After completing this course you’ll be able to:
| 1. | Describe the circles of the ecosystem framework. |
| 2. | Describe why ethnic cultures are not static. |
| 3. | List medical conditions that lead to the assumption of abuse. |
| 4. | Define stereotyping. |
| 5. | Describe the language one speaks, according to Purcell-Gates (2002). |
| 6. | Discuss child neglect and poverty, according to Charlow, 2001-2002. |
| 7. | Define “child maltreatment.” |
| 8. | Define “fictive kin.” |
| 9. | Describe how to honor the hierarchy first. |
| 10. | Define “ethnic lumping” according to the author. |
| 11. | Define culture shock. |
| 12. | Define individualist and collectivist. |
| 13. | Discuss neglect issues that low-income immigrants may face. |
| 14. | Discuss briefly the deviations from mainstream healthcare by various cultures. |
| 15. | Discuss marriage by capture. |
| 16. | Define immigrants, nonimmigrants, and naturalized citizens. |
| 17. | Describe how professionals should handle concerns about truthfulness when dealing with immigrant families. |
| 18. | Explain why professionals should be careful to avoid rushing immigrant clients. |
| 19. | Describe the executive order signed by President Clinton on August 11, 2002. |
| 20. | List several common questions to consider when assessing an at risk child. |
| 21. | Discuss the findings of Charlow, 2001-2002; Roberts, 2002, regarding racial and economic bias of mandated reporters. |
| 22. | Define child abuse and how it varies in different state statutes. |
| 23. | Describe briefly some unfamiliar disciplinary methods and medical interventions. |
| 24. | List reasons a newborn’s umbilical cord should have various substances applied. |
| 25. | List several components of structured decision making according to the Children’s Research Center.(2003). |
| 26. | State situations that complicate matters about possible maltreatment when interviewing the child. |
| 27. | List gathering information techniques. |
| 28. | List three reasons interviewers should explain the process of investigation. |
| 29. | State ways professionals can gain trust from families. |
| 30. | State the interviewers’ first purpose during questioning. |
| 31. | Describe the research by Showers and Bandman, 1986, describing different instruments used to physically abuse children. |
| 32. | Describe briefly the four options for conducting interviews with children whose native language is not English. |
| 33. | State the most important attribute for an interviewer in a cross-cultural encounter. |
| 34. | Discuss the findings of Connelly and Straus, 1992, regarding maltreatment by mothers and caretakers. |
| 35. | Define corporal punishment according to Straus and Donnelly. (2001). |
| 36. | Define physical abuse according to Straus and Donnelly. (2001). |
| 37. | List several items families use to punish a child. |
| 38. | Discuss the statement, “In the United States and Canada parents have the legal right to use corporal punishment with their children,” |
| 39. | List several values that can be used to change parents’ use of corporal punishment. |
| 40. | List four different kinds of parenting behavior that are effective against corporal punishment (Howard). |
| 41. | Define shame. |
| 42. | List some of the components of shame. |
| 43. | Describe fate, regarding individual control and an external locus of control. |
| 44. | Discuss the view that boys who have been sexually abused by men will become homosexuals. (Fontes , 1995a). |
| 45. | Describe the reasons girls and women are more likely to suffer further assault following sexual abuse in childhood. (Grauerdolz, 2000). |
| 46. | List benefits of high-quality interpreters. |
| 47. | State why should children never interpret for other children. |
| 48. | Define an aside. |
| 49. | Describe actions of the interpreter during an interview. |
| 50. | Compare simultaneous and consecutive interpreting. |
| 51. | State why prevention programs work and the restrictions that often occur. |
| 52. | Describe primary, secondary, and tertiary prevention. |
| 53. | State where most sexual abuse prevention programs occur. |
| 54. | Describe the two programs: culturally open and culture specific. |
| 55. | State the most effective way to reduce abuse among those at the bottom of the social ladder. |
| 56. | State why parenting classes are not necessarily the best referral. |
| 57. | Describe monocultural organizations, nondiscriminatory organizations and multicultural organizations. |
| 58. | List ways to assess community needs. |