|Receiving services from the
department of human services pursuant to
article 5 of title 26, C.R.S., as a neglected or dependent child (i.e. a child in foster care). (22-28-106 (1) (a) (II) C.R.S.).
This factor refers to children who are receiving “Child Welfare Services” from
the department of human services. These services include the provision of
necessary shelter, sustenance, and guidance to or for children who are or who,
if such services are not provided, are likely to become neglected or dependent.
This is not the same situation as a family receiving support from human services like Temporary Assistance for Needy Families (TANF) aid, Child Care Assistance Program (CCAP) support or Women, Infants, and Children (WIC)
|Significance of Factor in regards to School Readiness||Child Welfare Services
provided by the department of human services can include
child protection, adoption, emergency shelter or children
provided out of home placements or foster care.
Children who cannot remain at home because they have been abused and neglected by their parents experience poor school performance, learning disorders, poor peer relations, and antisocial behavior. Neglect is significantly related to reported behavior problems. Children from backgrounds of maltreatment often have significantly impaired cognitive development.
Children exposed to trauma, due to maltreatment or other forms of violence, have changes in the chemical makeup of their brains that lead to an emotional state in which they are more sensitive to subsequent trauma. This in turn impairs their focus, memory, capacity to learn, and capacity to use self-control.
Children in substitute care are more likely to exhibit high levels of behavioral and emotional problems. They are more likely to have received mental health services in the past year, to have a limiting physical, learning, or mental health
condition, or to be in poor or fair health. They are also more likely to be suspended or expelled from school and to exhibit low levels of school engagement and involvement with extracurricular activities.
|How It May Be Documented||
Harden, Brenda J. (2004) Safety and stability for foster children. The Future of Children, 14(1). Retrieved June 2, 2011 from http://www.princeton.edu/futureofchildren/publications/docs/14_01_02.pdf
Kortenkamp, K. & Earle, J. (January 2002). The well-being of children involved with the child welfare system: A national overview. The Urban Institute, B-43. Retrieved June 26, 2009 from http://www.urban.org/UploadedPDF/310413_anf_b43.pdf
English, D. (Spring 1998). The extent and consequences of child maltreatment. The Future of Children, 8(1). Retrieved June 2, 2011 from http://www.futureofchildren.org/futureofchildren/publications/docs/08_01_02.pdf
American Academy of Pediatrics. (November
2000). Developmental issues for young children in foster
care. Pediatrics Vol. 106 No. 5. Retrieved June 26,
Additional Resources for Families and Staff:
A Child's Journey Through the Child Welfare
Foster Parents’ Resources from the Children’s Home and Aid Website, http://www.childrenshomeandaid.org/Page.aspx?pid=336
Interagency Collaboration Guidebook: A Strategic Planning Tool for Child Welfare & Part C Agencies by the JFK Partners Early Identification Project, http://jfkpartners.org/documents/106059-Interagency-Guidebook-Revised.pdf
Teaching Effective Classroom Routines: Establish Structure in the Classroom to Foster Children's Learning--From the First Day of School and All Through the Yearby Deborah Diffily and Charlotte Sassman