Parenting Assessments In Child Welfare Cases

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Format: Paperback
Pub. Date: 2004-09-26
Publisher(s): Univ of Toronto Pr
List Price: $63.00

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Summary

The ability of child protection workers to remove children from a home environment they perceive to be unsafe has long been challenged, both legally and culturally, based on scepticism about the criteria used to make such a dramatic decision. Parenting Assessments in Child Welfare Cases seeks to clarify the matter, offering a model of factors that contribute to parenting adequacy and providing concrete assessment strategies. The result is an indispensable and practical guide for mental health practitioners who assess the capacity of parents to meet their children's needs. Terry Pezzot-Pearce and John Pearce guide assessors through the steps of assessment, from negotiating the initial referral, through data collection and report writing to court testimony. Additionally, they alert assessors to practice issues they are likely to encounter as they approach these complex evaluations. Specific sections of the book also address issues of concern to people who seek or use these assessments, such as whento make a referral for parenting assessment and how to determine if the completed assessment is appropriate. This thoroughly up-to-date guide will be essential reading for social workers, psychologists, members of the legal profession, and family therapists.

Author Biography

Terry D. Pezzot-Pearce is a child clinical psychologist in independent practice in Calgary. John Pearce is a staff psychologist at the Alberta Children's Hospital and an adjunct associate professor with the Program in Clinical Psychology at the University of Calgary.

Table of Contents

Foreword xi
Acknowledgments xiii
1 Why a Book about Parenting Assessment?
3(6)
2 Preliminary Considerations
9(21)
Fundamental Questions in Parenting Assessments
9(1)
Contexts of Parenting Assessments
10(5)
Common Problems in Parenting Assessments
15(2)
Personal Considerations
17(4)
Legal Considerations
21(5)
Necessary Considerations Due to the Involvement of Children
26(1)
Selecting a Model to Guide Assessment
27(3)
3 Child Factors: Typical Development
30(25)
The Needs of Normal Children
30(25)
Basic Physical Care
31(1)
Attachment
32(5)
Emotional and Behavioural Regulation
37(3)
Development of the Autonomous Self
40(2)
Language and Play Development
42(3)
Peer Relations
45(3)
Cognitive Development and Adaptation to School
48(3)
Autonomy
51(4)
4 Child Factors: Atypical Development
55(26)
Difficult Temperament
55(5)
Alcohol- and Drug-Impacted Children
60(6)
Mental Retardation and Developmental Disorders
66(3)
Medical Problems
69(3)
Attention and Learning Problems
72(9)
5 Child Factors: Specific Life Events and Parenting Needs
81(26)
Child Abuse and Neglect
82(6)
Adopted Children
88(8)
Family Separation and Divorce
96(6)
Risk and Resiliency Factors
102(5)
6 Parent Factors: Personal Characteristics That Increase the Risk of Poor Parenting
107(42)
Parents' History of Maltreatment
107(8)
Mental Health Problems
115(10)
Alcohol and Drug Misuse
125(5)
Family Conflict and Spousal Abuse
130(7)
Adolescent Parenthood
137(4)
Cognitively Limited Parents
141(5)
Poverty
146(3)
7 Parent Factors: Contextual Sources of Support or Stress
149(21)
Income and Residence
149(3)
Social Supports
152(18)
Stability of Relationship with Partner
152(2)
Family and Friends
154(2)
Religious Beliefs and Spirituality
156(3)
Cultural Identity
159(5)
Gay and Lesbian Parents
164(5)
Summary regarding Social Supports
169(1)
8 Referrals, Contracting, and Defining the Assessment Steps
170(26)
Information for Referral Sources
170(6)
Guidelines for Making a Referral
170(3)
Commonly Asked Questions
173(2)
Choosing an Assessor
175(1)
Information for Assessors
176(20)
Accepting a Referral and Clarifying Questions
176(5)
Defining the Contract for the Assessment
181(4)
Defining the Assessment Steps
185(8)
Alterations in Standard Assessment Steps
193(3)
9 Assessment of the Parents
196(49)
Engaging the Parents
196(2)
Parental Understanding of the Reasons for the Evaluation
198(1)
Personal and Marital Histories
199(8)
Current Functioning
207(6)
Psychological Mindedness
213(1)
The Children's Developmental Histories
213(1)
Descriptions of the Children's Current Needs
214(9)
Mental Status Examination
223(1)
Psychological Testing
224(13)
Observations of Family Functioning
237(5)
Collateral Contacts
242(3)
10 Assessment of the Children 245(45)
Why the Child's Assessment Is Critical
245(1)
Engaging Children
245(7)
General Areas of Inquiry
252(7)
Specialized Areas of Inquiry
259(21)
Inquiry regarding Abuse and Neglect
259(14)
Evaluation of Attachment Organization and Internal Working Models
273(7)
Play Assessment
280(2)
Psychological Testing
282(6)
Observations of Parent/Caregiver-Child Interactions
288(1)
Collateral Contacts
288(2)
11 Case Conceptualization and Development of Recommendations 290(12)
Organizing the File Contents
290(1)
Integrating the Information
290(3)
Making Recommendations
293(8)
Summary
301(1)
12 Presentation of Findings 302(21)
Guidelines for Report Writing
302(8)
Guidelines for Meetings
310(1)
Guidelines for Court Testimony
311(8)
Is the Parenting Assessment of Value?
319(4)
Appendix A: List of Practice Alerts 323(2)
Appendix B: Task Checklist 325(2)
Appendix C: Sample Checklist for Information Collection 327(4)
Appendix D: Sample Reports 331(44)
References 375(12)
Index 387(12)
Case Index 399

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