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 The paper is to address the social problem of child abuse but the main focus should be on the role of the human services professional (caseworker) in helping children who have been abused

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 The paper is to address the social problem of child abuse but the main focus should be on the role of the human services professional (caseworker) in helping children who have been abused. I have found at least 10 peer reviewed articles and developed a rough outline. I have attached the instructions, rubric, references and outline. The references can be changed but I must have at least 10 peer reviewed. References of course can be added.

CHILD ABUSE AND HUMAN SERVICES: ANNOTATED BIBLIOGRY HSCO500 Child Abuse and Human Services: Annotated Bibliography Ciera S. Davis Liberty University CHILD ABUSE AND HUMAN SERVICES: ANNOTATED BIBLIOGRAPHY 2 https://americanspcc.org/child-abuse-statistics/Child Abuse and Human Services: Annotated Bibliography Statistics Kobulsky, J. M., Kepple, N. J., & Jedwab, M. (2018). Abuse Characteristics and the Concordance of Child Protective Service Determinations and Adolescent Self-Reports of Abuse. Child Maltreatment, 23(3), 269–280. https://doi.org/10.1177/1077559518771743 The authors conducted a study that measured the similarities and differences among self-reports of child abuse and CPS determinations of child abuse. The study found that there are differences in the characteristics of what is determined to be abuse by the self-reporter and CPS determinations. The study found an increase number of co-occurring forms of abuse compared to CPS determinations. For example, a child may self-report physical and emotional abuse, however, the CPS determination may only detect physical abuse on an extreme or more sever end. This is important to note because of the needed interpersonal skills of human services workers. We have to build trust and an environment that promotes safety for children. In doing this, children will often open up and disclose information that was not initially reported. This is important when providing supports and resources to children who has been abused. Krier, J. C., Green, T. D., & Kruger, A. (2018). Youths in foster care with language delays: Prevalence, causes, and interventions. Psychology in the Schools, 55(5), 523-538. https://doi.org/10.1002/pits.22129 The authors discussed the prevalence of children in foster care who have language delays. They found that children who have been abused are more likely to develop delays in language. As a caseworker, I see this often. The article also discusses early prevention strategies and other prevention methods to assist children who are affected. Caseworker are responsible for the total well-being of children. This will require them to seek out additional resources within varying professions such as educational or medical. CHILD ABUSE AND HUMAN SERVICES: ANNOTATED BIBLIOGRAPHY 3 Krugman, R. D., & Poland, L. (2019). Disrupting Social Norms: Eliminating Child abuse and Neglect in our Lifetime: C & A. Child & Adolescent Social Work Journal, 36(1), 15-17. http://dx.doi.org.ezproxy.liberty.edu/10.1007/s10560-018-0589-6 The National Foundation to end Child Abuse and Neglect or EndCAN was founded in 2018. The purpose and mission of the foundation is to end child abuse by collaborating with service workers in the health and education fields to promote awareness, prevention and advocacy for victims. This foundation also strives to change the perception of the public view in regards to child abuse. The foundation strongly advocates that child abuse is not just a social problem, but a health problem. The arthurs address the issue of child abuse from a collaborative effort that involves human services professionals from varying fields. Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson. ISBN: 9780134461038. Education and types of abuse McGuire, A., & Jackson, Y. (2018). Dimensions of maltreatment and academic outcomes for youth in foster care. Child Abuse & Neglect, 84, 82-94. https://doi.org/10.1016/j.chiabu.2018.07.029 The authors conducted a study that found children who have been maltreated were more likesly to have behavioral issues in school. This is relevant due to the fact that children who have been abused often struggle in school. Abuse affects various outcomes for children. When a child is struggling in school, it is often the caseworker’s responsibility to partner with local school systems and educators to better address the child’s needs. Najdowski, C. J., & Bernstein, K. M. (2018). Race, social class, and child abuse: Content and strength of medical professionals’ stereotypes. Child Abuse & Neglect, 86, 217-222. https://doi.org/10.1016/j.chiabu.2018.10.006 The authors conducted a study to examine risk factors for child abuse. The study found that despite stereotypes, social class was a better determinant and link to child abuse oppose to race. However, the issues is that race/ stereotypes puts black and brown children as victims at disproportionate rates compared to others races. CHILD ABUSE AND HUMAN SERVICES: ANNOTATED BIBLIOGRAPHY 4 Neukrug, E. S., Kalkbrenner, M. T., & Griffith, S.-A. M. (2017). Barriers to Counseling among Human Service Professionals: The Development and Validation of the Fit, Stigma, & Value (FSV) Scale. Journal of Human Services, 37(1), 27–40. The authors discussed the importance of self-care as a human services professional. When helping others with personal and traumatizing experiences, we as professional can be affected. The authors conducted a study on many human services professional attend counseling in order to advocate for specialized counselors who can counsel those who help others for a living. The study also looked at barriers that prevent human services professionals from seeking support. They found that many professionals in the field seek therapy and factors that prevent most are fit, value and the associated stigma. Nylén, U. (2018). Multi-professional teamwork in human services. Journal of Health Organization and Management, 32(5), 741-759. http://dx.doi.org.ezproxy.liberty.edu/10.1108/JHOM-03-2017-0062 The authors conducted a study on how multi-professional teams work together within human services. The study focuses on personal and professional identities and how we fit into roles within a team of different professionals. The study found that issues towards a goal often occurred when a team is formed with several agencies. They went on to discuss things such as individual agency’s environment and culture playing into how we function on a team level. The authors explained a holistic view is needed from each agency and we must not only care about our own professionals but the other partnering professionals. In the human services field, we are not alone. We often work with educators, mental health providers and legal systems to name a few. Lang, J. M., Campbell, K., Shanley, P., Crusto, C. A., & Connell, C. M. (2016). Building Capacity for Trauma-Informed Care in the Child Welfare System: Initial Results of a Statewide Implementation. Child Maltreatment, 21(2), 113–124. https://doi.org/10.1177/1077559516635273 The authors discuss the trauma informed approach in caring for children who have been abused. The trauma informed approach is geared at the prevention of re-traumatizing children, helping children to cope with trauma, managing behaviors and caregiver burnout. Dealing with severe CHILD ABUSE AND HUMAN SERVICES: ANNOTATED BIBLIOGRAPHY 5 behavioral problems can be challenging for caseworker who must respond when in need. We can easily become overwhelmed with the situation and our emotions. When emotions are high, it is easy to act irrationally. The trauma informed approach teaches how to keep your feelings and responses in check when responding to difficult situations. Lindahl, R., & Bruhn, A. (2018). Professional dilemmas and occupational constraints in child welfare workers' relationships with children and youth in foster care. Children and Youth Services Review, 88, 333-340. https://doi.org/10.1016/j.childyouth.2018.03.039 The authors conducted a study that supports the relational work of caseworkers. It specifically talks about the caseworker and foster child or youth’s relationship. The article emphasizes the importance of the relational needs of children and this being priority over other work duties. As a foster care caseworker, it is easy to miss the relational work due to the administrative duties. Documentation and paper is essential for case management but can also be overwhelming to the casework. As a result, caseworkers are not able to invest as much as they would like into the emotional needs of children. Verheyden, C., Van Holen, F., West, D., & Vanderfaeillie, J. (2020). Secondary traumatic stress, burnout and compassion satisfaction among Flemish foster care workers during the COVID-19 lockdown. Developmental Child Welfare, 2(4), 227–243. https://doi.org/10.1177/2516103220987227 The authors conducted a study on worker burnout, compassion fatigue and secondary posttraumatic stress since the covid-19 pandemic. The study found varying results. They found factors such as having high level children on caseloads, personality types, level of contamination concerns and personal support were identifiers for those who were most affected by the pandemic. Most notably, the authors found that young caseworkers with low level supports, whether emotionally or socially, reported higher ratings and were more at risk for burnout, fatigue and secondary posttraumatic stress. Yoon, D. (2020). Peer-relationship patterns and their association with types of child abuse and adolescent risk behaviors among youth at-risk of maltreatment. Journal of Adolescence (London, England.), 80, 125-135. https://doi.org/10.1016/j.adolescence.2020.02.008 CHILD ABUSE AND HUMAN SERVICES: ANNOTATED BIBLIOGRAPHY 6 The articles conducted a study to examine peer relationships amounts children who have been abused. They found correlations between emotionally abused children and children who associated with anti-social peer groups and are at risk of adolescent risk behaviors. CHILD ABUSE AND HUMAN SERVICES: WORKING OUTLINE Child Abuse and Human Services: Working Outline Ciera S. Davis Liberty University HSCO500 CHILD ABUSE AND HUMAN SERVIECS: WORKING OUTLINE 2 Thesis: Children affected by child abuse have many long lasting effects and human services professionals become responsible for their safety and well-being. I. Factors of Child of Abuse A. Types of abuse 1. Martin, 2018 B. Effects of child abuse 1. Developmental delays (Krier et al., 2018) 2. Behavior and education (McGuire and Jackson, 2018) 3. Adolescent risk factors (Yoon, 2020) C. Statistics and Risk Factors 1. Social class risk for abuse and stereotypes ( Najdowski and Bernstein, 2018) 2. Mental health, financial cost, parent substance abuse risks and % (American SPCC, 2019) II. Human Services Professional A. Educational Requirements 1. Martin, 2018 B. Roles and Responsibilities 1. Well-being and safety (Krier et al., 2018) and (McGuire and Jackson, 2018) 2. Documentation and relational work (Lindahl and Bruhn, 2018) 3. Client and Staff relationships (Kobulsky et al., 2018) 4. Multi-professional teams (Nylén, 2018) CHILD ABUSE AND HUMAN SERVIECS: WORKING OUTLINE 3 III. Conclusion A. Prevention and Treatment 1. Foundations (Krugman and Poland, 2019) 2. Foster Care 3. Trauma Informed Care (Lang et al., 2016) B. Self-care as a professional 1. Self-care (Neukrug et al., 2017) 2. Burnout (Verheyden et al., 2020) CHILD ABUSE AND HUMAN SERVIECS: WORKING OUTLINE 4 References America Society for the Positive Care of Children. (2019). Child Maltreatment Statistics. https://americanspcc.org/child-abuse-statistics/ Kobulsky, J. M., Kepple, N. J., & Jedwab, M. (2018). Abuse Characteristics and the Concordance of Child Protective Service Determinations and Adolescent Self-Reports of Abuse. Child Maltreatment, 23(3), 269–280. https://doi.org/10.1177/1077559518771743 Krier, J. C., Green, T. D., & Kruger, A. (2018). Youths in foster care with language delays: Prevalence, causes, and interventions. Psychology in the Schools, 55(5), 523-538. https://doi.org/10.1002/pits.22129 Krugman, R. D., & Poland, L. (2019). Disrupting Social Norms: Eliminating Child abuse and Neglect in our Lifetime: C & A. Child & Adolescent Social Work Journal, 36(1), 15-17. http://dx.doi.org.ezproxy.liberty.edu/10.1007/s10560-018-0589-6 Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson. ISBN: 9780134461038. McGuire, A., & Jackson, Y. (2018). Dimensions of maltreatment and academic outcomes for youth in foster care. Child Abuse & Neglect, 84, 82-94. https://doi.org/10.1016/j.chiabu.2018.07.029 Najdowski, C. J., & Bernstein, K. M. (2018). Race, social class, and child abuse: Content and strength of medical professionals’ stereotypes. Child Abuse & Neglect, 86, 217-222. https://doi.org/10.1016/j.chiabu.2018.10.006 Neukrug, E. S., Kalkbrenner, M. T., & Griffith, S.-A. M. (2017). Barriers to Counseling among Human Service Professionals: The Development and Validation of the Fit, Stigma, & Value (FSV) Scale. Journal of Human Services, 37(1), 27–40. CHILD ABUSE AND HUMAN SERVIECS: WORKING OUTLINE 5 Nylén, U. (2018). Multi-professional teamwork in human services. Journal of Health Organization and Management, 32(5), 741-759. http://dx.doi.org.ezproxy.liberty.edu/10.1108/JHOM-03-2017-0062 Lang, J. M., Campbell, K., Shanley, P., Crusto, C. A., & Connell, C. M. (2016). Building Capacity for Trauma-Informed Care in the Child Welfare System: Initial Results of a Statewide Implementation. Child Maltreatment, 21(2), 113–124. https://doi.org/10.1177/1077559516635273 Lindahl, R., & Bruhn, A. (2018). Professional dilemmas and occupational constraints in child welfare workers' relationships with children and youth in foster care. Children and Youth Services Review, 88, 333-340. https://doi.org/10.1016/j.childyouth.2018.03.039 Verheyden, C., Van Holen, F., West, D., & Vanderfaeillie, J. (2020). Secondary traumatic stress, burnout and compassion satisfaction among Flemish foster care workers during the COVID-19 lockdown. Developmental Child Welfare, 2(4), 227–243. https://doi.org/10.1177/2516103220987227 Yoon, D. (2020). Peer-relationship patterns and their association with types of child abuse and adolescent risk behaviors among youth at-risk of maltreatment. Journal of Adolescence (London, England.), 80, 125-135. https://doi.org/10.1016/j.adolescence.2020.02.008 HSCO 500 RESEARCH PAPER: FINAL SUBMISSION ASSIGNMENT INSTRUCTIONS OVERVIEW This assignment will allow you to demonstrate the knowledge you have gained about your chosen social problem. You will focus on communicating the information you have gathered in a clear and organized manner. This skill allows you and those you are communicating with to more readily utilize the information. It is vital that the information you write about is based on the research you have reviewed. Providing information that is grounded in peer-reviewed research strengthens the validity of the information you are covering. Ultimately, being able to effectively research a relevant topic and communicate what you have learned through that research is a necessary skill for human service workers. INSTRUCTIONS • • • • • • • The paper will be in APA format and will include a title page, abstract page, the body of your paper, and a reference page. The body will be between 10 – 12 pages in length. This does not include the title page, abstract page or the reference page. Utilize information and feedback gained from the Research Paper: Topic Selection Assignment, Research Paper: Annotated Bibliography Assignment, and Research Paper: Working Outline Assignment to help you create your final paper. Avoid copying and pasting summaries from your annotated bibliography into your paper. All required peer-reviewed articles must be used within your paper to support your discussion. Any information that is used from a source must be correctly cited to avoid plagiarism. Always cite your source whether you paraphrase or quote their information. When quoting, you must use quotation marks. Avoid discussing personal opinion or experience within the paper. Review the Research Paper: Final Submission Example and the Research Paper: Final Submission Grading Rubric for additional guidance. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. HSCO 500 RESEARCH PAPER: FINAL SUBMISSION GRADING RUBRIC Criteria Content 70% Advanced 10 points Thesis statement is clearly identifiable and strongly presented. It provides a Thesis Statement clear overview of the paper’s contents. Content Research Levels of Achievement Proficient Developing 9 points 8 points Thesis statement is Thesis statement is identifiable and presented. identifiable but needs It provides an overview of improvement. the paper’s contents. 74 to 80 points All components as described in the assignment have been thoroughly addressed. Assertions are relevant and properly supported by evidence. The conclusion offers a good summary of issues treated in the paper and offers practical application. 67 to 73 points All components as described in the assignment have been addressed. Assertions are mostly relevant and mostly supported by evidence. The conclusion offers a summary of issues treated in the paper and offers application. 15 points Sources are peerreviewed, high-quality, and relevant. They are critically evaluated and correctly utilized. 13 to 14 points Sources are peer-reviewed and relevant. They are evaluated and utilized. 61 to 66 points Most components as described in the assignment have been addressed, or all components are present but need improvement. Some assertions are relevant and supported by evidence. The conclusion may need improvement. 12 points Most sources are peer-reviewed and most are relevant. Most are evaluated and utilized. Below Expectations Not present 1 to 7 points 0 points Thesis statement is not Not present identifiable and/or does not provide an overview of the paper’s contents. 1 to 60 points Few components as described in the assignment have been addressed, or all components are missing. The conclusion is weak or is not present in the paper. 0 points Not present 1 to 11 points Few or no sources are peer-reviewed or relevant. Few or none are evaluated and utilized. 0 points Not present Page 1 of 3 HSCO 500 Structure 30% Organization Style Advanced 15 points All required elements are included and presented with strong headings and organizational clarity. There are clear transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement. Proficient 13 to 14 points All required elements are included and organized. There are transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement or comes very close. 15 points The paper properly uses current APA style and DCCC Professional Writing Guidelines. Proper headings, in-text citations, and references are formatted correctly. The paper reflects a graduate level voice and vocabulary. There are very few spelling and grammar errors. 13 to 14 points The paper consistently uses current APA style and DCCC Professional Writing Guidelines with few or no exceptions. Proper headings, in-text citations, and references are formatted with few or no errors. The paper reflects a graduate level voice and vocabulary. There are few spelling and grammar errors. Developing 12 points Most required elements are included and are mostly organized. Most paragraphs and sections have transitions. The logical treatment of the topic needs improvement. The paper may not meet the page length requirement. 12 points The paper inconsistently uses APA style and DCCC Professional Writing Guidelines. Headings, in-text citations, and references are inconsistently formatted. The paper does not consistently reflect a graduate level voice and vocabulary. There are spelling and grammar errors. Below Expectations 1 to 11 points Few or no required elements are included. Few or no transitions exist between paragraphs and sections. There may not be a logical treatment of the topic. The paper does not meet the page length requirement. Not present 0 points Not present 1 to 11 points The paper erroneously uses or does not use APA style and DCCC Professional Writing Guidelines. Headings, in-text citations, and references are erroneously formatted or not present. The paper does not reflect a graduate level voice and vocabulary. There are spelling and grammar errors. 0 points Not present Page 2 of 3 HSCO 500 Sources 15 points The Reference page meets or exceeds the required number of peer-reviewed articles. All sources are referenced throughout the paper. 13 to 14 points The Reference page meets the required number of peer-reviewed articles. Most sources are referenced throughout the paper. 12 points The Reference page does not meet the required number of peer-reviewed articles. Not all sources are referenced throughout the paper. 1 to 11 points 0 points The Reference page is Not present not present or contains few peer-reviewed articles. Not enough sources are referenced throughout the paper, or none are referenced.