Module 1: Introduction to Child Protective Investigations ...centerforchildwelfare.fmhi.usf.edu/Preservice/CPISpecialtyTrack/CPI Module 1/Module 1...Unit 1.2: Overview of the Child

March 2015

Module 1: Introduction to Child

Protective Investigations

Family-Centered

CPI Pre-Service Curriculum | Module 1-TG 1

March 2015

Module 1: Introduction to Child Protective Investigations

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Time: 4 hours, 30 minutes

Module Purpose: The purpose of this module is to provide the framework

for practice and understanding of the Child Welfare Practice Model. Display Slide 1.0.2

Agenda:

Unit 1.1: Reviewing the Child Welfare Practice Model Unit 1.2: Overview of the Child Protective Investigation Process Unit 1.3: Family-Centered Practice Unit 1.4: Cultural Competence

Materials:

• Trainer’s Guide (TG) • Participant’s Guide (PG) (Participants should bring their own.) • PowerPoint slide deck • Markers


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• Flip chart paper • FFA Handout (Blank)

Activities:

Unit 1.1: Activity: Core Competencies – TG: 5 Activity: Core Terminology Recall Game – TG: 17

Unit 1.2: Activity: Interactive Discussion on Critical Thinking – TG: 23

Unit 1.3: Activity: Part 1 – Core Recall: Identify the family-centered practice key tenets – TG: 30 Activity: Part 2: Small Group Activity: Barriers and Fears – TG: 32 Activity: Safety, Permanency and Well-Being – TG: 34


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Unit 1.1: Reviewing the Child Welfare Practice Model

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Time: 15 minutes

Unit Overview: The purpose of Unit 1 is to explain the investigative

processes and procedures and the roles and functions of Child Protective Investigators (CPI).

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Review the Learning Objectives with the participants.

Learning Objectives: 1. Describe the Child Protective Investigation process and the types of

investigation reports (i.e., in-home, institution or other). 2. Explain the role and functions of the Child Protective Investigators. 3. Explain how the child protective investigator applies Florida’s Child

Welfare Practice Model.


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Before we start, does anyone have any questions?

We are going to start this unit by doing a short activity. I would like to come up with a list of what you think your role is as an investigator and what functions you will have. In other words, what areas do you need to have a high level of competence in to be an effective CPI?

Activity: Core Competencies

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Materials:

• PG: 3, Core Competencies worksheet • Flipchart • Marker

Trainer Instructions:

• Ask participants to identify what they believe to be the core competencies for CPIs and how they are related to the Child Welfare Practice Model and family-centered practice. Lastly, ask participants to rate their skill level with “1” as feeling “Not competent at all,” “2” as feeling “Somewhat Competent” and “3” as feeling “Competent.” Once they have done this individually, ask them to share with the group.

• Allow 15-minutes for this activity. Be sure to walk around and listen to the discussions and prompt when needed.

• Present to the larger group and record responses.


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• Do not debrief the responses with the group. They are to use this activity as a “self-assessment.” Reassure participants that these competencies are built with practice and experience.

Activity STOP


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Let’s see how we did. We are going to talk a little bit about the Processes and Procedures that guide your work. Let’s start with the basics. The most important thing that you should know is that child protective investigations are much more than simply fact-finding and determining maltreatment findings. The most important thing you will do is assess how the family is functioning and determine immediate and ongoing safety needs. You must be comfortable with taking immediate protective actions and developing safety plans. You will have to use good judgment, engage families through interviews and observations, and formulate ideas and plans for interventions to keep children safe on an almost daily basis. You will have to build the skill or competency base in the areas where you are weak and improve the areas that you are strong if you want to be a good CPI. The practice model is presented in a linear fashion, but the reality is that you will be “investigating” or assessing until you close the case. You will constantly be gathering information and will move between domains rather than look at one domain at a time. You must critically think through each step of the case from pre-commencement through investigation closure. The information


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that you gather will be directly related to the six (6) domains of information collection that you learned about in Core.

Who can tell me the six domains?

Have one person present one domain rather than one person present all.

Endorse:

1. Extent of Maltreatment 2. Surrounding Circumstances that Accompany the

Alleged Maltreatment 3. Child Functioning 4. Adult Functioning 5. General Parenting Practices - the overall, typical

parenting practices used by the parents/legal guardians 6. Disciplinary Approaches/Behavior Management

Strategies used by the parents/legal guardians, and under what circumstances

You should also recall from Core that you are given the authority to do your work through Chapter 39, Florida Statutes, and Rule 65C, Florida Administrative Code. It is incumbent upon you to know each one of these sections.

If participants have copies of Chapter 39, Florida Statutes, and Rule 65C,

Florida Administrative Code, have them locate each section and tag it. Chapter 39, Florida Statutes (F.S.), Proceedings Relating to Children

• ss. 39.001 – 39.0141, Florida Statutes, General Provisions • ss. 39.201 – 39.206, Florida Statutes, Reporting Child

Abuse • ss. 39.301 – 39.308, Florida Statutes, Protective

Investigations • ss. 39.395 – 39.4085, Florida Statutes, Taking Children Into

Custody and Shelter Hearings • Rule 65C-13.034, Florida Administrative Code, Complaint


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Investigations and Foster Care Referrals • Rule 65C-28, Florida Administrative Code, Out-of-Home

Care • Rule 65C-29, Florida Administrative Code, Protective

Investigations • Rule 65C-30, Florida Administrative Code, General Child

Welfare Provisions • Rule 65C-38.002, Florida Administrative Code, Child Abuse,

Neglect, Abandonment In addition to the statutory requirements, you also have the

Child Welfare Practice Guidelines.

Are there any questions? Do you feel comfortable in knowing how to locate the sections within the statutes?

Trainer Note: Gauge the comfort level with Chapter 39, F.S., and 65C F.A.C.

Now let’s move to the Practice Model. Please turn to PG: 5, “Child in Florida Tree” depiction of the model.


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Trainer Note: Walk through each section of the tree, having participants

read the different sections.


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The Child Welfare Practice Model puts a premium on planned, purposeful interventions that are a direct result of gathering sufficient information to adequately inform all safety determinations. The components foundational to the investigative process are:

• Family-centered practice • Engagement • Teaming.

The Model supports the need for focused, behaviorally specific safety plans with measurable objectives. The case flow process in Florida is prescribed. There is a fundamental process that families go through when involved in the child welfare system. There is an intake, which leads to the Initial assessment or investigation, which leads to safety plan development, for unsafe children. Once the plan is in place, there should be ongoing safety plan evaluation or monitoring through to case closure. The process is:

• Intake • Assessment (Present and Impending Danger) • Safety Plan Development (when required) • Safety Plan Evaluation/Monitoring • Case Closure.

Please turn to PG: 7, Safety Methodology Flowchart. As you can see, this flowchart is much more detailed than the five step case flow process that I just talked about, but it is the exact same case flow with the specific requirements that you will need to complete.

Trainer Note: Review the case flow with participants.


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In Core, you were introduced to many terms. There are key terms that you as an investigator need to know. We are going to spend the next few minutes using your Core curriculum recall and resources to locate the definition of the terms and talk about how they might be applied.

Activity: Core Terminology Recall Game

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• This is designed to be an interactive discussion utilizing a game format of terminology recall from Core. Participants must define the term and describe why the term is important in the Child Welfare Practice Model framework.

• You can use this in a team format as a competition for points if there are enough participants.

• Call out each term and have participants raise their hands to define and explain the following terms (they can use examples). If participants are not able to define a term from recall, they can use their resources to find the answers. The terms are:


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1. Child safety 2. Maltreatment 3. Child vulnerability 4. Caregiver protective capacity 5. Present danger 6. Present danger qualifiers 7. Present danger threats 8. Present danger assessment 9. Present danger safety plan 10. Impending danger 11. Impending danger threats 12. Impending danger threshold criteria 13. Impending danger safety plan 14. Family Functioning Assessment-Investigation (FFA-Investigation) 15. Risk assessment 16. Ongoing case management 17. Six Domains of Information Collection

Trainer Note: As the participants respond, utilize case examples to

illustrate when appropriate. Be sure that participants know the purpose of the FFA-Investigation (to assess for safety of children and identify families where children are unsafe and in need of case management interventions) and make sure that they make the connection to the six domains of information collection and the purpose and utilization of the FFA-Investigation.

Are there any questions?

Activity STOP


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Unit 1.2: Overview of the Child Protective Investigation Process

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Time: 1 hour

Unit Overview: The purpose of Unit 2 is to provide an overview of the

investigative process, procedures and essential assessment skills needed to make informed investigative decisions.

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Learning Objectives: 1. Describe the Child Protective Investigation process and the types

of investigation reports (i.e. in-home, institution or other). 2. Explain basic procedures for each type of investigation report and

the processes used by the child protective investigator. 3. Identify the assessment skills used by child protective

investigators to assess for safety, present danger and impending danger and to complete the Family Functioning Assessment-Investigation.


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4. Explain the importance of response times during the investigative process.

5. Explain how FSFN documents investigative activities, information and informed decision-making representative of the child protective investigator’s efforts.

One of the first things you want to determine when beginning an investigation is who to assess.

Which household will you focus your investigation on and who should be included in your FFA?

Endorse:

The focus of your investigation, including your FFA, is on the primary caregivers and children within the household where the alleged maltreatment occurred. Everyone residing in the home where the alleged maltreatment occurred are considered household members. The FFA will describe all persons residing in or frequenting the household. Additionally, the FFA will include separate information domains and caregiver protective capacities for other adults in the household that have significant caregiver responsibility.

Refer the class to the Safety Methodology Practice Guidelines-All Staff

Focus of the FFA.

A primary caregiver has “Significant Caregiver Responsibility”. This means they have taken on major caregiver responsibility for the children in the home. Correctly identifying the primary caregivers is important because they are the ones responsible for protecting the children within the household.

It’s not always easy to determine who the primary caregivers are. You cannot depend on the adult household member’s word alone. You also need to observe the family interacting and gather information from the children, extended family members, and friends who are familiar with how the family functions.


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Trainer Note: This is a good time to draw the visual of households on a

flip chart to demonstrate where to focus your assessment. Possible scenarios you can cover are multiple families living in one home, divorced parents, and extended family living in the home. Different family scenarios will also be reinforced in the next activity.

Activity: Determining the Focus of Your Family Functioning Assessment

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Materials:

• PG: 12-13, Focus of Your Family Functioning Assessment Worksheet

• Safety Methodology Practice Guidelines- All staff, Focus of the FFA

• Flipchart • Markers

Trainer Instructions for exercise:

• Ask participants to read the scenarios and determine how many FFA’s should be created and who would be on each FFA.

• Allow 15-minutes for this activity. Be sure to walk around and listen to the discussions and prompt when needed.

• Debrief the responses with the group. If the class becomes confused or has different responses it is helpful to again draw a visual of the different family units. Reinforce there can only do one FFA per investigation so sometimes you will have case participants involved in more than one investigation and on more than one FFA.

• Remind participants to refer back to their Practice guidelines


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should they need assistance. Focus of Your Family Functioning Assessment

1. Angie and Berta are sisters; both have two children under the age of

five. They recently moved in together to share living costs and to assist each other with child rearing. A report is received stating that both Angie and Berta are regularly high on cocaine and allow the children to run the streets unsupervised.

a. How many FFA’s should there be? b. Who would be included in the FFA?

2. Shannon, her husband Sam, and their five year old child Sam Jr all

resided together until Sam was arrested last month for burglary. He has been in the county jail since then with an unknown release date. Once released he is planning to return home with Shannon and Sam Jr. A report is received stating that there is domestic violence in the home between Shannon and Sam and during the last altercation six months ago Sam Jr. was hit as he was trying to stop his father from hitting his mother.

a. How many FFA’s should there be? b. Who should be included in your FFA?

3. Jolene lives in a home with her two teenage children Josiah and

Josie. Her boyfriend of five years, Jimmie, resides at his mother’s home as it is closer to his job. During the weekends and his days off he stays at Jolene’s home. The children’s father is not involved and they call Jimmie dad. A report is received stating that the home is nasty and Jimmie smoked marijuana with Josiah last time he was at the home.

a. How many FFA’s should there be? b. Who should be included in your FFA?

4. Justin and Mary divorced three years ago and share custody of their

children. Although Mary has four children total, only two of these are Justin’s. Justin is the primary caregiver of his children every other weekend. A report was received stating that Justin and Mary got into an altercation in the Chuck-E-Cheese Parking lot while exchanging the children. Justin hit Mary in the face and Mary retaliated by getting in her car and hitting Justin. Both Justin and Mary were arrested

a. How many FFA’s should there be? b. Who should be included in the FFA?


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Answer Sheet: Focus of Your Family Functioning Assessment 1. Angie and Berta are sisters; both have two children under the age of

five. They recently moved in together to share living costs and to assist each other with child rearing. A report is received stating that both Angie and Berta are regularly high on cocaine and allow the children to run the streets unsupervised.

a. How many FFA’s should there be? Two

b. Who would be included in the FFA? First FFA: Angie, Berta and Angie’s children Second FFA: Angie, Berta and Berta’s children

2. Shannon, her husband Sam, and their five year old child Sam Jr all resided together until Sam was arrested last month for burglary. He has been in the county jail since then with an unknown release date. Once released he is planning to return home with Shannon and Sam Jr. A report is received stating that there is domestic violence in the home between Shannon and Sam and during the last altercation six months ago Sam Jr. was hit as he was trying to stop his father from hitting his mother.

a. How many FFA’s should there be? One

b. Who should be included in your FFA? Shannon, Sam, and Sam Jr.

3. Jolene lives in a home with her two teenage children Josiah and Josie. Her boyfriend of five years, Jimmie, resides at his mother’s home as it is closer to his job. During the weekends and his days off he stays at Jolene’s home. The children’s father is not involved and they call Jimmie dad. A report is received stating that the home is nasty and Jimmie smoked marijuana with Josiah last time he was at the home.

a. How many FFA’s should there be? One

b. Who should be included in your FFA? Jimmie, Jolene and the two children

4. Justin and Mary divorced three years ago and share custody of their children. Although Mary has four children total, only two of these are Justin’s. Justin is the primary caregiver of his children every other weekend. A report was received stating that Justin and Mary got into an altercation in the Chuck-E-Cheese Parking lot while exchanging the children. Justin hit Mary in the face and Mary retaliated by getting in her car and hitting Justin. Both Justin and Mary were arrested

a. How many FFA’s should there be?


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Two b. Who should be included in the FFA?

First FFA: Justin and his two children Second FFA: Mary and her four children

Activity STOP


There are three investigation subtypes: “In-Home,” “Other,” and “Institutional.”

Can anyone give me the definition or an example of these investigation types?

Endorse:

“In-Home” investigations are those intakes in which the child’s parent or legal guardian is the alleged maltreater. The child victim may reside in the household on a full-or part-time basis. If the child’s parents or legal guardians have established separate households through divorce or separation, only the household in which the abuse is alleged to have occurred is assessed for danger threats and family functioning. The Hotline assigns an intake to the county where the child is currently located, but remember, the focus of the Family Functioning Assessment is the household of the alleged maltreater. An out-of-town inquiry (OTI) may be needed to have another county assist with the


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investigation. The “Other” investigation subtype involves alleged abuse by a relative or adult babysitter who is temporarily entrusted with the child’s care. “Other” investigations also include allegations of human trafficking when the alleged perpetrator is not a legal caregiver.

This type of investigation does not require a Family Functioning Assessment. Your role in this type of investigation is to determine the appropriate maltreatment findings and assess whether or not the parent or legal guardian will take appropriate protective actions if the maltreatment is verified (i.e., change babysitters, not allow the relative to be in a caregiver role in the future, etc.)

Refer the class to the Safety Methodology Practice Guidelines-Investigations.

There are two instances when you will need to contact the

Abuse Hotline and generate an “In- Home” investigation because of information obtained during the “Other” investigation:

• When the child victim discloses abuse by the parent or legal guardian or when other collateral sources allege a parent or legal guardian is also maltreating the child; and

• When you have reason to believe that the parent or legal guardian will not take sufficient protective actions to ensure his or her child’s safety despite being fully informed of the danger threat(s) posed by the maltreater.

The last type of investigation is an institutional investigation. Institutional intakes involve alleged abuse by an “Other Persons Responsible for a Child’s Welfare,” which occurs in


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settings such as schools, daycares, foster care, residential group care or facilities. Institutional intakes do not involve completion of a Family Functioning Assessment.

Are there any questions/comments about investigation types?

So let’s go back to the flowchart, PG: 7, Safety Methodology Flowchart. Once a call is screened-in, the case will be assigned to Investigations. On the flowchart, you will see that the first step in the investigations section of the chart is “Make Initial Contact and Assess for Present Danger.” Prior to doing this, you must complete what we call “pre-commencement” activities/staffing that include: PG: 15

• Prior DCF cases/investigations • Criminal history • Identifying collaterals • Consulting with your supervisor • Determining the need for interagency collaboration,

such as Law Enforcement or substance abuse and mental health

• Gathering the documents you need to take to the initial contact

• Discussion of potential danger threats and present danger

• Discussion of potential Safety Planning.

These activities are all done prior to the initial contact so that you will be well-informed and have a plan prior to making initial contact. The Hotline intake will also begin to assess the six domains. The domains are the standards threaded throughout the case. They are designed to help you gather relevant information and


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facts to assess, analyze, and develop immediate protective actions to manage danger threats to child safety.

Trainer Note: Hand-out a blank copy of the FFA and Present Danger

Assessment.

The Present Danger Assessment is the first assessment of the children’s safety in their household. Present Danger is assessed throughout the life of a case. The Present Danger assists in determining whether immediate protective actions need to be put in place to protect the child(ren). The Family Functioning Assessment (FFA) is the foundation of the Child Welfare Practice Model. The FFA coupled with the 6 domains provide a systematic and structured mechanism for you to gather, assess and synthesize information.

Activity: Interactive Discussion on Critical Thinking

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Materials:

• PG: 16-18, Essential Knowledge and Skills • Blank PDA Handout • Blank FFA Handout


• Have the group define “critical thinking” and identify the skills necessary for a critical thinker (What does critical thinking mean? How would someone know you are a critical thinker?). Then have the group identify the essential practice skills and explain how


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they are linked to critical thinking (Why is it important to a CPI?). Have the group link critical thinking skills to each section of the FFA.

Activity STOP

Now, I would like for you to turn to PG: 14-16, Essential Knowledge and Skills. Let’s talk about how the knowledge and skills are connected to information-gathering and what you need to know to make safety decisions.

• Go over this section with participants.


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The Hotline designates a report as either an immediate or 24-hour response time. The commencement clock begins at the point that the hotline counselor makes a screening decision. Response times are tied to critical assessment of the immediacy and severity of the alleged danger threat. You cannot change a response time. Only your supervisor can downgrade or upgrade a response time.


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An immediate response requires that you attempt to make a face-to-face contact with the alleged victim as soon as possible but no later than 4-hours. A supervisor may downgrade an immediate response time to a twenty-four (24) hour response time only if he or she has obtained additional information from either Law Enforcement or the reporter, during pre-commencement activities, that the child is no longer in imminent danger. A supervisor can also upgrade a 24-hour to an “immediate response” time when he or she can determine, upon review of the report, or the local unit has additional information on the family circumstances, that an upgraded response time priority is warranted. The response times are directly linked to your pre-commencement activities. It is imperative that you consult with your supervisor to determine the best plan of action on incoming intakes, especially as your caseload grows, and to develop a strategy for staying on top of the investigative process. You also want to seek supervisory support about key decision points in the beginning and life of the case assessment process.

Are there any questions about response times? Follow-up: Who sets response times? Who can change response times?


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FSFN documents your investigative activities and efforts. The system documents chronological case information and activities performed by you and should be reflective of case activities and communication. FSFN is part of the quality assurance process in service delivery.

Trainer Note: Let the participants know that you will be using the following

e-learning site throughout the training: http://centerforchildwelfare.fmhi.usf.edu/Training/fsfnwebtrain.shtml


http://centerforchildwelfare.fmhi.usf.edu/Training/fsfnwebtrain.shtml



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Unit 1.3: Family-Centered Practice and the Investigative Process

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Time: 1 hour

Unit Overview: The purpose of this unit is to provide investigators with

strategies to utilize the family-centered practice approach in the investigative process.

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Learning Objectives: 1. Explain the application of family-centered practice during the work

of the child protective investigator. 2. Understand the importance of child well-being in the investigative

process.


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Family-Centered Practice is directly tied to the purpose of Chapter 39, F.S., which recognizes that:

• Most parents desire to be competent caregivers. • Children achieve their greatest potential when families are

able to support and nurture their growth.

Activity: Part 1 – Core Recall: Identify the Family-Centered Practice Key Tenets

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Materials:

• PG: 21, Family-Centered Practice Key Tenets worksheet • PG: 22, Barriers and Fears worksheet


• Have participants identify the key tenets of family-centered practice. Prompt if necessary with the following:

o Family-centered practice is a way of working with families to enhance their capacity to care for and protect their children.

o Family-centered practice focuses on the family as a whole and sees the family in the context of their own culture,


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networks and community. o Families are seen as partners in the change process and are

actively engaged and involved in the assessment, planning, delivery, and coordination of services when it is safe and in the best interest of the child for his/her family to do so.

o Strategies and services must support children safely in their homes with their families. The child (when age appropriate) and the family must be actively involved as team members in the safety and case planning processes.

o Family-centered practice requires a partnership with families to ensure that they have been offered the requisite resources to ensure child well-being and safety.

o Family-centered practice requires a developmentally sensitive approach that encompasses an understanding of child development, the importance of attachment and the impact of transitions on children.


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Part 2: Small Group Activity: Barriers and Fears Trainer Instructions:

• Present the underlying Foundations for Family-Centered Practice: 1. Demonstrate respect, courtesy, empathy, encouragement and

professionalism. 2. Respond promptly, follow through with commitments and

continually seek to engage. 3. Enable participation and involvement, family expertise; ask

what is needed and provide necessary information.

• Have participants discuss barriers/fears related to working with families and seeing them as “partners” in the process. Process in large group interactive discussion.

Trainer Note: You may need to prompt with a case example of egregious

maltreatment.

Activity STOP


The Child and Family Services Reviews (CFSR) are conducted by The Children’s Bureau (Office of the Federal Administration for Children and Families), which has identified seven outcomes for children and families involved in the child welfare system related to Safety, Permanency and Well-Being. They are: • Safety

1. Children are, first and foremost, protected from abuse and neglect.

2. Children are safely maintained in their homes whenever CPI Pre-Service Curriculum | Module 1-TG 37

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possible and appropriate. • Permanency

1. Children have permanency and stability in their living situations.

2. The continuity of family relationships and connections is preserved for children.

• Well-being

1. Families have enhanced capacity to provide for their children's needs.

2. Children receive appropriate services to meet their educational needs.

3. Children receive adequate services to meet their physical and mental health needs.

Activity: Safety, Permanency and Well-Being

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Materials:

• PG: 22, Safety, Permanency and Well-Being worksheet Trainer Instructions:

• Instruct participants to take each one of the seven outcomes and list the family-centered strategies that could be implemented to achieve them. Participants will need to identify strategies to ensure safety, permanency and child well-being utilizing family-centered practice skills and interventions.


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• Debrief with large group. Ensure that they address well-being domains of physical, social-emotional, behavioral, educational and medical domains as well as the importance of stability as a well-being issue for children in out-of-home care.

• Ask at the end of the debrief what barriers they might encounter in

achieving the outcomes.

Activity STOP

As an investigator, your job is to ensure safety and permanency while at the same time ensuring the well-being of the child. As we discussed in Core, the system is well-intentioned, but can unwittingly have a negative impact on well-being if we are not


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acutely aware that we run the risk of re-traumatizing children by:

1. removal and/or multiple placements 2. separating siblings 3. not having frequent and timely visits 4. not ensuring that all mental health, educational and

medical issues are assessed and addressed. We have a higher likelihood of maximizing well-being if we ensure that removal and safety planning include a co-parenting structure that considers the maltreatment, the child’s developmental needs, cultural factors and the caregiver’s protective capacities.

Any questions or comments?


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Unit 1.4: Cultural Competence Display Slide 1.4.1

Time: 30 minutes

Unit Overview: The purpose of this unit is to familiarize participants with

the importance of understanding cultural bias and cultural sensitivity when working with culturally diverse families and environments.

Display Slide 1.4.2

Review the Learning Objective with the participants.

Learning Objective: 1. Demonstrate the steps toward cultural competence.


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What do we mean when we say “cultural competence and sensitivity?” How does that look in practice? In other words, how would I know that you are culturally competent and sensitive?

Trainer Note: The truth is that we all have biases. It is what we do with

those biases that is important. People identify themselves in many ways because they belong to many different cultural groups, or they identify with a specific group. A strong cultural identity can contribute to a person’s overall well-being, sense of belonging and feelings of security. Cultural identity also provides access to social networks, which provide support, shared values and aspiration. These can help break down barriers and build a sense of trust between people; although, excessively strong cultural identity can also contribute to barriers between groups. Sometimes, minority cultures feel excluded from society if the majority of those in authority obstruct or are intolerant of their cultural practices.

PG: 25-26

What is the difference between a stereotype and a prejudice?

Trainer Note: A stereotype is an exaggerated belief, image or distorted

truth about a person or group of people. Most often, stereotypes are negative, and are aimed at classifying people based on generalizations. Stereotypes typically do not allow individual differences between members of a group. Stereotypes can be positive; however, even positive stereotypes assume that members of a group will act according to the stereotype,


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which also limits individual variations. A prejudice is an opinion, prejudgment or attitude about a group or its individual members. Often times, the term “prejudice” is used interchangeably with the term “stereotype”; however, prejudice is rarely used in a positive way. More often, it is looking down on a group because of its assumed behaviors, values, capabilities or attributes. Prejudiced people use their stereotypes to make assumptions about a way a group will act, and then validate the stereotype by looking for behaviors that can support the stereotype. For example, if I know several Asian students who excel in math, I can support my stereotype by believing the couple of students that I know excel, represent all Asian students.

We also need to keep our biases in check. The word “bias” means that we have a tendency to move toward what is similar or like us and away from what is different. We do this willingly as well as unwillingly. The truth is that most of us seek confirmation of our belief system, and we don’t give a lot of thought to the importance of acknowledging belief systems that are not aligned with ours. People often use their stereotypes to develop their biases. As a CPI, you will have to be culturally sensitive and control your biases. Each family must be seen through the lens of their own culture and may or may not adhere to a particular set of beliefs and practices that are like yours. You have to guard against your personal biases and recognize that they can negatively impact information collection and safety determination. Bridges out of Poverty, by Payne, DeVol and Smith, is an excellent book to encourage participants to read on their own. This is especially true for families living in poverty. We have to safeguard families living in impoverished states to ensure that we do not confuse their inability to meet their child’s needs because of poverty as neglectful.


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I want to point out one other facet of culture and safety and that is whether “co-sleeping” is “safe-sleeping.” There are some who embrace co-sleeping as culturally acceptable. Based on medical research and child fatalities, it is DCF’s stance that co-sleeping is unsafe and is one of the leading causes of death of children. Your job is to inspect sleeping conditions and ask the questions about sleeping arrangements, even if co-sleeping is culturally acceptable for the family. Your job is to promote the ABCs of safe sleep-Alone on their Back in their Crib.

Are there any questions?

Transition to Module 2.


Documents

Module 1: Introduction to Child Protective Investigations ...centerforchildwelfare.fmhi.usf.edu/Preservice/CPISpecialtyTrack/CPI Module 1/Module 1...Unit 1.2: Overview of the Child