposure and adverse childhood experiences (ACEs) on chil- dren’s development. Aligned with this recommendation, there are several examples across the United States where multidisciplinary education initiatives on ACEs and child violence exposure have been linked with policy enhancements and improved outcomes for youth (Forsadt, Cooper, & Andrews, 2015; Kagi & Regala, 2012; Ko et al., 2008; Purewal et al., 2016). For example, Washington State has im- plemented statewide legislation to facilitate ACEs educational training and awareness programs for helping professionals across several sec- tors, including social work, education, law enforcement, medicine, and the judicial system (Kagi & Regala, 2012). This policy-level approach to statewide ACEs education has resulted in trauma-informed adjustments to juvenile court policies and offender treatment, increased levels of protected funding for family-based home intervention services, and higher levels of cross-system collaboration.

In addition to recommending multidisciplinary ACEs education in- itiatives, providers in the present study also advocated for integration of trauma-informed care at all system levels. Trauma-informed care (TIC) is an orientation to service delivery that recognizes the cognitive, so- cial-emotional, behavioral, and neurodevelopmental impact of trauma on individual and community well-being (Leitch, 2017). At both the agency and individual/clinical level, the TIC model emphasizes a col- laborative approach to clients’ engagement with systems and promotes client safety, empowerment, and resilience. Although models of TIC vary, one common component of a trauma-informed approach with children and families is the implementation of processes and policies that support routine screening for traumatic exposures and related re- actions or symptoms to identify exposed children and intervene as early, and as comprehensively, as possible. Exposure to DV, especially early in life, can create a complex and idiosyncratic symptom picture that requires comprehensive screening and assessment in order to drive individualized, effective intervention. Consequently, many researchers and practitioners across sectors advocate for universal early and routine screenings for childhood exposure to violence in pediatric and other primary healthcare settings (Thackeray, Hibbard, & Dowd, 2010).

Although the comprehensive and cross-discipline nature of TIC has led to widespread appeal among service providers, challenges to TIC implementation remain, including difficulties operationalizing and as- sessing the success of TIC in practice settings and agencies’ limited funding and resources for implementation. As the vast majority of providers in this study indicated that they consider their agencies to be trauma informed, it is worthwhile to note that as of yet there is no uniform definition or understanding of what exactly this means and how it manifests in practice.

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Despite these challenges, however, evidence indicates that TIC ap- proaches have been effective in improving youth outcomes across sys- tems, including the child welfare system (Lang, Campbell, Shanley, Crusto, & Connell, 2016), schools (Dorado, Martinez, McArthur, & Leibovitz, 2016), inpatient psychiatric settings (Azeem, Auila, Rammerth, Binsfeld, & Jones, 2011), pediatric primary care settings (Purewal et al., 2016), and juvenile justice settings (Ford & Blaustein, 2013). One potential starting point for agencies seeking to adopt a TIC approach is to explore the model programs and assessment re- commendations advanced by the National Child Traumatic Stress Net- work (NCTSN) and replicate those that align with the agency’s re- sources and staff capabilities (Ko et al., 2008).

Finally, some respondents emphasized the need for cultural humi- lity within DV service provision for individuals such as those within the Deaf community, the developmental disability and other special needs communities, and those whose primary language is not English. These findings align with growing calls for intersectional approaches to the specific study of children’s exposure to DV (Crenshaw, 1993; Etherington & Baker, 2018). For instance, Rizo and colleagues, in their review on DV and developmental disability, note the absence of services tailored to DV-exposed children with intellectual disabilities (Rizo, Kim, Dababnah, & Garbarino, 2020). Sullivan (2009) had similarly noted, a decade prior, that while research has explored myriad violence ex- posures of children with disabilities, few studies have examined ex- posure to DV among children with disabilities. Although research has examined the discrete identities, or positionalities, of children exposed to DV, far less inquiry has investigated the intersectionality of multiple positionalities. Pivoting from a focus on individual identities to inter- sectionality may render programs and services for DV-exposed children more successful by continually tending to culturally nuanced intra- personal and family dynamics that affect how trauma is experienced, cognitively and emotionally processed, and thus best intervened upon.

4.1.2. Adopting paradigms of cross-system collaboration Respondents underscored the need for improved collaboration

across systems to best serve families affected by DV. In response to nearly all questions, respondents emphasized the need to cultivate or improve collaborations across service systems interfacing with DV-ex- posed children and families. Of specific concern was bridging gaps between the judicial (i.e., family court, child welfare) and DV service systems. As noted previously, nearly half of Ohio children exposed to DV also experience child maltreatment (Ohio Department of Job and Family Services, 2016). Awareness of the need for effective collabora- tion between these two systems garnered attention following the pub- lication of the Greenbook, also known as “Effective Intervention in Domestic Violence and Child Maltreatment: Guidelines and Practice” (National Council of Juvenile and Family Court Judges, Schechter, & Edleson, 1999). The Greenbook provides important, actionable practice guidelines around staff training, assessment, safety planning, and of- fender accountability to reduce fragmentation of services at the inter- section of the child welfare system, DV service system, and the judicial systems to improve care for children and families affected by DV. Al- though the Greenbook has shaped the development and implementa- tion of successful demonstration projects across multiple sites, the ex- periences of respondents detailed here underscore the need for further implementation of these collaborative practices (Banks, Landsverk, & Wang, 2008; Malik, Ward, Janczewski, 2008). The findings from our study, together with a recent review of research and literature (Holmes et al., 2019), underscore that much progress remains–despite the Greenbook being published over 20 years ago– in actually oper- ationalizing concepts of system collaboration in practice. Our findings illuminate areas that remain for further development and innovation, all of which provide an informative foundation for supporting com- munities in building system collaborations.

Other models of collaborative prevention and intervention pro- grams exist. The Centers for Disease Control funded, for example,

community coordinated response sites (CCRs) with the two-fold aim of both preventing DV and providing intervention services following a DV incident (Klevens, Baker, Shelley, & Ingram, 2008). CCRs engage in prevention activities through education campaigns about the scope and causes of DV, training professionals around effective screening, and disseminating information about DV–related policies and services (Klevens et al., 2008). CCRs also strive to improve intervention services by developing substantial and comprehensive cross-systems collabor- ations—implementing comprehensive information-sharing agreements, embedding DV units within law enforcement or child welfare entities, and providing cross-training across service sectors (Klevens et al., 2008).

As alluded to by participants in this study, the implications for such a robust cross-system collaborations are notable. Research from Washington’s Family Policy Council found that areas with collaborative community networks exhibited reduced levels of individual ACEs, as well as social and community problems, compared with regions that did not establish collaborative community networks (Hall, Porter, Longhi, Becker-Green, & Dreyfus, 2012). To best serve children and families affected by DV, continued efforts to build these cross-systems colla- borations are required.

Another such cross-system collaboration initiative specifically in Ohio is the Linking Systems of Care for Children and Youth Project (Linking Systems), a federal demonstration project currently funded in Montana, Virginia, Illinois, and Ohio. One primary objective of Linking Systems is to “build capacity within communities to meet the needs of youth exposed to violence” (Office for Victims of Crime, 2017). The Ohio project site, having entered the demonstration project in 2018, is working to build capacity through multidisciplinary statewide work groups, creation of a trauma-informed care resource directory, and development of a child violence exposure screening tool. Conducting a statewide needs assessment and gap analysis was an essential first step in the Ohio Linking Systems project, as the results ensured appropriate allocation of resources, evidence-informed decision-making, and col- laboration from survivors and stakeholders in both rural and urban areas of the state and from those with historically and philosophically diverging approaches to service provision.

Other collaborations demonstrate the potential utility of person- or family-centered data-sharing frameworks to best care for vulnerable children and families. For example, the Los Angeles County Department of Health Services houses a countywide pilot program titled Whole Person Care aimed at integrating public health and social services data for vulnerable residents who interact with multiple service systems (justice, housing, behavioral health, etc.). By building an information technology infrastructure that merges data at the level of person or family, real-time information is shared across multiple service systems to minimize gaps in communication across those systems and provide real-time care for clients (Armstrong, Elson, & Weir, 2019). Such person-centered data-sharing initiatives could demonstrate utility for families and children affected by DV who would likely benefit from more seamless coordination between, for example, housing authority, child welfare, family court, and education systems. Concerns about sharing data about a victim, for example, across agencies who may also be working with the perpetrator are notable and warranted. However, existing information-sharing programs have been successfully im- plemented in other child-serving systems and may offer useful gui- dance. For instance, in Ohio, Hamilton County’s IDENTITY project merges data from the County’s Child Welfare Information System with Cincinnati Children Hospital’s Electronic Health Record data in order to safely share cross-system information about children in protective custody (Greiner, Beal, Dexheimer, & Krummen, 2020).

4.1.3. Implementing social-emotional and relationship education curricula and school prevention programming

Several service providers advocated for school curricula on healthy relationships and social-emotional skills, suggesting that such

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programming may prevent further violent victimization and/or perpe- tration in this population. This recommendation aligns with previous research demonstrating a linkage between DV exposure and adolescent dating violence (Choi & Temple, 2016; Park & Kim, 2018). As providers in this study suggest, it is possible that early primary prevention pro- gramming on relationship violence may reduce the incidence of chil- dren continuing the cycle of family violence through their own in- volvement in dating violence and adult DV. Indeed, healthy relationship programming in schools has been linked with lower levels of violent victimization and perpetration in dating relationships among DV–exposed teens specifically (DePrince, Chu, Labus, Shirk, & Potter, 2013; Wolfe et al., 2003), as well as in general adolescent populations (Foshee et al., 2005; Wolfe et al., 2009). Thus, primary prevention ef- forts in schools may offer one avenue to address the intergenerational cycle of family violence experienced by some children in DV house- holds.

4.2. Study limitations

The current study contributes valuable knowledge from service providers themselves of how to better serve children and families af- fected by DV, but limitations must be noted. First, though efforts were made to survey a representative statewide sample of agencies through the Ohio Domestic Violence Network website and snowball referrals, approximately one quarter of contacted agencies did not participate. The resulting final sample may be biased in ways pertinent to the aim of this study; for example, agencies with less time and employee resources may have been less likely to respond but, for those reasons, more likely to identify a unique subset of needs not articulated by other partici- pants. The current study did not survey service recipients themselves, and thus the voices of those most affected by gaps in service provision and policy are missing. Future larger-scale studies may employ a mixed- methods design utilizing random sampling of both service providers and recipients in a broader sampling frame to generate more re- presentative and transferable findings. Such a combined quantitative and qualitative approach may also elucidate how characteristics of in- dividual providers and agencies (e.g., role in agency, philosophical approaches to treatment, urban or rural location, extent of alignment with law enforcement, whether or not agency serves a culturally-spe- cific sub-population) may affect the tenor and content of their quali- tative responses. Finally, findings are bound by the state of Ohio and, due to variation in the fabric of DV–related intervention and funding priorities, may not translate to other states or regions in the country.

Despite the challenges presented by this study’s regional specificity, there are still broad implications that can be drawn for programs be- yond the state of Ohio. For example, other states may consider con- ducting a statewide needs assessment and gap analysis–similar to the Ohio Linking Systems collaborative approach–as an essential step in developing a more robust multidisciplinary set of child-serving systems statewide. Furthermore, Ohio is among ten states that has statewide implementation of the Safe & Together Model, a collaborative program provided by child welfare and DV advocate teams to serve dually-ex- posed children and their families (Mandel, 2010; Safe & Together Institute, 2020). Although the benefits of the Safe & Together Model are considerable, our paper highlights that continued collaborative efforts among child-serving systems are still needed, and other states who use the Safe & Together model may share similar needs.

5. Conclusion

This study illuminates critical service needs of children victimized by domestic violence as articulated by Ohio agency providers who work with those children and families. Agency participants call for more general awareness of domestic violence and its deleterious con- sequences for children and, relatedly, the necessity of adopting trauma- informed and culturally humble approaches to working with families.

Finally, participants emphasized integrating cross-system collabora- tions to provide family-centered care to best treat children’s trauma. Although the findings of this Ohio-based study are promising, future research efforts are warranted. Domestic violence is a pressing public health problem across the United States, and additional investigation should identify salient gaps in service provision and research across other states and regions. Importantly, integrating the voices of children and families themselves are crucial to identifying additional short- comings. Together with robust data systems that monitor family needs and collaboratively coordinate to deliver resources, these initiatives may foster optimal outcomes for children who experience the trauma of witnessing domestic violence.

CRediT authorship contribution statement

Kristen A. Berg: Methodology, Formal analysis, Project adminis- tration, Writing – original draft. Anna E. Bender: Formal analysis, Investigation, Writing – original draft. Kylie E. Evans: Writing – original draft, Validation, Writing – review & editing. Megan R. Holmes: Conceptualization, Methodology, Investigation, Supervision, Funding acquisition. Alexis P. Davis: Writing – review & editing. Alyssa L. Scaggs: Data curation. Jennifer A. King: Writing – review & editing, Validation.

Appendix A. Supplementary material

Supplementary data to this article can be found online at https:// doi.org/10.1016/j.childyouth.2020.105414.

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  • Service needs of children exposed to domestic violence: Qualitative findings from a statewide survey of domestic violence agencies
    • 1 Introduction
      • 1.1 Prevalence
      • 1.2 Negative effects of childhood domestic violence exposure
      • 1.3 Co-occurrence of child maltreatment and domestic violence
      • 1.4 Complex needs of families who experience domestic violence
      • 1.5 Service systems that interface with families affected by domestic violence
        • 1.5.1 Challenges faced by service providers
      • 1.6 Current study
    • 2 Method
      • 2.1 Participants and setting
      • 2.2 Survey items
      • 2.3 Analysis approach
    • 3 Findings
      • 3.1 Descriptives
      • 3.2 Thematic analysis findings
        • 3.2.1 Education
        • 3.2.2 Trauma-informed care
        • 3.2.3 Cultural humility
        • 3.2.4 Collaboration
    • 4 Discussion
      • 4.1 Practice and policy implications
        • 4.1.1 Increasing education and policy around the effects of domestic violence, ACEs, and trauma-informed care
        • 4.1.2 Adopting paradigms of cross-system collaboration
        • 4.1.3 Implementing social-emotional and relationship education curricula and school prevention programming
      • 4.2 Study limitations
    • 5 Conclusion
    • CRediT authorship contribution statement
    • Appendix A Supplementary material
    • References

 

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