CHILD PROTECTION AGENCIES INFOGRAPHIC2Child Protection Agency.docx

CHILD PROTECTION AGENCIES INFOGRAPHIC 2
Child Protection Agency
(
Summary of how
the agency’s philosophies support or align with
t
he philosophical tenets promoted by Adoption and Safe Families
Act.
One of the principles and philosophy is dedication. This is an
important philosophy for the agency especially for the reason
that it promotes the hope and opportunity for the people in
need. Performance excellence is also supportive philosophy
since it exemplifies the innovativeness and solutions that are
based on available evidence, transcend borders and built
knowhow. On the other hand, professionalism supports the
philosophical tenets promoted by ASAF especially for the
reason that it affects the quality of service provided by the child
protection agency, the attitude they bring, the associations they
create and the commitment towards achieving the goals of the
agency.
Integrity enhances the ethical mannerisms of each of the
employees within the firm as they
extend their services. Stewardship of the resources is an
important philosophy especially for the reason that it increases
the transparency and accountability of the employees within the
Administration for Children and Families
especially while they handle the organizational resources.
Respect is also an important in that it enhances team work
amongst their colleagues and the partners
("ACF Vision, Mission, & Values", 2020)

.
)
References
ACF Vision, Mission, & Values. (2020). Retrieved 8 April
2020, from https://www.acf.hhs.gov/about/acf-vision-mission-
values
ADMINISTRATION FOR CHILDREN AND FAMILIES
Vision
"Children, youth, families, individuals and communities who
are resilient, safe, healthy, and economically secure"
Mission
"To foster health and well-being by providing federal
leadership, partnership and resources for the compassionate and
effective delivery of human services."
Principles
Dedication
Excellence
Professionalism
Integrity
Stewardship
Respect

PRIORITIZING CHILD PROTECTION3
Dr. Davis,
Every child should be treasured, protected, and nurtured. When
this does not happen, the division of Family and Children
Services (DFCS), in partnership with the police and the court
system, must step in to ensure the safety of children in
compromised situations.
Georgia child abuse and neglect reporting when someone
suspect that a child is being abused or neglected, the Office of
the Child Advocate (OCA) encourages you to make a report to
the Division of Family and Children Services (DFCS). In order
to make a report to DFCS, you may: Report by phone, by email
and FAX.
Reference
Retrieved from https://dfcs.georgia.gov/services/child-abuse-
neglect
Prioritizing Child Protection
Karla,
I am enriched. Although, as child protection becomes a primary
global agenda, various agencies have taken the lead role of
sensitizing the public on the essence of looking after children's
welfare and influencing the relevant government authorities to
do the same. The Children's Bureau (CB) is one of such
agencies that concentrate on the improvement of the lives of
children and their families via programs capable of curbing
child abuse and neglect (CB, 2020). CB's mission also entails
increasing the number of adoptions and fostering child care. CB
is primarily guided by the principle of partnering with Federal,
state, local, and tribal agencies with a common objective of
improving the overall health and well-being of children and
families in the country(CB, 2020).
Reference

CB. (2020). Children's Bureau. Retrieved April 9, 2020, from
https://www.acf.hhs.gov/cb
Child and Family Services Reviews. (2020). Adoption and Safe
Families Act (ASFA). Retrieved April 9, 2020, from
https://training.cfsrportal.acf.hhs.gov/section-2-understanding-
child-welfare-system/2999
Jennifer,
In addition, the principles and policies of the Children's Bureau
align with the philosophical tenets developed by the Adoption
and Safe Families Act (ASFA) 1997. ASFA was enacted in the
year 1997 in attempts to respond to the concerns that several
children remained in foster care for prolonged periods and went
through serial placements. Through its clarification of
reasonable efforts aimed at emphasizing children's safety as a
paramount concern, ASFA aligns with CB's current initiatives
and issues (Child and Family Services Reviews, 2020).
Currently, the Children's Bureau engages in events and
initiatives aimed at providing for the safety and long-term well-
being of children and their families. Therefore, as suggested by
ASFA, CB has identified children's safety as its core objective.
Indeed, the agency's schedule ever includes different programs
and activities that enhance the safety of children and the
stability of their families.
Reference

Reference
CHILDREN AND FAMILY SERVICES 2
Los Angeles has had a program that has benefited incarcerated
mothers a lot. They are given visitation rights where their
children who are between 0 up to 21 years can visit them in
these placements that are out of the home. These women are
generally at the CRDF, and for them to enjoy these rights, they
must possess an active family Reunification plan, (NASWMA,
2010, July 23). Mothers having a restraining order or the ones
that have been told to stay away from are the ones that are not
allowed to have these rights, and the IPP does not cover them. I
fully support that it should be maintained because it has helped
a lot of mothers to complete any kind of court-ordered
programs. There are supportive services to the released parents
and also resource referrals for them which facilitate an even
better outcome, (Los Angeles County Department of Children
and Family Services, 2019). The social workers in this program
continue helping the released parents on how to maneuver,
which brings better outcomes because when a person is given a
direction, they do go back the activities that put them in
trouble.
The program is also not discriminative because it serves the

people that come first. Serving people first means that it is
helpful for all citizens, unlike programs that prioritize people
with status or more to offer (National Indian Child Welfare
Association, 2014). This program is mainly there to help the
whole county and to make it a better place. The fact that these
mothers are given these visitation rights gives them the will to
become better, to the right their wrongs and to be the best
versions of themselves.
References
Los Angeles County Department of Children and Family
Services. (2019). Retrieved from:
https://dcfs.lacounty.gov/index.html
National Indian Child Welfare Association (NICWA). (2014).
Principles and philosophy. Retrieved from
http://www.nicwa.org/technical_assistance/taphilosophy/
NASWMA(2010, July 23). This could be you: The many faces
of social work
Retrieved from http://youtu.be/77UGDj48oHs
THE HOMELESS POPULATION
(
HOMELESS
POPULATION
)
(
Shelter
) (
Health
)
(

Resources
) (
Resources
) (
Help strategies
) (
NON-MEDCAL
)
(
MEDICAL
)
(
Partnerships
) (
Donations
)
(
partnerships
) (
Donations
)
(
Affordable houses
) (
Immunization
)
(
Private-public
) (
Church donations
)
(
Community funds
) (

Food reliefs
) (
Community funds
) (
Out of cold programs
) (
Counseling
)
Explanation
Homelessness is the lack of a permanent place for shelter
(Nisar, et al., 2019). Homelessness is a huge problem globally.
The imbalance between supply and demand especially brings the
lack of a permanent place, cost and poor quality housing, among
other factors (Ravenhill, 2016). In this project, I will look at the
homeless veterans. In this particular group of people, I will
analyze the different strategies that can be used to help this
vulnerable group and secondly analyze the resources and
required the sources of these resources.
Some of the helpful strategies for this particular group include
catering for their health concerns. Useful strategies can be done
through immunization for the homeless as a preventative
measure since they do no primary care (Doshani, et al., 2019).
The second one is counseling. Due to their condition, many of
the homeless groups suffer from mental health and therefore
require counseling to provide encouragement and hope to these

people (Conolly, 2018). Similarly, there is a need for coming up
with plans to resettle them through various programs. Some of
these programs include affordable housing that will be
accessible to all and out of cold programs (Padgett, et al.,
2016).
Affordable housing requires resources to tackle the issue. Some
of the ways that resources can be mobilized to resettle the
homeless include donations and partnerships (Eisenberg, 2018).
Church donations and community funding are some of the
strategies that can be used in donating for the homeless
(Martinez, 2018). Through the public sectors partnering with
the private sector, funds can be collected for settling these
people.
References
Conolly, J. (2018). Pretreatment Therapy: A Central London
Counselling Service’s Enhanced Response to Complex Needs
Homelessness. Cross-Cultural Dialogues on Homelessness:
From Pretreatment Strategies to Psychologically Informed
Environments, 49.Retrieved from:
https://books.google.co.ke/books?hl=en&lr=&id=r5lNDwAAQB
AJ&oi=fnd&pg=PA49&dq=+the+homeless+counselling+&ots=j
cmSDLK34m&sig=6aiwhu0dYJcMYvk3nvbJoycZhG0&redir_es
c=y#v=onepage&q=the%20homeless%20counselling&f=false
Doshani, M., Weng, M., Moore, K. L., Romero, J. R., & Nelson,
N. P. (2019). Recommendations of the Advisory Committee on
Immunization Practices for use of hepatitis A vaccine for
persons experiencing homelessness. Morbidity and Mortality
Weekly Report, 68(6), 153. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6375653/
Eisenberg, A. (2018). New Histories of Homelessness. Reviews
in American History, 46(2), 319-323.Retrieved from:

https://muse.jhu.edu/article/697669
Johnstone, M., Lee, E., & Connelly, J. (2017). Understanding
the meta-discourse driving homeless policies and programs in
Toronto, Canada: The neoliberal management of social service
delivery. International Social Work, 60(6), 1443-1456.
Retrieved from:
https://journals.sagepub.com/doi/abs/10.1177/002087281770640
6
Martinez, S. S. R. (2018). Youth and Homeless Community
Development: An Appreciative Inquiry Approach to Youth in
Ministry and Homeless Community Development. Retrieved
from:
https://archives.northwestu.edu/bitstream/handle/nu/38026/sanc
hez-ramos_sonia_icd_2018.pdf?sequence=1
McKee, G., Choi, A., Madill, C., Marriott, J., Kibsey, P., &
Hoyano, D. (2018). Adult immunization: Outbreak of invasive
Streptococcus pneumoniae among an inner-city population in
Victoria, British Columbia, 2016–2017. Canada Communicable
Disease Report, 44(12), 317. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6707416/
Nisar, H., Vachon, M., Horseman, C., & Murdoch, J. (2019).
Market Predictors of Homelessness: How Housing and
Community. Retrieved from;
https://www.huduser.gov/portal/sites/default/files/pdf/Market-
Predictors-of-Homelessness.pdf
Padgett, D., Henwood, B. F., & Tsemberis, S. J.
(2016). Housing First: Ending homelessness, transforming
systems, and changing lives. Oxford University Press, USA.
Retrieved from:
https://books.google.co.ke/books?hl=en&lr=&id=k4x2CgAAQB
AJ&oi=fnd&pg=PP1&dq=the+homelessness&ots=TSJzBRdbxV
&sig=C6qndOIAMiKl8-vr9NVv-
KIobXI&redir_esc=y#v=onepage&q=the%20homelessness&f=fa
lse
Ravenhill, M. (2016). The culture of homelessness. Routledge.
Retrieved from

https://books.google.co.ke/books?hl=en&lr=&id=-
gXACwAAQBAJ&oi=fnd&pg=PP1&dq=the+homelessness&ots
=7EaO2-
Zr37&sig=LGz8kDmU6I5VQLrMNQdhVQJiaSs&redir_esc=y#v
=onepage&q=the%20homelessness&f=false
SUCCESS IN BIOTECH ACADEMY
2
Success in Biotech Academy
Biotech Academy has a group of unique teachers who maintain
student support and success. The teachers display high energy
in their work and dedication to the kids. Matt Sandora, a teacher
at Biotech Academy, says that they don’t get angry at students
for not doing the assignments’. Instead, he takes time and
listens to their part of the story. Dough Schaefer, a history
teacher at Biotech Academy, helps out the students to make sure
that their grades do not go down. The dough gets into their
faces, yells and chases them down. He checks the class
attendance to make sure that students do not skip classes
(Stuart, & Turner, 2020).
According to teacher Christine Griffin of Biotech Academy,
teachers have a unique relationship with the students. Students
respond to teachers effectively. Teachers of Biotech Academy
meet during the lunch hour. They take that opportunity to share
the implications of their students. The teachers intervene earlier
when they foresee trouble.
Collaboration between teachers, parents, and students has an
impact on students’ success. Students turn around when they get
attention from their parents and teachers, and this enhances
excellent performance. Keith Fields, a student at Biotech

Academy, gets support from his mum and his teachers. Students
at Biotech Academy have a spirit of cooperation and not
competition. They have incorporated a culture of doing things
together.
Biotech Academy gets support outside the classroom from the
mantels and Biotech companies that help students to see
someone who is from their culture, who has succeeded in a
specific career, and this makes success more than an option to
them. The students get motivated to succeed. When the semester
nears the end, students in Biotech Academy come together and
help each other in preparations for their final presentation. The
students cooperate and do projects together. Intimacy in schools
allows students to succeed in their careers (Boyce et al. 2019).
Traditional school environments should learn the collaboration
of teachers, students, and parents in the school. Teachers should
relate well with students to encourage responses. They should
check on class attendance daily to make sure that the students
attend all classes. The teachers should put their time and efforts
to students so that students can succeed and graduate. There
should be cooperation in the classroom, whereby the students
work in discussion groups to help the shy students gain
confidence that will help them in their future careers. The
students should be exposed to companies outside the classroom
so that they can know that it is possible to get into a particular
profession.
References.
Boyce, A. S., Avent, C., Adetogun, A., Servance, L., DeStefano,
L., Nerem, R., & Platt, M. O. (2019). Implementation and
evaluation of a biotechnology research experience for African-
American high school students. Evaluation and program
planning, 72, 162-169.
Stuart, G., & Turner, A. (2020). Reducing Challenging
Behaviour and Maintaining Aboriginal and Torres Strait

Islander (ATSI) and Non-ATSI Student Retention Through Food
and Exercise in Primary and Secondary Schools in New South
Wales, Australia. Food Education and Food Technology in
School Curricula: International Perspectives, 31-44.
AT RISK
2
What it means to be At-Risk and why it matters
At-risk involves all the individuals who access and their
functional needs are temporary or permanently interfere with
their functionality as it hinders their abilities to access or
receive the Medicare care that they need either before, during
and even after a given disaster or a public health emergency.
The website U.S. Department of Health & Human Services: At-
Risk Individuals (Links to an external site) adequately describes
the term at-risk concerning the establishment and the
enhancement of understanding the term At-risk.
The term at-risk refers to children at risk or families at-risks.
They are individuals, persons, as well as groups that are living
under poverty. It also concerns the persons and in individuals
that are affected by issues such as disabilities. They are at risk
because their usual access to their functional needs is either
temporarily or permanently affected in a case of an event such
as a public health emergency as determined by the health
services. An example is the 2019 pandemic and the limitations
on the functional needs temporarily.
With the enlightenment of the groups at risk relating to the
future work with children and responsibilities, I can help them
to re-engage in their usual activities helping them to focus on
the core skills that they may need to engage in especially in
academics skills. I can be able to detect and comprehend the
kids who are at-risk to upkeep their development and
development. Besides, I can sense the cautionary signs that
could place the kids at the risk of catastrophe. I could quickly

identify the factor that could interfere with the chances of
succeeding either in the school or in life. That way, I can help
them to improve through the provision of emotional support
modeling as well as other forms of scaffolding. Through
diversity, I can enhance a better quality of life by providing
them with more chances to develop into productive citizens.
References
At-Risk Individuals with Access and Functional Needs
Retrieved from
http://www.phe.gov/Preparedness/planning/abc/Pages/at-
risk.aspx
Child and Adolescent Psychiatrist Finder Retrieved from
https://www.aacap.org/AACAP/Families_and_Youth/Resources/
CAP_Finder.aspx
The Effects of Poverty on Teaching and Learning Retrieved
from https://www.teach-nology.com/tutorials/teaching/poverty/
SERVING AT-RISK YOUTH Retrieved from
http://schoolengagement.org/school-engagement-services/at-
risk-youth/
U.S Department of Health & Human Services: Factors That
Contribute to Child Abuse and Neglect. Retrieved from
https://www.childwelfare.gov/topics/can/factors/contribute/
SCHOOL-BASED EFFORTS: A PLAN TO SUPPORT AT-RISK
YOUTH
Name
Institution
Date
Introduction

Role assumed- social worker
Target audience- teachers and parents
Purpose includes;
Identifying indicators of youths at risk
Identifying behaviors associated with youths at risk
Establishing youth development philosophies
In beginning this presentation I am going to assume the role of
a social worker. The target audience for this presentations is
parents teachers and general staff working in education
institutions
The purpose of this presentation includes;
Identifying indicators of youths at risk
Identifying behaviors associated with youths at risk
Establishing youth development philosophies
2
Youth at risk- Indicators
Students with learning disabilities
Homeless
Youths involved in drugs
Sexually abused youths
Mentally ill
Youths living in stressful family environments
Youths lacking social or emotional support
Youths associating with delinquent peers (“Serving At-Risk
Youth :: The National Center for School Engagement,” 2019)

At risk youth generally implies a future with less than optimal
outcomes
According to the national center for school engagement below
are some examples of indicators of youth at risk;
Students with learning disabilities
Homeless
Youths involved in drugs
Sexually abused youths
Mentally ill
Youths living in stressful family environments
Youths lacking social or emotional support
Youths associating with delinquent peers
3
Behaviors associated with being at risk
Skipping school
Running away
Engaging in sexual behavior
Bullying
Acts of vandalism
Fighting
Drinking under age (“Serving At-Risk Youth :: The National
Center for School Engagement,” 2019)
The behaviors associated with being at risk include
Skipping school
Running away

Engaging in sexual behavior
Bullying
Acts of vandalism
Fighting
Drinking under age
4
Implications
Falling behind in class
Suspension from the institution
Juvenile delinquency (Levin, 2017)
Implication s of such behavior include;
Falling behind in class- situations where the students get to
absent from school means they are not learning and hence
ending up falling behind
Suspension from the institution- some behavior may cause the
institution to take disciplinary action against the student
Juvenile delinquency- students falling behind in school may
loose ground on ever catching up which mar result to
disengagement or serious anti social behavior from the student.
5
Creating a framework
Basic vales and beliefs regarding students
The primary purpose of working with the students
The hope for students in the institution (Bierman et al., 2019)
The school is responsible for ensuring positive youth

development which entails a philosophy, framework and
practice that ensures the strengths of youths are identifies and
nurtured. The philosophy of the institution anchors and guides
all the school activities. The framework will be anchored on;
Basic vales and beliefs regarding students
The primary purpose of working with the students
The hope for students in the institution
6
Integrating framework
Schools can integrate the framework via;
Staffing
Policies
Communications
Community outreach (Levin, 2017)
Programs and strategies may include;
Creating school based clubs
Creating after school programs
Increasing parent involvement
In integrating the framework will encompass staffing, policies,
communications, and community outreach. Total integration
will enable the institution to identify communicate and apply
the appropriate core values among the youths.
Programs and strategies include
Creating school based clubs
Creating after school programs
Increasing parent involvement- Parents and teachers, and
students can work together to put together a plan for their
school years. Communicate with one another to see what are
some ideas they can work to encourage students to be
successful in the future.

7
Participant activity
Individuals will be provided with a piece of paper where they
will write down behaviors associated with being at risk youth
and exchange the papers with individuals sitting next to them
and discuss solutions for the common behavior identified by
both.
References
Bierman, K. L., Group, C. P. P. R., Coie, J. D., Dodge, K. A.,
Greenberg, M. T., Lochman, J. E., … Pinderhughes, E. E.
(2019). The Fast Track Program for Children at Risk:
Preventing Antisocial Behavior. In Google Books. Retrieved
from
https://books.google.com/books?hl=en&lr=&id=O9SuDwAAQB
AJ&oi=fnd&pg=PP1&dq=SCHOOL-
BASED+EFFORTS:+A+PLAN+TO+SUPPORT+AT-
RISK+YOUTH%C2%A0&ots=ylPNZT1Qzm&sig=PftOTMr0Vg
zTuzkeTTi8OK4PBFQ
Lau, A. S., Kim, J. J., Nguyen, D. J., Nguyen, H. T., Kodish, T.,
& Weiss, B. (2019). Effects of Preference on Outcomes of
Preventive Interventions among Ethnically Diverse Adolescents
At-Risk of Depression. Journal of Clinical Child & Adolescent
Psychology, 1–17.
https://doi.org/10.1080/15374416.2019.1639514
Levin, H. (2017). Accelerated Schools for At-Risk
Students. CPRE Research Reports. Retrieved from
https://repository.upenn.edu/cpre_researchreports/104/
Promoting Positive Youth Development :: The National Center
for School Engagement. (n.d.). Retrieved April 21, 2020, from
http://schoolengagement.org/school-engagement-
services/promoting-positive-youth-development/

Serving At-Risk Youth :: The National Center for School
Engagement. (2019). Retrieved from Schoolengagement.org
website: http://schoolengagement.org/school-engagement-
services/at-risk-youth/
WEBSITE SHARING AND FEEDBACK
2
Website Designing
Creating a website isn't an easy task as people think. During
website design, one is exposed to multiple things that need to be
done to achieve the best website at the end of it. For example,
accessibility, compatibility, readability, and navigability are
some of the essential things I dealt with during the designing
though there were challenges too (Günthermann, & Kingston,
2018). Some challenges I faced included being penalized for
slow uploading of images since they were large and unable to
extract clear images, so I ended up uploading images that were
not clear (Önal, & Alemdag, 2018).
Some of the things I learned and needed on the suggest
designing of a website included the following: the latest designs
and, the use of minimum textures and colors. The thematic color
scheme can be maintained and not using overused stock images
and icons since they can erode the trust of viewers (Williams,
2018). Now that I was addressing the issue of homelessness and
risk at families, I had to design new images and icons. The
design was friendly because of interacting with different images
and different colors, but the design was also hectic because
more content to address my big issue was needed.
Based on what I learned and utilized that information on making
the website, I know that my website will look presentable and
attract as many viewers as possible. My vision includes
addressing more challenges concerning child maltreatment and

homelessness. I will use my website to address problems that
have been eating up the economy. I believe that content is king
within a website, but I found out that one student had just
uploaded some images and written nothing on them
(Günthermann, & Kingston, 2018). Another student had also
uploaded some bigger images and too much font. This student
should try using less font to add interest (Williams, 2018).
Limiting the colors and fonts is a better way to website
designing. On the issue of bigger images, the student should try
using smaller files to minimize the uploading speed.
References
Günthermann, L., & Kingston, J. (2018, December). Designing
a Website Using a Genetic Algorithm. In International
Conference on Innovative Techniques and Applications of
Artificial Intelligence (pp. 389-402). Springer, Cham. Retrieved
from https://link.springer.com/chapter/10.1007/978-3-030-
04191-5_32
Önal, N., & Alemdag, E. (2018). Educational Website Design
Process: Changes in TPACK Competencies and
Experiences. International Journal of Progressive
Education, 14(1), 88-104. Retrieved from
https://eric.ed.gov/?id=EJ1169818
Williams, R. N. (2018). Website Design Made Easy. Flame Tree
Publishing. Retrieved from
https://dl.acm.org/citation.cfm?id=3278920
PARENT ROLES
2
Parent Roles
Parents are the first teachers that children have an encounter
with before they even go to school. They are the ones who are
involved in the shaping of the child’s character. When there is a
balance of the education provided at home and the one that is

provided at school, then the student is molded to actual
learning. The roles of the parents are not limited to different
activities that are done at home, but they can also be actively
involved in different activities that their students participate in
while at school (Castro et al., 2015).
Reference
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L.,
Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental
involvement in student academic achievement: A meta-
analysis. Educational research review, 14, 33-46. Retrieved
from
https://www.sciencedirect.com/science/article/pii/S1747938X15
000032
Let us assume a teacher, who expects a student to be slothful, is
likely to treat that student in such a way that it draws out the
very same response he or she expects. Similarly, if we start a
day and think “I’ll have a bad day today,” such thinking may
alter our actions, and those actions might fulfil the prediction
The learning scale of the child at school is in one way or the
other related to how he or she is treated at home. For instance,
if he or she is treated with a lot of care and encouraged in
positive steps that they take toward learning, it becomes easier
for him or her to be successful while studying at school. These
comparisons to another child who receives harsh treatment
while at home with the parent and the parents are not available
to help him or her with the homework because of being busy at
work might be poor performers at school (Topping &
Wolfendale, 2017). In other words, this means that the home
environment and the support provided by the parents are of
great significance, especially to the child and has a direct
impact on how they perform at school. It is never too late for
the parents to change the way they treat their children and the
time that they spend with them.

References
Jeynes, W. (2011). Parental involvement research: Moving to
the next level. (Links to an external site.)The School
Community Journal, 21(1), 9-18. Retrieved from
http://www.adi.org/journal/resources/2011ss_SCJ.pdf
Topping, K., & Wolfendale, S. (2017). Parental involvement in
children's reading. Routledge. Retrieved from
Man of the House. (2010, October 22). Getting involved at
school—Watch D.O.G.S. (Links to an external site.) Retrieved
from
https://www.youtube.com/watch?v=cy237ghwGoM&feature=pla
yer_embedded
. Robert Merton coined the term “self-fulfilling prophecy” in
1948. He described it as:
“A false definition of the situation evoking a new behavior
which makes the originally false conception come true.”
Individuals react to a situation the way they perceive it, and so
their reaction is governed by their perception of that particular
situation. No matter what the situation means, in reality, their
reaction toward the situation causes it to be fulfilled by their
perception.
I truly believe in the assumption that if parents “spare the rod,
spoil the child” which is a modern-day proverb that means if a
parent refuses to discipline an unruly child, that child will grow
accustomed to getting his way. He or she will become, in the
common vernacular, a spoiled brat. The saying comes from
Proverbs 13:24, “He who spares the rod hates his son, but he
who loves him is careful to discipline him.” My sister did not
believe in discipling her children, so we agreed to disagree on
this issue. However, I strongly believe that when a child does
not feel the consequence of their (behavior) actions, he will not
understand that behavior requires conversation and some
discipline. There must be a balance between the two; behavior
and consequence, if not, it will bring about children being

rudeness, entitlement and ungratefulness and so fore...
Reference
Retrieved from
https://www.psychologytoday.com/201711/spare-the-rod-spoil-
the-child
Holy Bible: National International Version. (2013) New York,
NY; Worthypublishing, Hachette book group.
10104Jeremiah David The Jeremiah study bible NIV
Furthermore, correction shows us that we are not above
reproach and that we are accountable for our actions. Our
natural pride blinds us to our need for a Savior, and discipline
reveals the truth of our wretchedness (Revelation 3:17). Since
salvation is the most important choice the child will ever make,
parents must be leading him to Christ, and discipline is critical
to this process. Proverbs 23:13 says, “Do not withhold
discipline from a child; if you punish him with the rod, he will
not die.” In the context of verses 13–14, die means “experience
spiritual death in hell.” Children who respect authority and feel
sorrow for their sin are much more likely to ask Jesus to forgive
them and be saved.
Week 3 Assignment Child Maltreatment Policies Brochure
This assignment focuses on analyzing policies about child
maltreatment in the United States where, as noted in the Week
Three Instructor Guidance and the Rubin (2012) recommended
readings for Week Three, it is a growing national issue. This
assignment is another opportunity to further apply 21st century
technology skills as you create an informational brochure meant
to inform the public in a variety of potential environments about
child maltreatment in the United States and in a specific state of
your choosing. Your finished brochure will be included in your
website as part of the Week Six Final Project. Beyond reading

the Week Three Instructor Guidance and the recommended
chapters from Rubin (2012), review the State of California
(2014) website resources for services related to children’s and
youth health (Links to an external site.), the CDCP (2014)
website about preventing child maltreatment (Links to an
external site.), the Child Help (2014) website programs
page (Links to an external site.), and the CAPA (2014) webpage
about their programs and services (Links to an external site.) to
learn about child maltreatment and policies related thereto.
Create your assignment using the content and written
communication instructions below. Use the Grading Rubric to
review your assignment before submission to ensure you have
met the distinguished performance for each of the components
described below. For additional assistance, review the Week
Three Instructor Guidance and, if needed, contact the instructor
for further clarifications using the Ask Your Instructor
discussion. Additionally, add the flyer as a link or attachment to
the page on your website titled Child Protection Services &
Child Maltreatment.
Content Instructions
Using a digital software program such as Microsoft Publisher or
Lucidpress.com (Links to an external site.), create a single-
page, 3-panel, front-to back brochure that informs the public
about the realities of child maltreatment in the United States
and a specific state of your choosing. The brochure should be
designed to appeal to audiences in a variety of settings, such as
offices of school counselors or nurses, community centers and
outreach facilities, public health facilities, and social services
departments. Use the “Save As” option to save your brochure as
a PDF. Submit the PDF version as your assignment for
evaluation and include the attachment or link if constructed
from an online source such as Lucidpress to your website.
· Title (1 point): Include an engaging title for the brochure.
· Maltreatment Information (2 points): Include a description of
what constitutes child maltreatment, abuse, or neglect; tips for
prevention, tips for parents or caregivers, and reporting abuse.

Include at least two supporting resources cited in-text and in a
References section.
· Statistical Data (1 point): Include at least three items of
statistical data, audience-appropriate graphics, and two-to-three
points about child maltreatment in the United States and your
selected state. Include at least two supporting resources cited
in-text and in a References section.
· Policy or Program Resource (3 points): Describe at least two
policies, programs, models, or other source of support for
parents, caregivers, schools, or others. Include at least two
supporting resources cited in-text and in a References section.
· References: (1 point): Include a references section with at
least four scholarly sources in addition to the Rubin (2012)
textbook for any summarized, paraphrased, or quoted material
in your brochure, including images and graphics. All sources in
the references section should be used and cited correctly within
the body of the assignment.
· Formatting (1 points): Brochure is a PDF, 8.5x11 inches in
size, single-page, 3-panel, front-to-back design that uses
graphics, and has a consistent theme/format to augment the
readability of the brochure.
Written Communication Instructions
· Syntax and Mechanics (1 point): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar. Written work contains no errors and is
very easy to understand.
Carefully review the Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
Top of Form
Week Three Instructor Guidance
Welcome to Week Three of EDU644: Child and Family
Welfare! Please be sure to review the Week Three homepage
for this course to see the specific learning outcomes for the
week, the schedule overview, the required and recommended

resources for the week, an introduction to the week, and a
listing of the assessments for the week. Next, be sure to read
this entire Instructor Guidance page.
Overview
review the Week Three homepage for this course to see the
specific learning outcomes for the week, the schedule overview,
the required and recommended resources for the week, an
introduction to the week, and a listing of the assessments for the
week. Next, be sure to read this entire Instructor Guidance page.
Knowledge gained in Week Two provides you with background
information on the role of child protection agencies.
Furthermore, you examined various resources supporting
families at risk, leading you toward the beginning stages of
construction of your website. In Week Three, you further add
to your website with specific information and resources
pertaining to child maltreatment and homelessness.
Finally, perhaps the most interesting and engaging opportunity
this week involves sharing your early website design with
others in the course, reviewing others’ websites, and engaging
in reciprocal feedback for the purpose of expanding your ideas
and improving upon your website as you progress toward the
Final Project in Week Six.
Remember that the Instructor Guidance provides additional
instruction and resources to assist you with the weekly
assessments. Please be sure to review the Instructor Guidance.
As indicated, this week the discussions focus on sharing your
website with others and create a graphic comparing five factors
pertaining to homeless efforts in two major cities in the United
States; Chicago and New York. The assignment on Child
Maltreatment Policies involves creating an informational
brochure about child maltreatment on a national level and
forming an analysis of the child maltreatment policies in a state
of your choosing. The information shared in the Intellectual

Elaboration section below will help inform your work for this
week.
Intellectual Elaboration
“The first step towards change is awareness. The second step is
acceptance.” Matthew Branden
As we embark this week on our learning of two very serious
topics, child maltreatment and homelessness, consider the quote
above. Consider your role and responsibility in your current
and/or anticipated professional position. Awareness,
acceptance, and change are an integral part of what one can
expect to experience when working with children and families
at risk.
Child Maltreatment
View the Institute of Medicine’s (2014) approximately 2 minute
video New Directions in Child Abuse and Neglect
Research (Links to an external site.)to learn about research in
child abuse and neglect. The information here will help inform
the work you do for this week’s assignment. Note that child
maltreatment continues to be a serious issue for the future of
America’s children.
According to the Centers for Disease Control (CDC), there are
four types of maltreatment including emotional abuse, physical
abuse, sexual abuse, and neglect (Centers for Disease Control,
2014). While policies, programs, and resources exist for
preventing and treating child maltreatment, the level of support
is lacking while the demand for assistance has been steadily
increasing (Institute of Medicine, 2013).
Due to the impact of families in crises, the level of child
maltreatment has been an increasing problem. Even though the
extent of physical child abuse may be declining, the impact of
emotional child abuse and neglect presents an ever-increasing

problem (IOM, 2013). In fact, one of the most prevalent issues
is child neglect in regards to medicine, education, and food.
Think about the impact these issues have on school-aged
children and their ability to learn and achieve academic success.
Every state in the U.S has laws requiring certain professionals
to report concerns of child abuse or neglect. Such professionals
often include teachers, social workers, medical and mental
health professionals, and child care providers. Additionally,
specific procedures are typically established for mandated
reporters to make referrals to child protective services (Child
Welfare Information Gateway, 2014).
Professionals working with children and families who may be at
risk must be aware of what constitutes child maltreatment,
abuse, or neglect and understand the laws of their state for
mandatory reporting. Further, having knowledge of and access
to a variety of support systems and resources for children and
families is an essential part of one’s practice. Consider a second
quote, this time by Mahatma Gandhi; “Be the change that you
want to see in the world”. How can you spread awareness and
create change as it pertains to child maltreatment and neglect?
The assignment this week gives you the opportunity to exercise
this in a simple, yet potentially effective way.
A related issue to child maltreatment for children and families
at risk has been homelessness. Even families with full-time
jobs are not always able to provide adequate shelter or care for
their families. The result is a higher level of government
subsidies for housing and more families in homeless shelters.
Homelessness Defined
The face of homelessness in the United States is changing. As
such, the issue pertaining to homelessness in society as well as
consideration for homeless people must change. There are
several common and rather derogatory terms for someone who is

homeless. According to Joel John Roberts, CEO of People
Assisting the Homeless (PATH Partners), it is appropriate and
non-offensive to use the terms homeless Americans or simply,
homeless when describing one living on the streets (Poverty
Insights, May 29, 2012). Others find it more appropriate to put
the person before the condition and instead, refer to this
classification of people as one who is homeless. Regardless of
the terminology, children and families that are homeless are
prevalent in the United States and require support from
knowledgeable educators, medical providers, and social services
in order to thrive.
Varying definitions of homelessness
According to the National Health Care for the Homeless
Council, there is more than one “official” definition of
homelessness but health centers that are funded by the U.S.
Department of Health and Human Services (HHS) define a
homeless individual as one “without permanent housing who
may live on the streets; stay in a shelter, mission, single room
occupancy facilities, abandoned building or vehicle; or in any
other unstable or non-permanent situation” (NHCHC, 2014).
The United States Department of Housing and Urban
Development (HUD) classifies homelessness two ways;
chronically homeless and episodic or fluctuating homelessness.
HUD defines one who is chronically homeless as “a person
sleeping in a place not meant for human habitation (e.g. living
on the streets) or living in a homeless emergency shelter”
(2007, p.3). An episode of homelessness is “A separate,
distinct, and sustained stay on the streets and/or in a homeless
emergency shelter” (p.4).
Review the video from RT (2013) America's Working Destitute:
Full-Time Jobs, Yet Homeless (Links to an external site.). The
video is approximately three-minutes long and explores the
plight of Americans who are employed yet homeless.

Then, view the video from The Economist (2013) (Links to an
external site.)to further explore homelessness in the United
States.
Now, consider your impressions of what homelessness looks
like in America. Do your impressions align with either of the
images below? As the videos explain, the homeless have many
different voices and faces in the United States today.
Homeless man
Homeless veteran
Homeless woman
Assessment Guidance
This section includes additional specific assistance for excelling
in the discussions and assignment for Week Three beyond what
is given with the instructions for the assessments. If you have
questions about what is expected on any assessment for Week
Three, contact your instructor using the Ask Your Instructor
discussion before the due date.
Discussion 1: Website Sharing and Feedback
This discussion is another opportunity to demonstrate your
mastery with the first two course learning outcomes:
“Distinguish groups and behaviors considered at risk” and
“Evaluate various resources and organizations that provide
information and support for families at risk.”
In Discussion 1, you will obtain feedback on your website
designed in the Week Two Assignment. Thus, you can continue
to refine your website based on the comments and suggestions

provided by fellow students in the class. By following the
direction provided in the Guided Response prompt, each student
should acquire specific feedback on both the content currently
represented in their website as well as observations and
suggestions regarding the overall website design and
organization.
Discussion 2: Tale of Two Cities and Homelessness
This discussion is an opportunity to demonstrate your mastery
with the third course learning outcome, “Examine social
services policies that support families at risk.” The purpose of
this discussion is to expose you to a variety of effective
resources for two diversely populated U.S. cities; Chicago and
New York and make comparisons between each regarding the
statistical data, and the policies, programs, and resources
available. Doing so will expand your current knowledge of the
issue of homelessness in the United States and guide you toward
making a recommendation to one of the cities for serving groups
and individuals that are homeless. You might also elect to
discuss a particular policy or resource you discovered during
your investigation that could potentially benefit a different city
in the U.S. such as the place in which you reside.
You will learn through this discussion that policies to support
youth homelessness vary by local, state, and federal programs
and resources. The potential for the uneven distribution of
assistance to the homeless youth or lack of resources can lead to
glaring problems in the care and the support with these policies.
For example, the homeless youth may or may not be able to
improve their situation based on the local, state, or federal
approaches.
Last, you will use your choice of software or digital tool
organize the information you glean from each of the resources
for both cities that are detailed in the Week Two Assignment

description. Since you are tasked with comparing and
contrasting between the two cities, you should create a graphic
organizer that supports this concept such as a Venn diagram.
When posting your response you will attach the graphic
organizer you create and add a 1-2 paragraph description.
Follow the Guided Response prompt so as to engage in critical
thinking with your peers as it pertains to the comparisons and
contrasts made from each city. Figure 1 below shows a simple
example of how a Venn diagram might be structured for this
assignment using the SmartArt tools in Microsoft Word.
Figure 1
Categories to compare and contrast include:
· Prevalence of youth homelessness (stats)
· Populations of homeless people (stats)
· Policies offering support
· Your choice of additional interesting and/or important
information you discovered
Assignment: Child Maltreatment Policies Brochure
This assignment is another opportunity to demonstrate your
mastery with the third course learning outcome, “Examine
social services policies that support families at risk.” The
purpose of this assignment is two-fold; first, to show what you
know about issues and resources pertaining to child
maltreatment, and second to communicate the information in
such a way as to reach people who may need the information.
As such, you have another opportunity to be creative by using a
digital software program of your choice to construct an
informative brochure on the subject. Think of places you
typically find brochures and the purpose they serve. Also,
consider the kinds of brochures that catch your eye and
ultimately provide you with the most essential information

needed. You will create a 3-panel, two-sided brochure so as to
include graphics and required information outlined in the
assignment overview. Figure 2 below shows an example of a 3-
panel brochure:
Figure 2
There are numerous related links within each website provided
in the assignment instructions that can provide even more
information to support your work as well as additional
recommended resources listed for this week. Consider these or
conduct a new search from your state of residence to add
information about the topic specifically pertaining to your state.
Additionally, take note of the design of these websites reviewed
for this discussion and the features you enjoy about the sites as
this will further assist you with the website you are creating.
Your finished brochure will also be included in your website
and later reviewed by fellow classmates during Week Five so as
to gain feedback for the purpose of improving your work in
preparation for the Final Project in Week Six.
References
Child Welfare Information Gateway (2014). Mandated
Reporting. U.S. Department of Health and Human Services,
Administration for Children and Families. Retrieved from
https://www.childwelfare.gov/responding/mandated.cfm
Defining chronic homelessness: A technical guide for HUD
Programs. (September, 2007). HUD’s Homeless Assistance
Program. Office of Community Planning and Development and
the Office of Special Needs Assistance Programs. Retrieved
from

https://www.hudexchange.info/resources/documents/DefiningCh
ronicHomeless.pdf
Figure 2. Retrieved from http://m.alexwhyte.com/portfolio/8
Institute of Medicine of the National Academies of Sciences
(2014, September 12). New directions in child abuse and
neglect research [Video file]. Retrieved from
http://iom.edu/Reports/2013/New-Directions-in-Child-Abuse-
and-Neglect-Research.aspx
National Health Care for the Homeless Council (2014). What is
the official definition of homelessness? Retrieved from
http://www.nhchc.org/faq/official-definition-homelessness/
Roberts, Joel J. (2012, May 29). Homeless Americans: What’s
in a name? Poverty Insights: A National dialogue on poverty,
homelessness, and housing. Retrieved from
http://www.povertyinsights.org/2012/05/29/homeless-
americans-whats-in-a-name/
RT. (2013, October 22). America's working destitute: Full-time
jobs, yet homeless [Video file]. Retrieved from
http://youtu.be/0BszHshieSc
The Economist. (2013, July 23). Poverty's new address in
America [Video file]. Retrieved from
http://youtu.be/ly718xGmeBk
Understanding Child Maltreatment (2014). Fact Sheet. Centers
for Disease Control. Retrieved from
http://www.cdc.gov/violenceprevention/pdf/understanding-cm-
factsheet.pdf
Required Resources
Articles
Hirst, E. J. (2013, May 27). Number of homeless youths on the

rise, suggests shelter, hotline data (Links to an external site.).
Chicago Tribune. Retrieved from
http://articles.chicagotribune.com/2013-05-27/news/ct-met-
homeless-youth-chicago-20130528_1_youths-hotline-shelter
· This newspaper article discusses the data suggesting a rise in
homelessness in the city of Chicago. This is a required resource
for the Week Three Discussion 2 where you compare Chicago
and New York policies and services for groups who are
homeless.
Saulny, S. (2012, December 8). After recession, more young
adults are living on street (Links to an external site.). The New
York Times. Retrieved from
http://www.nytimes.com/2012/12/19/us/since-recession-more-
young-americans-are-homeless.html?pagewanted=all&_r=1&
· This newspaper article discusses the rise in homeless youth in
New York after the recession of the 2000s. This is a required
resource for the Week Three Discussion 2 where you will
compare homeless policies and services in Chicago and New
York.
Steinberg, N. (2012, April 29). Few options for homeless young
people in Chicago (Links to an external site.). Chicago Sun
Times. Retrieved from
http://www.suntimes.com/news/steinberg/12212932-452/few-
options-for-homeless-young-people-in-chicago.html
· This newspaper article discusses the plight of youth who are
homeless in the city of Chicago. This is a required resource for
the Week Three Discussion 2 where you compare Chicago and
New York policies and services for groups who are homeless.
Websites
all Chicago (Links to an external
site.). (http://www.allchicago.org/division/chicago-alliance)
· This website is to the All Chicago organization that works to
eradicate homelessness in the city of Chicago. This is a required
resource for the Week Three Discussion 2 where you compare
Chicago and New York policies and services for groups who are
homeless.

California Department of Health Care Services.
(n.d.). Children’s and youth health (Links to an external site.).
Retrieved from
http://www.dhcs.ca.gov/services/Pages/ChildrensHealth.aspx
· This website of the California Department of Health Care
Services provides links to a variety of resources about
children’s and youth health services. This website is a required
resource for the Week Three Assignment about child
maltreatment.
Centers for Disease Control and Prevention. (2014). Child
maltreatment prevention (Links to an external site.). Retrieved
from http://www.cdc.gov/violenceprevention/childmaltreatment
· This comprehensive website provides a succinct introduction
to the topic of child maltreatment and numerous resources for
the prevention of and policies related to child maltreatment.
This website is a required resource for the Week Three
Assignment about child maltreatment.
Chicago Coalition for the Homeless. (2014). No youth
alone (Links to an external site.). Retrieved from
http://www.chicagohomeless.org/programs-
campaigns/advocacy-public-policy/no-youth-alone/
· This is the website for the Chicago Coalition for the
Homeless. This is a required resource for the Week Three
Discussion 2 where you compare Chicago and New York
policies and services for groups who are homeless.
Child Abuse Prevention Association (Links to an external site.).
(http://capacares.org)
· This website page focuses on the programs and services
available from the CAPA organization. This website is a
required resource for the Week Three Assignment about child
maltreatment.
Child Help. (n.d.). The childhelp approach to ending child
abuse (Links to an external site.). Retrieved from
https://www.childhelp.org/childhelp-approach/?a=prevention-
programs
· This website page provides links to programs offered by the

Child Help Organization. This website is a required resource for
the Week Three Assignment about child maltreatment.
Covenant House New York. (2014). Helping homeless kids in
New York (Links to an external site.). Retrieved from
http://www.covenanthouse.org/homeless-charity/new-york
· This organizational website is for the Covenant House, which
is an organization working to address issues of homelessness in
New York. This is a required resource for the Week Three
Discussion 2 where you will compare homeless policies and
services in Chicago and New York.
Safe Horizon. (n.d.). Homeless youth statistics & facts (Links to
an external site.). Retrieved from
http://www.safehorizon.org/page/streetwork-homeless-youth-
facts-69.html
· This website explores homelessness in New York providing
facts and figures about the rates of homelessness and services
available for homeless youth. This is a required resource for the
Week Three Discussion 2 where you will compare homeless
policies and services in Chicago and New York.
Recommended Resources
Text
Rubin, A. (2012). Clinician’s guide to evidence-based practice:
Programs and interventions for maltreated children and families
at risk. Retrieved from https://redshelf.com
· Chapter 15: The HOMEBUILDERS® model of intensive
family-preservation services
· Chapter 18: Parenting wisely: Enhancing wise practice for
service provides
Websites
Dilov-Schultheis, D. (n.d.). How to use Microsoft Office to
create flyers (Links to an external site.). Retrieved from
http://www.ehow.com/how_6177310_use-microsoft-office-
create-flyers.html
· This how-to website gives step-by-step instructions for
creating a flyer in Microsoft Publisher. This website is a
recommended resource for the Week Three Assignment where

students create a flyer about child maltreatment in the United
States.
Lucidpress.com (Links to an external site.).
(https://www.lucidpress.com)
· Lucidpress provides a way to quickly create digital documents
such as brochures for sharing and viewing on a computer,
tablet, or smartphone and is perfect for print. Free accounts are
available as well as a range of account options for purchase.
Review the privacy policy (Links to an external site.) before
deciding to use this digital source.
Running Head: HOMELESSNESS 1
HOMELESSNESS 2
HOMELESSNESS
Name
Institution
Date

Homelessness is a burning issue in cities. While policies and
measures have been continuously put in place to arrest the
problem, the number of homeless people continues to rise. What
baffles me is that the number of homeless in New York continue
to rise while the average living standards of an American are
increasing (Samuels, 2016). There has been a general decrease
in the number of homeless people nationally while the number
of people without homes has exponentially risen, by 139%, in
the last ten years (Coalition for the Homeless, 2020).
There have been laudable efforts at the government in national
and city levels to curb the problem of homelessness. Money is
being spent in billions to provide shelter to people. However,
the problem has been elusive and there has been concerns about
the costs of providing such help as shelter to homeless families
(Coalition for the Homeless, 2020). This is because it costs
about $4000 to cater for a single family for a month. There have
been suggestions to tighten laws that prohibit lying or sitting
around cities. This is a measure that I feel would have little
impact on the problem in question (Samuels, 2016).
Rather than just prohibiting lying in public spaces, it is
advisable for governments to make houses affordable so that the
homeless can have homes of their own.
References
Coalition for the Homeless (2020). Homelessness in New York.
Coalition for the Homeless. Retrieved from
https://www.coalitionforthehomeless.org/basic-facts-about-
homelessness-new-york-city-data-and-charts/
Samuels, A (2016). How the U.S. Can End Homelessness. The
Atlantic. Retrieved from
https://www.theatlantic.com/business/archive/2016/04/end-
homelessness-us/479115/
Homelessness Homeless youth, 33% in NYC and 5.2% in
Chicago 21% homeless in chicago, 24% are homeless in NYC
Vast Majority offered such services as shelter in the cities

Chicago has more effective policies than NYC
Homelessness increased by 139% in NYC in the last 10
years 0.2 0.2 0.2 0.2 0.2
SPECIAL EDUCATION 2
How can districts better communicate with parents and
stakeholders about the mission, goals, programs, initiatives,
models and approaches available to the student body?
What resources do you use or know may be available for
students in your community?
One particular resource that is available for students in my
community is a library called "the Wilson Library Resource
Centre," that comes with computerized circulation and the
Wendell Styles Memorial Gymnasium is a double gym for both
student and community use. It is equipped with a sound system
and a full production stage.
Typically, when someone refers to a community resource, they
mean an organization that serves a particular geographical area
or group of people by providing tools to help that community
grow in positive ways and improve the quality of life for the
people of that community. As such, community resources can be
run or funded by the government, businesses, non-profit groups,
or even individuals and serve the community in a variety of
ways.
Reference
Retrieved from www.stonecrestga.gov
New York City Department of Education
website https://www.schools.nyc.gov/
NYCDE has a program put in place to support the youths
and families in the state. New York City 4–H programs involve

the youth in projects.
This program showcases youth development where the youths
partner with other organizations in facilitating the completion
of projects. The youths benefit from these activities as they can
build skills relevant in their career life, such as engineering and
mathematics skills (Horowitz, 2016). The skills learned in these
activities are beneficial to the youths in parenting; health,
technology, and science that help improve their awareness of
issues in getting successful outcomes.
References
Horowitz, R. (2016). Everyday Arts for Special Education
Impact Evaluation.District 75, New York City Department of
Education. Grantee Submission. Retrieved from
https://eric.ed.gov/?id=ED573547
Karla,
I concur with the statement in your post " the primary focus
should be about dropouts and bullying prevention. Besides, the
mission statement for the school's special education supports
what was observed from the state's special training in various
ways. The mission statement indicates that there will be the
provision of all students with the necessary nurturing learning
experience despite their state of mind or physical state. The
statement of the district school indicates that there should be
classes that portray the inclusiveness of diversity in the
educational systems (Waller, 2017). I appreciate your thought
process within your post. Great!
References
Waller, M. (2017). A Shared Path to Success: The Promise and
Challenge of Special Education in New York City. In The
Business of Education (pp. 147-164).Routledge. Retrieved from
https://content.taylorfrancis.com/books/e/download?dac=C2016-

0-00230-
2&isbn=9781315465401&doi=10.4324/9781315465418-
16&format=pdf
There are programs put forward to ensure that it has improved
the learning of learners with special needs. The state's mission
requires that all learners with special education needs be served
and provided education as other learners that do not need
special training. The mission statement levels the learning
experiences for both the special education learners and other
learners as well.
The district school has a policy for non-discrimination for
special needs students. This policy aligns with that of the state's
policies that require all learners to be provisioned with learning
resources and experiences as other learners do (Wang et al.
2018). The school offers support for learners through APH
textbooks instructional materials for blind learners, and the
school provides technical assistance to the deaf learners who
have registered with NYDBC. The support is lacking the
provision of parental involvement for special needs education
learners.
References
Wang, J., Herman, J. L., Epstein, S., Leon, S., Haubner, J., La
Torre, D., & Bozeman, V. (2018). LITERACY DESIGN
COLLABORATIVE 2016–2017 EVALUATION REPORT FOR
THE NEW YORK CITY DEPARTMENT OF EDUCATION.
Retrieved from https://cresst.org/wp-
content/uploads/R856rev.pdf

POVERTY IN USA
2
Poverty
The United States lives in a web of poverty, and the complexity
of poverty is expressed. There are efforts enacted to promote
fair treatment and an honest day’s work in various cities to
immigrants. There are attempts to create affordable housing and
eliminate barriers for people who come from behind bars. This
knowledge is useful in my future profession as it provides me
with insights on how poverty levels can be reduced in both the
children and adults.
From the data, on average, 2.5 children are homeless every
year, and more than 40 million Americans live in poverty. The
children are abandoned by their parents that leave them
destitute, and the families strive to cater for rent or mortgage.
In Broward County, Florida, 265521 people are living in
poverty levels, and a large population spends half of their
income monthly on rent and mortgage (U.S. Department of
Health andHuman Services, 2012). Some programs are being
enacted to reduce the instances. For example, affordable
housing in Florida aims to improve the living condition s of its
households.
The organizational features include the presentation of the
images that are attention calling. The images are evidence of
fascinating a viewer to get to understand its content. The
content features have been presented attractively on the website
(World Health Organization, 2014). The headline that offers the
major topic has been formulated with the issues of interest
phases accessible to the viewer. I would emulate the planning of
the headlines when creating my website in this cause.
The World Bank indicates the efforts enacted and being
measured to address the poverty issue in all phases. They are
working with the governments that enable the development of
sound policies that are effective in countries considered to be
poor (CBS News, 2011). The website focuses on the

investments and critical areas for improving the lives of the
people.
The website has precise triangulation and a logical roadmap as
its organizational features. The two features facilitate the
experience of the users, and it is informative enough with
relevant information. It has web compatibility and quality of
web content that facilitate delivering the data effectively. The
features facilitated the interaction of the user and the website.
The facilitated communication among the factors is appealing to
me that I might emulate in creating my website.
References
Retrieved from https://www.worldbank.org/en/topic/poverty
Retrieved from Poverty USA (Links to an external site.).
(http://www.povertyusa.org)
CBS News. (2011, November 3).CBS Evening News - Family
faces the growing edge of poverty (Links to an external
site.)[Video file]. Retrieved from http://youtu.be/bv48A9BSews
World Health Organization (2014). Chronic diseases and health
promotion. Part two: The urgent need for action (Links to an
external site.). Retrieved from
http://www.who.int/chp/chronic_disease_report/part2_ch2/en/
U.S. Department of Health & Human Services. (2012). At-risk
individuals (Links to an external site.). Retrieved from:
http://www.phe.gov/Preparedness/planning/abc/Pages/at-
risk.aspx
Running Head: FAMILIES AT RISK 1
FAMILIES AT RISK 2

Creating a Website Families at Risk
Pamela Weems-Baker
EDU 644: Child & Family Welfare (MTS014DS)
Dr. Andrea Hayden- Davis
April 13, 2020
The content of the Website
Name of the website: Professionals helping families with
vulnerabilities
Link to the Website: https://raisingchildren.net.au/school-
age/safety
The purpose of creating a website to support families at risk is
to ensure that families at risk get assistance with regards to
their children wellness from the content of the Website. Anyone
can create a website; however, not everyone can create a
website that achieves its intended objective. The most crucial
aspect of any website is usability (Garett, Chiu, Zhang &
Young, 2016). Attaining usability will involve choosing a
website title that can easily be picked up by search engines, and
easy to navigate while accessing information by the user.
The process of assisting the at-risk families would not be
successful without the understanding of what at-risk family
means. Websites have a page providing explanations on the
concepts, so the user reads the content on the Website; they will
have a clear understanding of what the page is all about. In this
case, the homepage will define at-risk families as those with
difficulties in keeping their children safe (Sylvia, 2020). The
wedsite page will also describe what child safety means. A
child's safety will not be the only items mention, as there are

aspects linked to keeping a child safe.
Poverty is one aspect that affects the ability of a family to keep
children safe (Lin & Seo, 2017). The Website will also have a
page featuring how poverty affects the parent's ability to care
for the children. In this case, the page will give the relationship
between poverty and safety with regards to the provision of
basic needs; food, clothing and shelter. Without the satisfaction
of these needs, a child's safety is not guaranteed. From the
home page, there will be a link to this page.
Following the many incidences of issues facing children in at-
risk families, there has emerged childhood protection services.
Childhood maltreatment is experienced to date, and information
on how to handle its occurrence is crucial in supporting at-risk
families, (Sylvia, 2020). At the Website, there will be a link the
leads to the page dedicated to providing detailed information on
what maltreatment constitutes, and child protection services.
Apart from within a family setting, children also face
maltreatments when they are homeless. Homelessness refers to
stay in housing that is beneath least possible standard.
Sometimes, it would even involve living without parents. When
children are living in such a condition, they are at a high risk of
experiencing maltreatment and harsh conditions (Dwomoh &
Dinolfo, 2018). Abuse and harsh conditions are very critical
information to be availed in the Website so that those in bid to
support such families understand the whole scope. From the
homepage, there will also be a link leading to this page.
Students have also exposed maltreatments in one way or
another. Providing information on the forms of these
maltreatments and how to respond to them is very important.
First to note is that not only in a home setting do minors
experience maltreatments, but also within the context of their
public institutions. The Website will also provide the details
with regards to student safety, and how to handle any deliberate
of unintended harm that comes their way.
To be able to support at-risk families, a website that is easy to
navigate through, with easily understandable information is

essential. Most of the times, people do not even know that they
or people they know are in at-risk families. The first step,
therefore, involves making the Website visible by using an
appropriate website title and making the site easy to use.
Reference
Dwomoh, I., & Dinolfo, E. (2018). Effects of Homelessness on
Children. American Academy Of Pedriatics, 39(10), 530 - 532.
doi: org/10.1542/pir.2018-0047
Garett, R., Chiu, J., Zhang, L., & Young, S. (2016). A
Literature Review: Website Design and User
Engagement. Online Journal Of Communication And Media
Technologies, 6(3), 1 - 14. doi: 10.29333/ojcmt/2556
Lin, Y., & Seo, D. (2017). Cumulative family risks across
income levels predict deterioration of children's general health
during childhood and adolescence. PLOS ONE, 12(5). doi:
10.1371/journal.pone.0177531
Sylvia, D. (2020). Families at risk. Retrieved April 8 2020,
from https://childhood.org/this-is-childhood/children-that-
childhood-wants-to-reach/families-at-risk/
More Website Sharing and Feedback
Link included to my website: https://www.womennpurpose.com/
Describe the inspiration behind the design of your own mission
statement.
These four at-risk issues poverty, child protection & child
maltreatment services, homelessness, and students at risk are
challenges for a large percent of our communities. I have a
heart for all of them. The course assignments played a big part
in my inspiration. My love and compassion for children and
single parents have been my inspiration for a better generation.
I was looking for a design that would signify and resonate in the
hearts of others.
Discuss the changes made to your working definition of at-risk

and how you believe the changes improved upon your original
draft. If you made no changes, explain why not.
Constructing my website was very difficult for me, and
although, I thought I was adding content to the section heading,
it was not on the actual website when I previewed it; I found out
that it takes time to replicate. I have huddled across obstacles
while making corrections to the website this week.
Explain where and how you made revisions to any artifacts
and/or the design of your website based on the feedback
previously received from peers or your instructor’s evaluation
of the work.
In my efforts to revising and adding artifacts was difficult
because I was going back and forth with the selection of
pictures for my website design. I am looking forward to my
feedback from my peers and the instructor's evaluation of my
work.
Introduce peers to the Child Maltreatment Brochure you
developed during Week Three by briefly describing what you
learned about the topic and about designing an effective
brochure while creating it. Discuss any challenges associated
with designing the brochure as well as what you like best about
your creation.
I enjoyed creating and developing my Child maltreatment
brochure. I use to think that child maltreatment was related to
malnutrition, but I have learned that there are four types of
maltreatment; physical harm or abuse, psychological abuse,
neglect and sexual abuse. Child maltreatment is an action or
behavior that brings psychological or physical harm to a child.
My design was off a little bit because the format of your
brochure requires slight editing (some words run over columns
and font/sizes are inconsistent). I need to expound on my
discussion on the policies or program in the resources, and my
statistics require a small description for full understanding. I
like the artifacts within my design and the graphics.
Introduce peers to the School-Based Efforts: A Plan to Support
At-Risk Youth assignment you developed in Week Four. Briefly

discuss some of the most important concepts learned while
researching and preparing this assignment. What do you like
best about this creation or the process of creating it?
One ofmy young adults' dreams was to become a social worker.
Taking the role of a social worker and the process of
researching for the role was a great experience. The most
important concepts learned while researching and preparing for
this assignment were the Youth at-risk indicators and behaviors
associated with being at risk. I have had a personal stake in
these matters, especially with youths living in stressful family
environments, youths lacking social or emotional support from
family members and youths associating with delinquent peers.
Having received comprehension of this information has allowed
me to provide knowledge to the parent involved in ways I did
not think possible.
Describe what you like so far about the process of gradually
adding to your website and sharing to participate in reciprocal
feedback.
The learning process was okay for me, and to be honest, I did
not like constructing a website, but at least, I have experience
creating a website on my own. Participating in the reciprocal
feedback was a good experience for me to see things from a
different perspective.
Week 6 Final Project
Creating a Web-Based Resource for a Population At Risk
Throughout this course, you have had the opportunity to
examine various populations at risk and learn about strategies
and resources to support these groups. You have reviewed many
websites that offer services for a variety of populations at risk
as well, which have hopefully served as models for your website
that is finalized for this Final Project. In the Final Project, you
will demonstrate mastery of the five course learning outcomes
by completing the website resource you have been designing
throughout the course that describes what you learned about

children and families at risk as well as a specific population you
selected as a focus during Week Five. Additionally, the website
you create here may be an effective artifact to include in your
MAED program eportfolio during your enrollment in the
Capstone, EDU695, and will likely be useful to you as a
resource for future professional work with your chosen
population at risk from this project.
Create your Final Project to using the content and written
communication instructions below. Use the Grading Rubric to
review your Final Project before submission to ensure you have
met the distinguished performance for each of the components
described below. For additional assistance, review the Week Six
Instructor Guidance page and, if needed, contact the instructor
for further clarifications using the Ask Your Instructor
discussion before the last day of the course when this Final
Project is due.
Content Instructions
You must use the same website that you have been constructing
throughout the course for this Final Project. Link included to
my website: https://www.womennpurpose.com/
Your website will have several “pages” or links including:
a. Homepage/General Information Page (2 points): Create a
homepage or opening page that includes;
· A title for the page.
· Your working definition of at risk.
· A professional mission statement, which is your statement
about your current or anticipated professional role working with
children and families at risk.
· An Autobiography, which is a brief introduction about you
including professional or volunteer experiences related to
social, educational, or other related fields pertaining to groups
at risk and your professional goals. In this autobiography, share
how you intend to use what you know about groups at risk in
your current or future professional role. If you lack experience
in related fields, share your professional goals including the

field and/or role you intend to pursue and how you intend to use
what you know about groups at risk in that role. As an option,
include a picture of yourself. Ensure the image is one you
would want visible on the website, which may be viewed by
potential employers.
· A logically organized menu list that links to the pages in the
website.
b. Page--Poverty (2 points): Summarize what you learned from
the Week One Discussion; Evaluating the Impact of Poverty
including; (a) an overview ofthe impact poverty has on children
and families, (b) a description of at least one source of support
such as a program, policy, or model, or approach, and (c) the
additional resource previously located and shared during Week
One. Consider the feedback provided during the discussion to
enhance your original thinking and response. A distinguished
response would also describe how this knowledge will serve you
professionally when working with children or families at risk.
c. Page--Child Protection Services & Child Maltreatment (2
points): Include (a) an Overview that is one-to-two paragraphs
and describes the role of child protection agencies and policies
that protect children, (b) support your overview with an
example of a parenting program that you reviewed in Week Two
Discussion Two, and (c) resources, including at least one source
to support the description and one from the Rubin (2012) text
supporting the parental program. Add the Child Protection
Agencies Infographic. The Child Maltreatment brochure from
Week Three will already have been uploaded as an attachment
or link during Week Three. A distinguished response would also
describe how this knowledge will serve you professionally when
working with children or families at risk.
d. Page--Homelessness (2 points): Use what was discussed in
Week Three role-play discussion to inform this page. Include;
(a) an Overview that is one-to-two paragraphs summarizing
what you learned while comparing and contrasting issues of
homelessness in New York and Chicago. A distinguished
response will include enhancements to your original discussion

response from Week Three based on the reciprocal feedback
received during the discussion; (b) your perspective about the
supports reviewed such as programs or policies and their overall
effectiveness as well as either the recommendation you made
for the cities or your ideas for potentially applying what you
learned to another city; (c) at least three resources, including at
least one resource from your own state or city of residence, and
last, (d) the visual compare/contrast graphic created during
Week Three.
e. Page—Students At-Risk (1 point): Include an introduction of
the School-Based Efforts: A Plan to Support Youth At-Risk
assignment completed during Week Four that describes changes
or enhancements you made to the presentation following its
evaluation and the feedback you received during Week Four.
Also, describe how the information learned about students at
risk will serve you professionally when working with children
or families at risk. Include your presentation as an attachment
or link on this page.
f. Specialization Pages Instructions: Create three additional
pages in your website linked from the Homepage. Title the
pages specifically for your selected group at risk as shown in
Content Expectations below.
g. Page-- Specialization Group: Overview (4 points): Create a
page titled with the name of your Specialization Group (e.g.:
Child Refugees: Overview). Include a two-to-three paragraph
description of the chosen population at risk including risk
indicators, statistical data, and associated short and long-term
implications and at least one suitable graphic. A minimum of
two references must be cited in-text.
h. Page--Specialization Group: Strategies (4 points): Create a
page titled Strategies that is linked from the Homepage. Include
on this page
· resilience indicators that may target solutions.
· a description of at least two strategies (i.e., frameworks,
models, approaches, strategies, programs, or interventions) that
can be used to effectively work with the chosen population at

risk including at least one derived from the Rubin (2012) text.
· explanation of the potential or intended outcomes of the two
strategies.
· supporting evidence from at least two additional scholarly
sources to support the explanations
i. Page--Specialization Group: Resources (4 points): Create a
page titled Resources that provides a minimum of five resources
including the Rubin (2012) text, offering information and
support for the chosen population at risk. Ensure this page
includes resources appropriate for an audience of educational
and/or community-based professionals serving the chosen
population at risk as well as members of the population and that
these resources are formatted in APA. Each resource must be
annotated with a two-to-three sentence description saying what
the resource is and how it might be used for supporting or for
direct support to the chosen population at risk.
j. Text Version (3 points): Provide a text version of the website
in a Microsoft Word document that includes a link to the
website you created for this final project. The text version of
your website or other multimedia creation will be eight-to-ten
pages in length if you have created the content requested. The
purpose of the text version is to provide a document to check
the content of your site for originality through the TurnItIn
software and to provide a place for your instructor to give you
embedded feedback comments about the content of your
website.
Written Communication Instructions
Use these instructions to guide your creation of the content
components of the final project.
a. APA Formatting (0.5 point): Use APA formatting consistently
throughout the assignment, such as for the title page, references
page, headings for page content, and citations in the content on
the website.
b. Syntax and Mechanics (0.75 point): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar. Written work contains no errors and is

very easy to understand.
Carefully review the Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.

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