Summary CWEL review Study Guide

CWEL review social security act (title IV-E) - federal law that provides federal funds to serve needy children and families title IV E is where most of our funding comes from DCFS mission - protect children well being permenancy dual mandate - we are mandated to do 2 things: protect children and support families title IV-E - receive foster care reimbursement to achieve permanent living arrangements, written case plans, periodic review of progress by an independent third party indian child welfare act ICWA - native American children who have tribal affiliation, we have to contact their tribal leaders IEPA 4 critical elements - - decrease time kids wait to be adopted - prevent discrimination on basis of race, color, or national origin when selecting foster/adoptive placement - recruit diverse pool of foster/adoptive families of all races/ethnic groups - provide stiff penalties for violation of the act adoption and safe families act (ASFA) - gotta get kids permanency as soon as possible; parents show reasonable progress in 12 months ANCRA (placement specialty exam) - requires mandated reporters to call the hotline if they suspect abuse and neglect failure to report is// - class A misdemeanor safe haven law - infant no more than 30 days old to be able to be dropped at a law enforcement agency no questions asked permanency initiative - children's health/safety are always the paramount concern; diligent searches for family members that are missing must be done; court permanency hearing must occur for each kid no later than 12 months after they enter foster care; perm. hearing mst occur no less than every 6 months as long as they are in foster care; court must select a perm goal for the child at the perm. hearing expedited termination - when there are agrigious cicrumstances and there is no reason for the kids to be home so we terminate their parental rights (dad kills mom) consent decrees - results of a lawsuit; have to abide by them as if they are law Aristotle p v. mcdonald - make diligent search to locate joint placement for siblings burgos v. suter - provide services for Spanish speaking clients norman v. suter - not remove children solely because of poverty/homelessness DCFS rules and procedures - rules = the written policies of DCFS they are a form of administrative law; procedures = provides directions about how the rules are to be implemented eligibility for child welfare services: (serve 3 types of children?) - 1) children who are abused/neglected 2) kids who are dependent 3) kids who are delinquent 4) MRAI minor requiring authoritative intervention who can take protective custody of abused/neglected kids - officers of local law, DCFS child protect workers, physicians worker roles that we fulfill (pg 21) - placement caseworkers work with families who have had kids removed and placed in substitute care; their goal is to help families correct the issues that led to the removal of their children and assist them in providing a safe environment for the children to return home delegated authority (start of unit 2) - we have the authority delegated to us by law to intervene in cases where there is abuse/neglect or safety issues for the child full disclosure - families need all of the info about what is happening with their children and what they need to do to have them returned to their care rules 412.50 - you and I can get our license suspended/revoked; most common reason why worker's license get revoked is b/c they make up information and don't get all their contacts in; false info = no go DCFS code of ethics - identifies values and responsibilities, guides daily conduct, assists child welfare professionals with making consistent and objective ethical decisions, reinforced accountability to society and the individuals served, consult with peers and supervisors about ethical dilemmas fiduciary relationships - one that is based on trust; have to have trustworthiness to fulfill our role with our client; our clients are less powerful than us, we are intervening in their lives and we need to use our greater power for their benefit (qualities are listed in packet) cultural competence - valuing cultural diversity and respecting differences