Parents as Teachers: Using Virtual Technology in Service Delivery to Children and Families who are Vulnerable Published in Children’s Voice, Volume 29, Number 2 by Eric Clark When the COVID-19 pandemic first began ravaging communities and disrupting the lives of families with young children, Parents as Teachers (PAT), an early childhood home visiting program, moved
Published in Children’s Voice, Volume 29, Number 2 It is an honor to introduce this special issue of Children’s Voice magazine: CWLA, Universities, and Community Collaborations: Past, Present, and Future. Our goal has been to highlight articles contributed by CWLA member agencies, university faculty, scholars and students, and community organizations. In this special issue,
LaShanda Taylor Adams, JD The following is an excerpt. To download Reflections on Child Welfare Areas of Practice, Issues, and Service Populations, Volume 1, click here. In 1995, Professor Martin Guggenheim of the New York University (NYU) School of Law coined the term “legal orphan” and estimated that nationwide, there were between 40,000 and 80,000
Published in Children’s Voice, Volume 29, Number 1 by Andrea Kupferman Almost 35 million children in the United States have experienced at least one traumatic event (Data Resource Center for Child & Adolescent Health, 2013). Exposure to childhood adversity, also referred to as adverse childhood experiences (ACEs), has been identified as one of the most significant
Published in Children’s Voice, Volume 29, Number 1 by Allison Green The child welfare world has been abuzz with talk of the Family First Prevention Services Act. Yet amid the planning and implementation chatter, a powerful change to the U.S. Children’s Bureau’s Child Welfare Policy Manual reached its first anniversary in 2019 with less fanfare.
Published in Children’s Voice, Volume 29, Number 1 “Puberty has Brought so Many Changes! Do Kids with Autism Understand it at Age 12?” by Ellen Notbohm A parent wrote to me as her son was finishing his first year of middle school. To her great dismay, the Individualized Education Program (IEP) goals put forth by
Published in Children’s Voice, Volume 29, Number 1 by Audrey Smolkin On the day that the University of Massachusetts Medical School’s long-planned-for trainings on race, trauma, and resiliency began, I anxiously watched our large audience arrive and settle in for the morning session. The first piece of the training—focusing on the brain science of trauma and
Published in Children’s Voice, Volume 29, Number 1 by Mark Chatfield Each year in the United States, tens of thousands of young people are placed in residential programs— in which youth temporarily live outside of their homes in facilities where they can be supervised and monitored—to receive treatment for substance abuse, behavioral problems, or psychological issues.
Published in Children’s Voice, Volume 29, Number 1 by Felicity Sackville Northcott and Elaine Weisman In 1924, a group of social workers sat down and resolved “…that skilled case work service to families in trouble…should be extended to operate at long distances and across frontiers.” This simple but forward-thinking idea is the cornerstone of the
Published in Children’s Voice, Volume 28, Number 2 By Daniel Lieberman and Mary Quinlan The judge takes the bench, gazing down at the victim. The lawyers are all sitting in their proper positions, readying themselves for the next argument. A deputy bailiff, wearing a bulletproof vest and with a firearm strapped to his belt, stands guard,
