Kathleen Coulborn Faller
Social workers play a vital role in helping physically and sexually abused children. In order to play this role, they need knowledge about the nature of the problem: (1) legal definitions of physical and sexual abuse, (2) its incidence and prevalence, and (3) its signs and symptoms. Social workers have three major roles to play: (1) identifying and reporting child abuse to agencies mandated to intervene; (2) investigating and assessing children and families involved in child abuse; and (3) providing evidence-based interventions, both case management and treatment, to physically and sexually abused children.
Parent involvement is a broad, multidimensional term that refers to parental attitudes, expectations, and behaviors related to their child’s learning and healthy development. Parent involvement in schools is linked to numerous positive outcomes for youth, teachers, and schools and is critical to school improvement; however a number of barriers often prevent parents from becoming fully involved with schools. Several models exist that provide key strategies to enhance parent and family involvement. This article defines parent involvement, explores an expanded view of parent involvement, describes common barriers, and outlines key strategies to enhance parent involvement. Possible implications for social work practice are also provided.
The following article on juvenile delinquency has three major objectives: First, it defines delinquency and discusses its measurement and extent; second, it reviews theory and risk factor data on causes of delinquency; third, it discusses current trends in juvenile justice intervention and delinquency prevention, including social worker involvement.
Rosemary C. Sarri
The juvenile justice system was established with the 1899 founding in Chicago of the Juvenile Court, an institution that spread to all the states in a short period of time. The history, organization, structure, and operations of the system are described along with its growth along with increasing Among the key issues examined are: gender, overrepresentation of children of color, placement of mentally ill and abused or neglected children, human rights, and re-integration of juvenile offenders after their returning home.
This section defines and discusses the jurisdictions of the juvenile and family courts as well as their influences on social work practice. The history of the court, several interpretations of it, as well as various reform efforts are reviewed. Opportunities for social workers to be employed by the numerous agencies affiliated with the court, as well as several nontraditional social work roles, are outlined in this section. The final two parts of the section discuss the major innovations and primary challenges faced by the contemporary court such as gender, class, and racial biases in the system, questions about the effectiveness of the court and associated programs. Finally, proposals to abolish or reinvent the juvenile court are presented.
Lani V. Jones
This entry provides an overview of the life-span perspective focusing on biological developments and social tasks all of which are embedded in a larger sociocultural context from birth to old age within diverse environments, cultures, and historical eras. This section will also focus on how the life-span perspective succeeds traditional life course models that assume to be universal, sequential, and predictable. The life-span perspective of social work departs from approaches based on traditional models that are narrow and focuses on personal deficits, pointing instead to strengths, continued growth, and environmental resources for individuals, families, groups, and communities. Finally, this entry will discuss how the life-span perspective shows great promise for encompassing theory of human development for the purpose of expanding knowledge, promoting “best practice” service delivery, policy regulation and research to enhance the lives of people with whom social workers come into contact.
Cathleen A. Lewandowski
Infancy and young childhood are characterized by rapid cognitive, emotional, and physical development. Each year is marked by specific developmental tasks. Infants need positive parenting, a safe environment, and attention to their basic physical needs. A strong bond with caregivers is also necessary, as this lays the foundation for trust, allowing infants to explore their world. Many of the risk factors, such as prenatal exposure to alcohol and drugs, malnutrition, and abuse and neglect, can be remedied. Interventions such as home visiting, family leave, and nutrition programs are inexpensive and effective, and should receive more attention from social work.
Infancy and young childhood are the most crucial periods in a child's development. There is a dynamic and continuous interaction between biology and experience that shapes early human development. Human relationships are the building blocks of healthy development, and children are active participants in their own development.
Donna Harrington and Karen Castellanos-Brown
This article focuses on the early childhood years, from 2 to 5 years of age. There are over 12 million children in this age range in the United States, many of whom face a number of challenges. In this article we discuss cognitive, language, motor, and social development, including relevant theories and major language and motor developmental milestones. We also discuss several family and environmental factors that influence development, including attachment, parenting, working parents, and poverty.
School age children are negotiating numerous developmental tasks across distinct lines of development. Social workers recognize that this development is taking place within the context of culture and systems and are oriented toward assisting the most vulnerable members of society. Adverse childhood experiences (ACEs) are connected to later in life health risk behaviors and serious medical, mental health, and substance abuse problems. The social work profession is poised to work comprehensively in supporting healthy child development and intervening when development has been derailed by ACEs. This builds human capital, which is profitable to society.
David B. Miller and Sean Joe
The development period between the ages of 18–25 is called emerging adulthood. Emerging adulthood is characterized by transitions through developmental milestones that facilitate an individual's movement into traditional adulthood roles. During emerging adulthood, individuals acquire, or at least attempt to acquire, the dimensions of adulthood, for example, economic independence and residential stability. This entry highlights the theoretical foundation of emerging adulthood as well as current research and future research directions related to this developmental period.