CHILD PROTECTIVE SERVICE REPORT OOF Handout 1 · Irene Morales HM-PR-R N Reference Person 12/08/ 31...

CHILD PROTECTIVE SERVICE REPORT OOF Handout 1

Case Name Worker Safety Concerns

Report Number

Morales, Irene Yes No 9013058 Date and Time Report Received

Type 1/15/ 9:00 AM CPS Report

Primary County State

Name - Worker Name - Supervisor Worker, State Worker, State

I. Family Information

Name - Family Telephone Number - Home Morales, Irene Address - Street Apt. No. City / Town State Zip Code 123 S. Happy Street Lake 51717

Primary Language: English Interpreter Needed: Yes No

Directions to House

A. Household Members

Name Role Relationship DOB Age Gender Race

Alfonso Morales HM-PR Present Spouse 03/13/ 33 Male W

Diana Morales HM Biological Child 07/01/ 6 Female W

Irene Morales HM-PR-R

N Reference Person 12/08/ 31 Female W

Tomas Morales AV-HM Biological Child 04/25/ 7 Male W

AV = Alleged Victim A = Asian or Pacific Islander HM = Household Member B = Black NM = Non-Household Member I = American Indian / Alaskan Native PR = Parent / Parental Role P = Native Hawaiian / Other Pacific Islander R = Reporter U = Unable to Determine RN = Report Name W = White

Information that the child may have American Indian heritage, including names of tribe(s) if known.

The reporter had no information on the family's tribal status. No information is listed in eW - no CPS history.

B. Parent(s) Not in Home / Other Non-Household Members Name Relationship Address Telephone No. DOB Gender Race

C. Alleged Maltreatment

Alleged Victim Relationship to Victim A/N Code Description Dt or Approx Dt of Alleged Maltreatment

Fatality

Tomas Morales Biological Parent(s) Neglect No

Indicators/Injuries

Observed, Lack of

Necessary Care,

Lack of Supervision

01/15/ No

CFS-2090 (Rev. 07/2007)

Wisconsin Child Welfare Professional Development System- Initial Assessment – July 2018 TRAINING CASE

Child Protective Service Report CFS-2090 (Rev. 07/2007)

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D. Location of Incident Address - Street Apt. No. City / Town State Zip Code

123 S. Happy Street Lake 51717 Telephone Number - Home Telephone Number - Work Date of Alleged CAN

07/12/ E. Contacts / Others with Information About Family

Carolyn Schneider - Tomas's homeroom and math teacher, call the school main number 222.222.2222

II. Narrative

a. Describe alleged maltreatment: current and past; the surrounding circumstances; and the frequency; or

intervention or services needed for the child.

The agency received a report regarding concerns for Tomas (7). He is reported to reside with his parents, Irene and

Alfonso as well as his sister, Diana (6). The reporter shared that Tomas has made some comments lately that leads

them to believe that an uncle may have moved into the home, but the reporter is not aware of the uncle's name or if

he is truly residing in the home.

The reporter indicated concerns for lack of food in the home. Per the reporter, Tomas frequently helps clear the

tables in the lunch room at school. They went on to share that over the course of the last 2 weeks Tomas has been

observed eating leftover sandwiches off the tables at least 3-4 times a week. He has also been observed stuffing

food into his pockets. The reporter further shared that on at least 5 to 6 occasions Tomas has asked for a snack after

school before heading home. The reporter stated that Tomas typically sits alone at lunch and has never been

observed to be eating his own lunch. It was noted that the school social worker has reached out to the family many

times in regard to this matter but that they do not respond. Tomas reportedly tells school staff that he forgot his

lunch if he is asked about it. The reporter shared that the family has not filled out an application for free or reduced

lunch. When asked if this appears to be an issue for Diana the reporter indicated that within the last week there has

been 2 or 3 times when Diana didn't have a lunch, but she has not been observed eating leftovers like Tomas.

The reporter shared a second concern for Tomas noting that he often is found falling asleep in class and appears to

be very tired at school. Furthermore, he is late for school at least twice a week if not more. It was noted that he

misses at least one day of school per week, sometimes more, and is never called in absent by family. The reporter

shared that Tomas is often seen walking to school alone and that nobody has ever seen an adult with him. Again, it

was noted that the school has reached out to the parents regarding this matter but gets no response. The reporter did

state, however, that on some of these occasions Tomas has answered the phone when the school has called, and he

has stated that neither parent was home. The reporter is concerned that Tomas may not have adult supervision at

home on the days when he does not come in. It was further noted that Tomas has made the comment "Don't call my

mom. She said I can only call for emergencies." When asked about Diana's attendance the reporter shared that

Diana is at school daily and there appear to be no attendance issues for her.

The reporter shared that Diana is always appropriately dressed and clean. Tomas is always clean and generally is

appropriately dressed but has been witnessed coming to school recently in shorts and t-shirts despite the fact that it

is January and very cold outside. Per the reporter, several staff at school have a friendly relationship with him, but

he refuses to answer questions and attempts to talk to him about home life have been unsuccessful.

The reporter shared that what prompted the call today is that Tomas was late for school again. Furthermore, it is

extremely cold outside today and Tomas came dressed in shorts, flip-flops and a tank top with no coat. When the

home was called to check in and talk with the parents about free and reduced lunch there was no response.

b. Describe the child(ren)'s injury or conditions as a result of the alleged maltreatment or services needed.

The reporter is concerned about the possibility of lack of supervision for Tomas as well as neglect in regard to a

possible lack of food in the home. The reporter was not aware of any physical injuries or other forms of

maltreatment that would be of concern at this time.

c. Describe the child(ren)'s current location, school / daycare including dismissal time, functioning,

including special needs, if any, and highlighting current vulnerability.

Tomas is at school now at Red Rock Elementary School. The school hours are 7:55am-3:10pm. Tomas is in the

2nd grade and it was noted that he only started attending in October when the family moved here from Arizona. He

has no special education needs and the reporter stated that his English skills are quite good. In fact, it was noted


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that Tomas has never even been observed or heard speaking Spanish; however, there are very few Hispanic

children in the school. The reporter stated that Tomas is very quiet and gets the impression that the transition to the

new school has been difficult for him. It was noted that he is rarely seen interacting with other students.

Diana is in the 1st grade at Red Rock Elementary School and is present today. The reporter shared that her hours

are the same. She is not known to have any special education needs and has good English skills. The reporter

shared that while they do not know Diana as well, her teacher has indicated that she seems to have transition well,

has made several friends and is pretty social. The reporter did share that Diana comes early in the mornings for

some tutoring noting that there were some differences between what was being taught in the previous school and

here and they are just helping her get caught up with the other children.

d. Document relevant information from CPS history, CCAP and Sex Offender Registry-Reverse Address

checks (if no relevant information found, document that checks were completed).

Irene Morales

No CPS History

No CCAP

No SOF

Alfonso Morales

No CPS History

No CCAP No SOF

e. Describe when the alleged maltreater will have access to the child.

The reporter stated that the parents are possibly at work at the time of the report being made. It is believed that the

parents have daily contact with Tomas as they all live in the same home.

f. Describe any changes in circumstances that may make it difficult to fulfill CPS responsibilities.

Parents have not responded to the school's efforts to address the concerns.

g. Describe presence of domestic violence, if applicable, including the demonstration of power and control

and entitlement within the home environment.

The reporter was asked about any known DV concerns however indicated that they are not aware of any concerns

at this time.

h. Describe how the family may respond to intervention by the agency, including the parental protective

capacities.

The reporter is unsure how the family will respond, just reiterating that they have been completely non-responsive

to the school.

DESCRIBE ANY PRESENT DANGER THREATS, INCLUDING A DESCRIPTION OF POSSIBLE OR

LIKELY EMERGENCY (EXIGENT) CIRCUMSTANCES.

No Present Danger Threats

THE FOLLOWING SECTION MUST BE COMPLETED FOR ALLEGED MALTREATMENT BY

PRIMARY CAREGIVER OR PARENTAL CONTRIBUTION TO THE MALTREATMENT:

i. Describe the parents or adults in the parental role: current location, functioning, and parenting practices

and views of child(ren).

The reporter shared that Alfonso is employed at Leisuretime RV Sales and Service. Per the reporter, Alfonso was


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the one who enrolled Tomas and Diana into school. It was noted that Alfonso was appropriate in his interactions

with school staff and seemed appropriately concerned for both children during the transition. The reporter shared

that he presents as a "quiet man." It was noted that Alfonso seemed to understand and speak English very well. The

reporter is not aware of any MH or AODA concerns for Alfonso at this time. The reporter shared that Alfonso has

not had any contact with the school since the enrollment process.

Irene has not been to the school at all and nobody has met her. It is unknown if there are MH or AODA concerns

for her and her English skills are unknown. The reporter did state that due to enrollment documentation it is known

that Irene is employed at Pine Manor Assisted Living.

j. Describe the family functioning, strengths and current stressors.

The reporter shared that the family only recently moved here from Arizona. The reporter believes that the family

may have moved here for work and its believed that there may be some family in the area. This does appear to be

an intact family with both parents employed at this time, both of which are strengths for the family. The reporter

had no further information about the family at this time due to lack of contact with them.

k. Document the name of the alleged maltreater and relationship to child.

Alfonso and Irene Morales - Parents.

DESCRIBE THE POSSIBLE OR LIKELY IMPENDING THREATS TO CHILD SAFETY.

l. No adult in the home will perform parental duties and responsibilities.

No adult in the home will perform parental duties and responsibilities: The reporter indicated that Tomas is often

late to school or does not attend at all. This appears to be happening on a fairly regular basis. The parents are not

responsive to the school on this matter. While truancy is not a CPS issue, the bigger concern is that when the home

is contacted Tomas will sometimes answer the phone and indicate that his parents are not home. The reporter is

concerned, therefore, that there may be no adult supervision for Tomas on these days/occasions when he is not

attending school. It was also noted that Tomas appears to walk to school alone as nobody has ever seen and adult

with him. It was noted that in the last week or so, Tomas has been coming to school wearing shorts, t-shirts, tank

tops and flip-flops and it is extremely cold.

m. Family does not have or use resources necessary to assure the child's basic needs.

Family does not have or use resources necessary to assure child's basic needs: At this time it is known that both

parents are employed however their salary is not known and it is unknown if they are facing issues of poverty

despite their employment. What has been observed is that Tomas appears to be quite hungry and is not bringing a

lunch to school. He has been seen eating other children's leftovers at least 3 to 4 times per week in the last 2 weeks

and has been asking for snacks after school before heading home on at least 5 to 6 occasions in the last 2 weeks.

Furthermore, Diana has now been observed to not have lunches on 2 or 3 occasions this last week which appears to

be a new development. The family has been unresponsive to the school's contact regarding this matter. Further

investigation needs to be done to find out what the underlying concern is.

III. Agency Response A. Supervisor Screening Decision Decision Date / Time Decision was Made

Screen In 1/15/18 10:30 AM

Response Time Reason

Within 24 - 48 Hours Screen In - CA/N Primary

Explain IDT identified; responding worker should go out within same day/24 hours - Tomas may be home alone with no

adult supervision.

B. Yes No Law enforcement notified

Yes No After hours Note: TRAINING CASE- For Training purposes, the Signatures Page (5) was removed.

OOF Handout 2

Wisconsin Child Welfare Professional Development System- Initial Assessment – July 2018 (June 2020)

Preparation Worksheet for Caseworker Interviewers

Who are you interviewing?

Which categories of information gathering are your focus? Circle those that apply-

Maltreatment and Surrounding Circumstances

Adult Functioning

Parenting Practices

Discipline

Child Functioning

Family Functioning

Planning Your Interview:

This interview structure can be used in preparation in advance of your interview and as

a guide during your interview. In this skills practice activity, time will be limited and you

will need to pace yourself to be able to focus on your categories of information.

Introduction: (first few minutes)

• Explain Your Role

• Ask Perception about Interview

• Establish Instructions

It’s OK if you don’t know the answer or you don’t understand the question

It’s OK to correct me

The same question may get asked more than one time

• Build Rapport with Less Threatening Content

OOF Handout 2


Interview Using Various Techniques: (bulk of time spent here)

Write down 2-3 questions for each category to use or adapt during your interview.

Remember to start broad and funnel down. Use the sequence that flows naturally.

Think: What is most relevant for you to learn right now? IT IS ALWAYS YOUR JOB TO

ASSESS FOR SAFETY!

My Questions Notes from Interview

Maltreatment

Surrounding Circumstances

OOF Handout 2


Adult Functioning

Parenting Practices

Discipline

OOF Handout 2


Child Functioning

Family Functioning

OOF Handout 2


Transition to Closing: (last few minutes)

Anything else I should know?

Miracle Question (simple): If you could change something about your family,

what would it be?”

• Return to Neutral Content

• Thank for Effort

• Tell What Happens Next

• Transition Back

Developmental Reference Sheets OOF Handout 3

Adapted from: Appendix B: Developmental Stages of Infants and Children Brittain, C. & Hunt, D. (Eds). (2004). Helping in Child Protective Services. New York: Oxford University Press.

Wisconsin Child Welfare Professional Development System- Initial Assessment - July 2018 (June 2020)

Developmental Reference Sheet: 6 Years Old

Physical Development

Cognitive/Language Development

Psychosocial Development

Gross Motor

Is constantly active.

Shows smooth and coordinated movement.

Stands on one foot, eyes closed.

Has good balance and rhythm.

Bounces ball with good control.

Hops through hopscotch course.

Fine Motor

Ties own shoes.

Makes simple, recognizable drawings.

Receptive Language Uses picture dictionary. Knows category labels. Defines and explains words. Expressive Language Identifies likeness and differences between objects. Identifies consonant sounds heard at beginning of words. Gives category labels. Likes to use big words. Shows increasingly symbolic language. Cognitive Development Names all colors. Knows what number comes after 8. Understands quantity up to 10. Identifies similarities and differences among pictures. School Milestones Begins to recognize words. Matches words. Identifies words by length or beginning sound/letter. Rereads books many times. Prints first and last name. Invents spelling. Reverses two-digit numbers (e.g., writes “13” as “31”). Rote counts to 30 or higher. Adds amounts to 6. Subtracts amounts within 5. Uses simple measurement. Names coins; states values of a penny, dime, and nickel. Writes slowly and with effort with mixed capital and lowercase letters.

Has poor ability to modulate feelings.

Enjoys performing for others.

Has difficulty making decisions.

Dawdles in daily routines but will work beside adult to complete tasks.

Shows jealousy of others; very competitive.

Plays simple table games.

Often insists on having own way.

Is easily excited and silly.

Persists with chosen activities.

Goes to bed unassisted but enjoys good-night chat.

Frequently frustrated— may have tantrums.

May return to thumb sucking, baby talk, etc.

Responds better to praise of positive behaviors versus focus on negative behaviors.

Often takes small things from others and claims they found them.

Begins to distinguish right and left on self.

Developmental Reference Sheets OOF Handout 3

Adapted from: Appendix B: Developmental Stages of Infants and Children Brittain, C. & Hunt, D. (Eds). (2004). Helping in Child Protective Services. New York: Oxford University Press.

Wisconsin Child Welfare Professional Development System- Initial Assessment - July 2018 (June 2020)

Developmental Reference Sheet: 7 Years Old

Physical Development

Cognitive/Language Development

Psychosocial Development

Gross Motor

Shows variability in activity level.

Rides bicycle.

Runs smoothly on balls of feet.

Fine Motor

Has well-developed small muscles.

Has well-developed hand-eye coordination.

Draws triangle in good proportion.

Copies vertical and horizontal diamonds.

Speaks fluently.

Uses slang and clichés.

Understands cause-effect relationships.

Recites days of week and months of year.

Talks about own feelings in retrospect.

Often seems not to hear when absorbed in own activity.

Shows concrete problem solving.

Organizes and classifies information.

Learns best in concrete terms.

Shows interest in issues of luck and fairness.

Internal sense of time emerging.

School Milestones

Shows increasing reading vocabulary.

Shows greater speed with writing.

Begins to self-monitor reversal errors (e.g., writing b rather than d).

Learns to solve addition and subtraction combinations.

Learns to tell time.

Shows independence in completion of routines.

Is learning to screen out distractions and focus on one task at a time.

Becomes quiet and sullen when angry.

Has better control of voice and temper.

Sets high expectations for self; frequently disappointed by own performance.

Is anxious to please others; sensitive to praise and blame.

Has not learned to lose games; will cheat or end game abruptly.

May have little sense of humor; thinks others are laughing at him/her.

Is considerate of others.

Is concerned about right and wrong.

OOF Handout 4

Wisconsin Child Welfare Professional Development System- Initial Assessment – July 2018

Physical Indicators of Maltreatment Resource

Source: Determining Accidental v. Non-accidental Injury, excerpted from

Understanding the Medical Diagnosis of Child Maltreatment: A Guide for Nonmedical

Professionals, Brittain, Charmaine R. (Ed.), 2006.

Bruises and Lacerations

1. How old is the child?

Bruises and abrasions in a child who is not yet walking should always be cause for

question. An infant who can roll or crawl may sustain a fall from a bed or couch,

producing minor soft tissue injury, frequently to the head. However, if there is

extensive bruising or swelling or if the injuries are noted over several body

surfaces, a simple fall is not an acceptable history. As children begin to pull up,

cruise, and walk independently, the frequency of activity-related bruises naturally

increases (Sugar, Taylor, & Feldman, 1999).

2. Where is the bruise?

Loose skin with vessels unsupported by underlying bony or muscular structures will

bruise more easily than supported skin. This makes the eyelids and genitalia

predisposed to bruising following even minor trauma. Sometimes the injured

vessels are located so deeply under the skin that it takes days for the blood to

migrate to the surface and become visible. These deep-seated bruises may

remain dark for days or weeks.

3. Can the age of the bruise be determined?

Early child abuse literature suggested that the estimated age of a bruise could be

reliably determined from its color. However, more recent literature does not

support this belief. The color of a bruise is dependent on many variables,

including the type of tissue, the depth of injury, the individual’s skin tone, and re-

injury to site. The only published controlled research on color changes in bruises

suggests that red, blue, or purple coloration may be present at any time during

the “life” of the bruise and that yellow coloration usually means that the bruise is

older than 18 hours (Langois & Gresham, 1991; Schwartz & Ricci, 1996).

4. What size is the bruise?

The color of the bruise begins to fade from the edges inward, causing the bruise

to get smaller and smaller as it begins to heal. If the size of the bruise is no longer

compatible with the size of the force that caused it, then the bruise is most likely

old enough to have started healing.

OOF Handout 4


Common Sites of Bruises – Accident v. Abuse

The actual location of the bruise is helpful in differentiating an abusive contusion from

one that is accidental or a “play bruise.” Bruises occurring over the bony prominences,

such as the knees, shins, forehead, or elbows, are more likely to be accidental than

those occurring over areas of soft tissue, such as the cheeks, buttocks, or stomach.

Most falls produce a bruise on a single surface, while abusive bruises frequently cover

many areas of the body.

• Face and Head:

Accidental bruises usually occur over the bony prominences, such as the forehead or

chin. It is not uncommon for babies in the first few months of life to scratch their cheeks,

ears, nose, and eyes with their fingernails, which are often long and hard to trim. Bruises

of the forehead are not uncommon for the child who is just learning to walk and climb.

Injuries to the soft tissue of the cheeks may be due to slapping or pinching.

• Upper Lip and Frenulum:

Bruises or lacerations inside the mouth in these areas usually come from having a bottle

or a feeding spoon jammed into the baby’s mouth. These types of injuries cannot be

self-inflicted until the baby is old enough to sit up and fall forward. They are often

accompanied by a history of inconsolable crying.

• Ear:

Pinch marks on the earlobe are not uncommon, as is swelling of the external ear,

caused from blows to that tissue. Repetitive injury will cause a characteristic

“cauliflower ear.” Children who have been pinched or pulled on the earlobe usually

have a matching mark on each surface.

• Neck:

Any strange bruises or cuts on the neck are almost always due to being choked or

strangled by a human hand, rope, dog collar, and so on. Similar marks may come from

a sudden traction on a shirt or bib.

• Knee or Shin:

These are the most common sites for accidental bruises, not only in the child who is

learning to walk but also in other children, who may fall or bump into objects when

playing.

• Buttocks, Lower Back, and Lateral Thighs:

Bruises in these areas are almost always related to punishment from paddling; multiple

bruises are not commonly accidental.

OOF Handout 4


• Genitals and Inner Thighs:

Pinch marks, cuts, and abrasions are sometimes found on the penis, frequently related

to punishment in toilet training. Deep grooves on the penis may be inflicted when tying

off the penis with a rubber band or string. Multiple bruises in this area are not usually

accidental. Parents or caregivers of children with accidental genital injuries will usually

give a specific, detailed, unsolicited history, for example, “his zipper caught his

scrotum.” Because of the tenderness of the area and its tendency to bleed profusely,

both the parents or caregivers and children are immediately aware of these injuries;

children sustaining accidental genital trauma are usually brought immediately to the

emergency room. Sexual abuse should also be considered when injuries are present in

this area.

Failure to Thrive

Possible behavioral indicators of failure to thrive include:

Weak, listless appearance

Vacant stare

Self-stimulatory behavior

Delays in development and motor functioning

Other signs of neglect

Present Danger Threats to Child Safety DEFINITIONS AND EXAMPLES

OOF Handout 5

Present Danger Threats refer to a:

• clearly observable family condition, that is

• significant

• immediate - occurring or "in process" of occurring at the point of contact with the family, and

• will likely result in severe harm to a child.

Maltreatment The child is currently being maltreated at the time of the report or contact This means that the child is being maltreated at the time the report is being made, maltreatment has occurred the same day as the contact, or maltreatment is in process at the time of contact. Severe to extreme maltreatment of the child is suspected, observed, or confirmed This includes severe or extreme forms of maltreatment and can include severe injuries, serious unmet health needs, cruel treatment, and psychological torture. The child has multiple or different kinds of injuries This generally refers to different kinds of injuries, such as bruising and burns, but it is acceptable to consider one type of injury on different parts of the body. The child has injuries to the face or head This includes physical injury to the face or head of the child alleged to be the result of maltreatment. The child has unexplained injuries This refers to a serious injury which parents/caregivers and others cannot or will not explain. It includes circumstances where the injury is known to be non-accidental and the maltreater is unknown. The maltreatment demonstrates bizarre cruelty This includes such things as locking up children, torture, extreme emotional abuse, etc. The maltreatment of several victims is suspected, observed, or confirmed This refers to the identification of more than one child who currently is being maltreated by the same maltreater.

The maltreatment appears premeditated The maltreatment appears to be the result of a deliberate, preconceived plan or intent. Dangerous (life threatening) living arrangements are present This is based on specific information which indicates that a child’s living situation is an immediate threat to his/her safety. This includes serious health and safety circumstances such as unsafe buildings, serious fire hazards, accessible weapons, unsafe heating or wiring, etc. Child Parent’s viewpoint of child is bizarre. This refers to an extreme viewpoint that could be dangerous for the child, not just a negative attitude toward the child. The parent's perception or viewpoint toward the child is so skewed and distorted that it poses an immediate danger to that child. Child is unsupervised and unable to care for self This applies if the child is without care. This includes circumstances where an older child is left to supervise younger children and is incapable of doing so. Child needs medical attention This applies to a child of any age. To be a present danger threat, the medical care required must be significant enough that its absence could seriously affect the child’s health and well-being. Lack of routine medical care is not a present danger threat. The child is profoundly fearful of the home situation or people within the home “Home situation” includes specific family members and/or other conditions in the living arrangement. “People within the home” refers to those who either live in the home or frequent the home so often that a child routinely and reasonably expects that the person may be there or show up. The child’s fear must be obvious, extreme, and related to some perceived danger that the child feels or experiences. This threat can also be present for a child who does not verbally express fear but their behavior and emotion clearly and vividly demonstrate fear.

Present Danger Threats refer to a:

• clearly observable family condition, that is

• significant

• immediate - occurring or "in process" of occurring at the point of contact with the family, and

• will likely result in severe harm to a child.

Family The family may flee This will require judgment of case information. Transient families, families with no clear home, or homes that are not established, etc., should be considered. This refers to families who are likely to be impossible or difficult to locate and does not include families that are considering a formal, planned move. The family hides the child This includes families who physically restrain a child within the home as well as families who avoid allowing others to have contact with their child by passing the child around to other relatives, or other means to limit CPS access to the child. Child is subject to present/active domestic violence This refers to presently occurring domestic violence and child maltreatment or a general recurring state of domestic violence that includes child maltreatment where a child is being subjected to the actions and behaviors of a perpetrator of domestic violence. There is greater concern when the abuse of a parent and the abuse of a child occur during the same time.

Parent Parent is intoxicated (alcohol or other drugs) now or is consistently under the influence This refers to a parent who is intoxicated or under the influence of drugs much of the time and this impacts their ability to care for the child. Parent is out of control (mental illness or other significant lack of control) This can include unusual or dangerous behaviors; includes mental or emotional distress where a parent cannot manage their behaviors in order to meet their parenting responsibilities related to providing basic, necessary care and supervision. Parent is demonstrating bizarre behaviors This will require interpretation of the reported information and may include unpredictable, incoherent, outrageous, or totally inappropriate behavior. Parents are unable or unwilling to perform basic care This only refers to those parental duties and responsibilities consistent with basic care or supervision, not to whether the parent is generally effective or appropriate. Parent is acting dangerous now or is described as dangerous This includes a parent described as physically or verbally imposing and threatening, brandishing weapons, known to be dangerous and aggressive, currently behaving in an aggressive manner, etc. Parents’ whereabouts are unknown This includes situations when a parent cannot be located at the time of the report or contact and this affects the safety of the child. One or both parents overtly reject intervention. They key word here is “overtly.” This means that the parent essentially avoids all CPS attempts at communication and completion of the initial assessment/investigation. This refers to situations where a parent refuses to see or speak with CPS staff and/or to let CPS staff see the child; is openly hostile (not just angry about CPS presence) or physically aggressive towards CPS staff; refuses access to the home, hides the child or refuses access to the child.

CHILD PROTECTIVE SERVICE REPORT OOF Handout 1 · Irene Morales HM-PR-R N Reference Person 12/08/ 31...

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