Exploring Child Welfare: A Practice Perspective, 7th Edition Test Bank

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Instructor’s Manual and Test BankForExploring Child Welfare: A PracticePerspective7thEditionCrosson-TowerPrepared byRobert Mann

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Table of Contents1.Children: Our Most Important Resource12.The Changing Family93.Children and Poverty164.Children and Violence in the Community235.Children Against the Backdrop of War: Addressing the Needs ofMilitary Families306.Trauma-Sensitive Educational Settings377.Child Abuse and Neglect: Protecting Children When Families Cannot438.Family Preservation or Child Placement? Serving the Child’s Best Interests499.Juvenile Court Justice: Promoting the Rights and Welfare of Children andFamilies5610.Teenage Pregnancy and Parenting6311.Children in Family Foster Care6912.The Adoption of Children7913.Children in Residential Setting8714.Our Children’s Future94Answer Key100

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1Chapter 1Children: Our Most Important ResourceCHAPTER SUMMARYThe role of child welfare services is to provide a safety net for children. When seeking to understand how today’sservices for children operate, it is helpful to consider the past. Children have always been at the mercy of theircaregivers. In earlier times, unwanted children were dealt with through abortion, infanticide, and abandonment.Children were required to work alongside adults who may have disregarded that they were weaker and less able towork long hours. An early form of child labor was indenture, a system in which children worked as apprentices totradesmen. It was not until the late nineteenth and early twentieth centuries that such reformers as Jane Addams,Homer Folks, Grace Abbott, and Julia Lathrop sought reform in child labor laws. Several agencies have advocatedfor children over the years. The U.S. Children’s Bureau (founded in 1912), Family Welfare Association (formerlythe COS), and CDF each played a role in protecting children and advocating for their well-being.The responsibility for children originally rested entirely with their parents. Children were expected to follow theirparents, even to almshouses, where the conditions could be unfit for adults, let alone their offspring. Later, the careof orphaned children or children whose parents could not care for them shifted to orphanages. In the late nineteenthcentury, Charles Loring Brace, feeling that a family setting was a better environment for children than aninstitutional setting, instituted “placing out,” whereby children weresent by train to the Midwestern United States tolive with farm families.Minority children were excluded from the programs for white children. An African American child might be sent toa reform school rather than an orphanage or private home. Native American children were often sent to boardingschools so that they could be better assimilated into white culture.With advances in research about child development came the recognition that children need a family environment.Placement in foster and adoptive homes became the priority. In 1874 the well-publicized case of the maltreatedMary Ellen Wilson gave rise to the Society for the Prevention of Cruelty to Children and the first formalized effortsto protect children from abuse and neglect. Over the years, numerous pieces of legislation have been enacted toprotect children’s rights and stimulate services for children and families.Since the early 1900s, there have been numerous advances in the provision of services for children. Today familypreservation (keeping families intact) and permanency planning (finding permanent arrangements as early aspossible for children whose parents cannot care for them) are key concepts of the provision of services. The post-World War II era witnessed the expansion of women in the workplace, propelling the need for child care outside thehome.We are also beginning to recognize the importance of attachment in children’s lives and to seek new ways to providethe consistency that enables children to develop healthy relationships. In recognition of this need, The Adoptionsand Safe Families Act of 1997 (P.L. 105-89) was signed into law by President Clinton on November 19, 1997. Thenew law, which amends the 1980 Child Welfare Act (P.L. 96-272), clarifies that the health and safety of childrenserved by child welfare agencies must be their paramount concern and aims to move children in foster care morequickly into permanent homes.ASFA is one of many reforms spurred by CAPTA (Child Abuse Prevention and Treatment Act), passed in 1974 herepriority for provision of services and protection of children was recognized.Funding, always an issue in the provision of child welfare services, is a major concern. Critics of the move tocollapse funds into block grants contend that services to children would be cut substantially. Others argue that it isthe personal touch that is lacking in today’s agency efforts. The fact remains that children are our most importantresource. Strengthening the safety net that protects them from harm and enables them to develop safely andhealthfully is the obligation of all adults.

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2STUDENT LEARNING OBJECTIVESStudents will be able to explain why abortion, infanticide, and abandonment were practiced throughouthistory.Students will be able to analyze how the early efforts of reformers to intervene in child labor influencedcurrent child labor laws and practices.Students will be able to cite the individuals and organizations providing advocacy for children over theyears.Students will be able to identify why children might come to the attention of the child welfare system today.Students will be able to describe the role that attachment plays in the lives of children and how servicesshould address attachment issues.Students will be able to differentiate between the various types of roles a child welfare worker of todaymight take in serving children.Students will be able to identify key legal and social reforms representing how society reacts to andaddresses the changing needs of children.Students will be able to describe the effect of population shift on the social service system.TEACHING TIPSIt might be helpful to invite students to summarize the information that they have read prior to beginning todiscuss it deeply in class. Asking students to identify the part of the chapter that they found most intriguingis an innovative way to invite more class participation.Studentsfromspecificculturalbackgroundsmayhavedifficultyunderstandingthebehaviorsandcharacteristics of families from very different cultural backgrounds. It is essential that students understandthat just because certain characteristics and behaviors are different does not mean that they are strange orinferior.Students might have trouble distinguishing between generalizations and specific details. Emphasize that atseveral points throughout the text our author explains that the text contains generalizations about differenttypes of families because otherwise it would be too long.Help students develop deeper understandings of the information contained in this chapter by connecting theinformation to real families. For example, when discussing the cultures of Middle Eastern families, ask ifanybody knows a family from the Middle East. Also, take advantage of students as representatives fromspecific types of cultures and families.LECTURE GUIDE AND ASSET CORRELATIONThe below lecture guide and asset correlation indicates where discussion prompts, assignments, activities connect toa given topic. The full descriptions of these prompts and assignments follow the below guide.Discussion PromptsThroughout this chapter, various discussion prompts have been provided for in-class use. These prompts aredeveloped to assist you in starting open conversation with students about key topics of the chapter.Assignments and ActivitiesThese assignments and activities can be used to expand thought process on the subject or to deepen thestudent’sunderstanding and application to real life circumstances.Chapter OutlineThe Need for Child Welfare Services Today(Activity #1)A Brief History of the Plight of Children

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3Abortion, Infanticide, and AbandonmentChild Labor and Education(Discussion Question #1)Early Efforts to Care For and Help ChildrenOut-of-Home CareChildcare(Discussion Question #2 and #8)Advocacy in the Provision of Services for Children(Discussion Question #3)Providing Services for Children Today(Activity #3, Activity #4, Activity #5) (Discussion Question #5,Discussion Question #6, Discussion Question #7)Today’s ChildrenServices for Today’s Children(Discussion Question #9)Services in the FutureBecoming a Child Welfare Worker Today(Activity #2) (Discussion Question #4)SummaryDISCUSSION PROMPTS1.How has society’s concept of childhood evolved through history? How are changes of perceptionrepresented? What indicators highlight the need for continued improvement?2.How has child labor evolved with time? Do you think that current labor laws are adequate? Is there stillwork to be done in the area of child labor?3.How did daycare institutions come to be? What are some of the issues thatcontemporary families face with daycare? How could a social worker help them with these problems orissues?4.What/who are the main agencies, individuals, and pieces of legislation that haveactively advocated the provision of services for children? Do you think that current child services agenciesprovide adequate resources for children and their families? What is the role of the social worker in makingsure children and families get the support they need?5.How has society’s view of the child changed over the years? What are some of thereforms and current services that are indicative of the changing view of children? How are children viewedtoday? What is your perception of children? How will this perception inform or influence your work as asocial worker?6.What are some of the issues that require the child welfare system to intervene inorder for a child to be safe or a family to remain intact? What is the social worker’s role in this process?7.As the concept of childhood evolves, how does that effect practice? How do reforms impact the demand forresources? What adaptations are necessary in order to meet changing demands?8.How has the increase changing roles of women in the workplace impacted the needs of the family and theperception of child-rearing responsibilities? What do you anticipate will be the long-term effect of thesechanges?9.How have the various reforms in the late 20thCentury and Early 21stcentury attended to the needs ofChildren? How have priorities around children shifted?ASSIGNMENTS AND ACTIVITES1.Messages about Children.Brainstorm with the class about things they have heardpeople say about children, both today and in years past. For example, “Children should be seen and notheard” or the use of derogatory terms such as “rug rats.” Have these messages changed over the years?How? How do these messages reflect our view of children? Has society’s view of the child changed today?How? Break into small groups to discuss the topic “How do I view children?” Report back to the largergroup and discuss.2.Area Resources.Have thestudents find out what children’s services resources there arein the community. They might devise a resource list or suggest what speakers they might want to hear fromvarious agencies.3.Child Welfare Panel.Organize (or have students organize) a panel of representativesfrom various agencies who can speak to the students about their work and their experiences.4.Working in Child Welfare.Ask the students to look at page 17. Break into small

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4groups. Have one group make a list of the personal qualities one would need to assume these types of roles.Have another group make a list of the specific areas of training one would need to assume these roles.Discuss as a larger group.5.Assessing Personal Qualities.Have each student write a brief paper addressing: What is my philosophy ofhelping? How would this philosophy work with children? What would be my biggest challenge in workingwith children? Ask the students to bring the papers to class and discuss them in small groups or, if they arecomfortable, as a class.STUDENT LEARNING OUTCOMESThe student will discuss the incidence of children in need of child welfare service today.The student will develop the skills to analyze the role attachment plays in the lives of children and the waysin which services address these issues.The student will develop an understanding of how individuals and organizations that have providedadvocacy for children over the years have shaped current welfare practices.The student will develop an appreciation for the various roles contemporary welfare works take in servingchildren.The student will develop an understanding of the relationship between changing needs of children andfamilies and the policies and legislation that aims to meet those needs.ADDITIONAL RESOURCESBooksBowlby, J. (1988).A secure base: Parent-child attachment and healthy human development.New York: BasicBooks.Brisch, K. H. (2004).Treating attachment disorders: From theory to therapy.New York: Guilford.Caulfield, E. (1931).The infant welfare movement of the eighteenth century.New York: Paul Locker.Crosson-Tower, C. (2003).From the eye of the storm: The experiences of a child welfare worker.Boston: Allyn &Bacon.Downs, S. W., McFadden, E. J. and Michaud, S. (2003).Child welfare and family services: Policies and practice.Boston: Allyn & Bacon.Goldstein, J., Freud, A., & Solnit, A. J. (1973).Beyond the best interests of the child.New York: Free Press.Hegar, R. L., & Scannapieco, M. (1999).Kinship foster care: Policy, practice and research.New York: OxfordUniversity Press.Holt, M. I. (2004).Indian orphanages.Lawrence: University of Kansas Press.Johnson, L. C., & Schwartz, C. L. (1996).Social welfare: A response to human need.Boston: Allyn & Bacon.Levy, T. M., & Orlans, M. (1998).Attachment, trauma and healing: Understanding and treating attachmentdisorder in children and families.Washington, DC: Child Welfare Leagueof America.Maas, H. S., & Engles, R. E. (1959).Children in need of parents.New York: Columbia University Press.O’Connor, S. (2004).Orphan trains.Chicago: University of Chicago Press.Trattner, W. I. (1970).Crusade for children: A history of the National Child Labor Committee and child laborreform in America.Chicago: Quadrangle Books.

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5Vinovskis, M. A. (2005).The birth of Head Start.Chicago: University of Chicago Press.JournalsHacsi, T. (1995). From indenture to family foster care: A brief history of child placing.Child Welfare,74(1), 162–180.Peebles-Wilkins, W. (1995). Janie Porter Barrett and the Virginia Industrial School for colored girls: Communityresponse to the needs of African American children.Child Welfare,74(1), 143–161.Terrell, M. C. (1899). The duty of the National Association of Colored Women to the race.Church Review, 340–354. In Mary Church Terrell Papers. Washington, DC: Moorland-Springarn Research Center, Howard University.Tuttle, W. M. (1995). Rosie the Riveter and her latchkey children: What Americans can learn about child day carefrom the Second World War.Child Welfare,74(1), 92–114.Weil, A. (2002). Ten things everyone should know about welfare reform.New Federalism, Series A, no. A52.Washington, DC: The Urban Institute.FilmsHearn, W. (Producer). (1991).The end of the line, orphan trains[motion picture]. United States: Filmakers Library.Doyle, M. W. (Producer). (2004).Society's problems in children's lives. [motion picture]. United States: Films forthe Humanities & Sciences.Sorenson, J. C. (Producer). (2003).The idea makers: The women of Hull House. [motion picture]. United States:Insight Media

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6Test BankMultiple Choice QuestionsDifficulty: 1 = Easy; 2 = Medium; 3 = ChallengingChoose the best possible answer for each of the following:Multiple Choice Questions1.Early societies used infanticidea.as a solution for unwanted children.b.as a form of child labor.c.as a way to teach children.d.as a discipline method.Bloom’s Level: Knowledge2.With the dawn of the industrial revolution came new ways of using children in theworkforce. Children were used predominantly becausea.they could work long hours without tiring like adults would.b.they would do what their parents told them.c.their smaller hands and bodies enabled them to do things adults could not.d.their parents paid to have them employed so they wouldn't have to take careof them.Bloom’s Level: Knowledge3.What was one of the reasons Marian Wright Edelman founded the Children’s DefenseFund?a.to reform the juvenile justice systemb.to promote child labor practicesc.to end unfair adoption practicesd.to help children find employmentBloom’s Level: Knowledge4.The National Child Labor Committee was organized in 1904a.in accordance with the Children’s Defense Law.b.to create reforms for working children.c.as a result of the efforts of Charles Loring Brace.d.by the members of the White House Conference.Bloom’s Level: Knowledge5.Which of the following children would have been placed in the Carrie Steele OrphanHome in Atlanta?a.an American-Indian boyb.a Caucasian boyc.an African-American girld.a Vietnamese girlBloom’s Level: Comprehension

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76.What was an early forerunner of family preservation, which would have a significantinfluence on permanency planning efforts in later years?a.The Public Health Act of 1987b.The Indian Child Welfare Act of 1978c.The Child Rights Act of 1990d.The Child Treatment Act of 1962Bloom’s Level: Knowledge7.Carol is a mother of 5. She knows that she needs to make sure they eat balancedmeals and go to bed on time, but she is not sure how to go about doing this. Carol is experiencinga.parental rejection.b.maternal isolation.c.intrarole conflict.d.character deficiency.Bloom’s Level: Application8.An example of an advocacy agency for children isa.the Carrie Steele Orphan Home.b.the Diverse Population Foundation.c.the Native American Community.d.the Children’s Defense Fund.Bloom’s Level:Comprehension9.Jessie has a hard time believing that her friends will actually be supportive of herwhen she needs them. She is most likely suffering froma.interrole conflictb.child incapacityc.attachment disorderd.role rejectionBloom’s Level:Application10.This approach aims to help those being served gain a sense of control and empowerment that canlead to healing based on a child’s prior experiences.a.Trauma informed practiceb.Collaborativec.Individualizedd.Family centeredBloom’s Level: KnowledgeShort Answer Questions1.Why did the Greeks and Romans practice infanticide?Bloom’s Level: Comprehension2.What is an example of a problem a child laborer during or after the IndustrialRevolution might have experienced?Bloom’s Level: Comprehension3.What is the difference between role rejection and interrole conflict?

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8Bloom’s Level: Analysis4.Predict one challenge that will arise for child welfare workers in the next 20 years.Bloom’s Level: Evaluation5.Write a 2-sentence description of a child with attachment disorder.Bloom’s Level: Application6.Give an example of a role a child welfare worker might take. What type of servicewould this role perform?Bloom’s Level: Application7.Explain what it means to be a trauma-informed child welfare worker and how being a trauma-informedchild welfare worker is helpful to the children they serve.Bloom’s Level: ApplicationEssay Questions1.Evaluate the level of influence child advocacy programs of the 1960s, such as ProjectHead Start and the Children’s Defense Fund, had on current child welfare services.Be as specific as you can in your evaluation.Bloom’s Level: Evaluation2.Hypothesize how child welfare services will need to change in the next decade toaccommodate the growing diversity in the United States. Be as specific as you can in yourdiscussion.Bloom’s Level: Synthesis3.Historically speaking, what was/is the difference between out-of-home care anddaycare? Use specific examples from the text in your analysis.Bloom’s Level: Analysis4.Examine how the industrial revolution changed the role of children in the work force.Use specific examples from the text in your analysis.Bloom’s Level: Analysis

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9Chapter 2The Changing FamilyCHAPTER SUMMARYThe family is an ever changing institution that provides the basic foundation for societal values.The functions ofthe family are procreation, socialization, enculturation. In addition, families provide protection, financial andemotional support, meet the child’s basic needs, providefor medical and educational needs, and interpret the worldto the child and the child to the world. Failure to meet the obligations often precipitates interaction with the childwelfare system.The family is a system composed of a group of subsystems, each interrelated. This system operates through a seriesof roles and rules that govern how the family regulates itself and relates to the outside world. Communication refersto the manner in which family members relate to one another within the family system and to the outside world.Viewing a family as a system helps identify intergenerational patterns and increase the potential of breaking thosepatterns in the future.Families may be two parent, dual-wage-earner, single parent, or reconstituted or blended. Intergenerational familiesare less common and are mostly found in minority or newly immigrated families. More and more families rely onkinship caregivers as the primary caretaker.Families provide the foundation for attachment both within the family and with others. When nurturing is inadequateor inconsistent, the ability to attach may be disrupted, with significant implication on children’s future ability tofunction and develop appropriate relationships.Every family, no matter the cultural background, has a life cycle from the time the parents first come together untiltheir deaths. Each member of the family is affected by developmental milestones even after the adult children begintheir own nuclear families. Trauma may induce a breakdown of the life cycle that will warrant a family movethrough stages of transition.Culture plays a large role in the way families operate.The African American, Hispanic, Asian, Native American,Middle Eastern and Diversely Sexually Oriented groups are all composed of smaller cultures, each with its ownvalues, patterns of communication, and spiritual beliefs.The major stresses on today’s families are role definition and inequality, a variety of problems in parent–childrelations, and limitation in their abilities to cope with the disability of a family member. The future of the U.S.family appears to be influenced by the continued economic stressors on families, the likelihood that many coupleswill never marry, the changing role of the father, the role of blended families, the resolution of childhood conflicts,and the fact that families do not have as much control over their own functioning and resources as did theirpredecessors. How the family as a system will meet these challenges remains to be seen.STUDENT LEARNING OBJECTIVESStudents will be able to describe the ways in which an understanding of the rights and responsibilities offamily members influences the socialization of children in either discussion or a quick write.Students will analyze the structure and relationships within their own families by creating genograms.Students will be able to identify the correlation between the way a child learns to interact with others asfunction of attachment.Students will articulate the role that cultural tradition plays within the structure of families, from theperspective of young teenagers, through role playing.TEACHING TIPSIt might be helpful to invite students to summarize the information that they have read prior to beginning todiscuss it deeply. Asking students to identify the part of the chapter that they found most intriguing is aninnovative way to invite more class participation.Studentsfromspecificculturalbackgroundsmayhavedifficultyunderstandingthebehaviorsandcharacteristics of families from very different cultural backgrounds. It is essential that students understand

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10that just because certain characteristics and behaviors are different does not mean that they are strange orinferior.Students might have trouble distinguishing between generalizations and specific details. Emphasize that atseveral points throughout the text our author explains that the text contains generalizations about differenttypes of families because otherwise it would be too long.Help students develop deeper understandings of the information contained in this chapter by connecting theinformation to real families. For example, when discussing the cultures of Middle Eastern families, ask ifanybody knows a family from the Middle East. Also, take advantage of students as representatives fromspecific types of cultures and families.LECTURE GUIDE AND ASSET CORRELATIONThebelowlectureguideandassetcorrelationindicateswherediscussionprompts, assignments,activitiesconnect to a given topic. The full descriptions of these prompts and assignments follow the below guide.Discussion PromptsThroughout this chapter, various discussion prompts have been provided for in-class use. These promptsare developed to assist you in starting open conversation with students about key topics of the chapter.Assignments and ActivitiesThese assignments and activities can be used to expand thought process on the subject or to deepen thestudent’s understanding and application to real life circumstances.Chapter OutlineA Picture of Today’s Family (Discussion Question #1)The Family as a SystemFamily Roles and RulesCommunication Patterns (Discussion Question #3)Observation of the Family as a System (Activity #2)Types of Families and How They Function (Discussion Question #4)The Emotional Climate of FamiliesFamily Life CycleThe Impact of Culture on Families (Activity #3)Families with Anglo-European RootsFamilies with Native American RootsFamilies with African American RootsFamilies with Hispanic RootsFamilies with Asian Roots(Why is it important for effective social workers to both listenand look when working with families from different culturalbackgrounds? What does it mean to look?)Families with Middle Eastern RootsFamily with Diverse Sexual OrientationsStresses on Families and How They CopeParental/Family Dysfunction (Activity #1)Role Definition and InequalityParent-Child Relations (Discussion Question #2)DisabilityWhen Families Need Help (Discussion Question #5)The Family as a Resilient UnitSummary

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11DISCUSSION PROMPTS1.Why is it important for a good social worker to understand the ways in which different families interactamongst themselves? To connect this question to the chapter. Ask: Does this chapter provide the ultimateguide on understanding different types of families? Why or why not? (The word ultimate is a key word inthis question. Note that the author acknowledges that every family is ultimately unique.)2.What do the following words mean: “interpret the world for the child and interpret the child for the world”?Challenge students to consider how this statement reflects the relationship between parents and children.Invite them to give examples of how this interpretative process works. Ask them to specifically considerwhat this means in situations that do not involve cognitive or physical challenges.3.In what ways do families communicate? After addressing this question, challenge students to consider howcommunication can reinforce, or challenge, family roles and rules.4.What are the different ways in which families can be defined? During the process of answering thisquestion students should consider the ways in which family definitions overlap. Probe students by asking ifthey think that these ways of defining families are mutually exclusive from one another. If these definitionsare not mutually exclusive, how do students think that they are related to one another?5.Why is it important for effective social workers to both listen and look when working with families fromdifferent cultural backgrounds? Challenge students to consider what it means to look. Probe students as tohow they think that the information presented in this chapter can help them listen to and look at individualsmore effectively.ASSIGNMENTS AND ACTIVITIES1.Functional Families.In groups of three or four challenge students to create brief descriptions of what itmeans for a family to be functional.Allow students about twenty minutes to complete this activity. Aftergroups have completed work, reconvene the class and invite groups to share their answers with oneanother. If groups come up with different answers, challenge students to explain why this is so. Ideally,groups will present different descriptions for functioning families.If this occurs, prompt students toconsider the fact that one reason different perspectives exist on what it means for a family to be functionalis because different cultures, different sub-cultures, and indeed different families, view the functionality offamilies in different ways.2.Individual Genograms.Ask students to create genograms reflecting their own families. Students shoulduse Figure 2.1 in the textbook to find the symbols that are used in genograms. Tell them that they shouldgo back at least two generations before themselves in their genograms. After students have completed thiswork, ask them to share their work in groups of three or four. Whereas the information contained ingenograms can be very sensitive, allow students to choose their own groups. If appropriate inform the classthat everything discussed during this activity should remain confidential. An alternative assignment wouldhave students create genograms for hypothetical families. However, this activity is less desirable for manyreasons.3.Role-Playing Cultural Diversity.Assign different students different cultural backgrounds to role-play.Decide if students should represent their own cultures or different cultures. If they represent differentcultures, students from the cultures represented could critique their classmates’ performances.Challengestudents to imagine that they are young teenagers from families with specific cultural backgrounds.Students should explain the ways in which relationships in their families are different than relationships inother families, from different cultures. Consider allowing students to reference their textbooks during thisactivity so that they can use the descriptions of different cultural influences. During this activity, after therole playing, invite students to critique the ways in which different cultures were depicted.STUDENT LEARNING OUTCOMESThe student will be able to give a demographic picture of today’s familyThe student will be able to describe how the family can be seen as a system and the interrelated components

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12of that system.The student will be able to describe the types of families today and how development and emotional climatecomes into play.The student will be able to explain how culture impacts families and outline the main cultural groups andtheir characteristics.The student will be able to discuss the stressors that might bring families to the attention of child welfareagencies and what helps them to cope.ADDITIONAL RESOURCESBooksBaca Zinn, M., Eitzen, D. S., & Wells, B. (2010).Diversity in families(9th ed.). Upper Saddle River, NJ: PrenticeHall.Benokraitis, N. V. (2010).Marriages and families: Changes, choices and constraints(7th ed.). Upper Saddle River,NJ: Prentice Hall.Bidwell, L. D. M., & Vander Mey, B. J. (1999).Sociology of the family: Investigating family issues. Boston: Allyn &Bacon.Coltrane, S. L., & Collins, R. (2000).Sociology of marriage and the family: Gender, love, and property. Belmont,CA: Wadsworth.Lauer, L., & Lauer, J. (2011)Marriage and family: The quest for intimacy. (8th ed.). New York: McGraw Hill.Newman, D. (2008).Families: A sociological perspective. New York: McGraw Hill.Strong, B., DeVault, C., & Cohen, T. (2010).The Marriage and family experience: Intimate relationships in achanging society(11th ed.). Belmont, CA: Wadsworth.JournalsCavanaugh, S. E. (2012, January). Family instability, school context, and the academic careers of adolescents.Sociology of Education 85(1), 81-97.Davies, H. (2011, August). Sharing surnames: Children, family and kinship.Sociology 45(4), 554-569.Gilding, M. (2010, December). Reflexivity over and above convention: The new orthodoxy in the sociology ofpersonal life, formerly sociology of the family.The British Journal of Sociology 61(4), 757–777.Johnson, M. K., & Benson, J. (2012). The implications of family context for the transition to adulthood.EarlyAdulthood in a Family Context. National Symposium on Family Issues, 2(2), 87-103.Schofield, T.J., Conger, R. D., Conger, K. J., Martin, M. J., Brody, G., Simons, R., &Cutrona, (2011). Neighborhooddisorder and children’s antisocial behavior: The protective effect of family support among Mexican American andAfrican American families.American Journal of Community Psychology. DOI: 10.1007/s10464-011-9481-7Shaw, S. M. (2008, March). Family leisure and changing ideologies of parenthood.Sociology Compass 2(2), 688–703.Swartz, T. T. (2009, August). Intergenerational family relations in adulthood: Patterns, variations, and implicationsin the contemporary United States.Annual Review of Sociology, 35, 191-212.

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13Test BankMultiple Choice QuestionsDifficulty: 1 = Easy; 2 = Medium; 3 = ChallengingChoose the best possible answer for each of the following:Multiple Choice Questions1.Family roles area.present only in families that are functioning relatively normally.b.clear cut and socially prescribed.c.expected both by society and the individuals within the family.d.determined by family counselors.Bloom’s Level: Knowledge2.Genograms area.diagrams of how a family interacts with the rest of its environment.b.schematic diagrams of family relationships.c.maps of generational social deviance.d.charts depicting family support systems.Bloom’s Level: Knowledge3.A family in which two parents strive to raise mutual children with both parents in theworkforce is called aa.dual-action reconstituted family.b.workforce-dependent family.c.two-parent-dual-wage-earner family.d.multi-career-wage-dependent family.Bloom’s Level: Knowledge4.Native American families place a good deal of value ona.sharing.b.independence.c.the future.d.expressing emotion.Bloom’s Level: Knowledge5.African-American families often communicate usinga.formal discourse.b.name-calling.c.an intermediary.d.analogies.Bloom’s Level: Knowledge6.An individual who practices Taoism is MOST LIKELYa.Asian.b.Native American.c.Middle Eastern.d.African-American.

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14Bloom’s Level: Application7.A mother and her baby sleep in the same bed together. They are most likelya.African-American.b.Eurasian.c.Middle Eastern.d.Korean.Bloom’s Level: Application8.Foster care is an example ofa.a supportive service.b.a familial function.c.a substitute service.d.a social function.Bloom’s Level: Comprehension9.A man with a daughter marries a woman with a son. This is an example ofa.a functional family.b.a blended family.c.a controlled family.d.a single-earner family.Bloom’s Level: Comprehension10.An example of a culture that values assertiveness isa.Asian.b.Native American.c.European.d.Aboriginal.Bloom’s Level: ComprehensionShort Answer Questions1.Why is it unlikely that an Asian father would sexually abuse his daughter?Bloom’s Level: Comprehension2.What is a major difference between educated Middle Easterners from large urbanareas and those from more rural settings?Bloom’s Level: Analysis3.How does serving in the military impact family life?Bloom’s Level: Comprehension4.A step-father and a step-child are experiencing conflict. What might be at the root ofthis tension?Bloom’s Level: Application5.How would members of a Native American community communicate with oneanother regarding an important decision?

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15Bloom’s Level: Application6.Predict the impact of economic stressors on the family in the next decade.Bloom’s Level: EvaluationEssay Questions1.Compare and contrast the communication patterns, values and spiritual beliefs of thefamilies of three different cultural groups. How do these differences influence theway in which these families function?Bloom’s Level: Analysis2.Some cultures are said to value individualism and some collectivism. What is meantby this statement? First, predict what a parent in a family that values individualism might hold aspriorities for his or her high-school aged child. Next, predict what a parent in a family that valuescollectivism might hold as priorities for his or her high- school aged child.Bloom’s Level: Evaluation3.Think of your own family or a family that you know. What can you tell about thefamily? Given these facts, can you speculate on the communication patterns and some of thefamily rules? What might they be?Bloom’s Level: Analysis4.Describe what is meant by the “emotional climate” of a family. Next, hypothesizehow the outcomes of a family dysfunction, such as an alcoholic parent, would affect this climate.Be as specific as you can in your hypothesis.Bloom’s Level: Synthesis

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16Chapter 3Children and PovertyCHAPTER SUMMARYPoverty may be defined using various standards including absolute poverty, relative poverty or alternately the Self-sufficiency Standard. Defining poverty helps in determining a family’s ability to meet basic needs. Childrenrepresent the largest population living in poverty in the United States today; the numbers have increased alarminglyover the last twenty years. A steep rise of children in poverty and homelessness followed the recession of 2008 withminority children making up a large percentage of this population.Multiple economic factors have contributed to the increase in poverty or reinforced its’ cyclical nature. The sloweconomic recovery added to the numbers of children in poverty, while constricting employment triggered a rise infamily homelessness. Family violence, runaway behavior, and issues surrounding LGBTQ youth are amongst thestressors contributing to childhood poverty. Poor education limits opportunities, particularly for young parents.Maternal education plays a particularly large role in children’s outcomes. Persons with disabilities and immigrantchildren face similar economic challenges as policies may not address problems entirely and the demand outpacesthe availability of resources.Children in poverty are subject to many life stressors, including a variety of health concerns, lack of healthinsurance, poor educational opportunities, inadequate housing, and increased violence, both at home and in thestreets. Homelessness leads to higher incidence of risk behaviors. Physical health, mental health and education maybe compromised while access to affordable quality health care continues to be a significant challenge for higher riskpopulations. The likeliness of violence in the home rises bringing about an increase in abuse and neglect. Chronicfamily stress has traumatic short and long term negative effects on family and child functioning generating the needfor trauma informed responses.Programs, services and legislative efforts date back to the War on Poverty that attempted to change the “culture ofpoverty’ in America. Although the effort was thwarted by the Vietnam War, a conceptual framework andacknowledgment of conditions was established. Currently, many programs address the needs of poor children andtheir families. Programs and services take form as concrete, community-based or wraparound. Programs addressfinancial, health, disabilities, childcare and education, and housing needs. Using the Self Sufficiency Standard haspromoted increased utilization of resources.Historically progress has resulted from a combination of a positive economy, legislative change, and development ofnew programs. Today, there is much discussion about how we can reduce the incidence of poverty. Many economic,social, legislative and familial factors generate barriers to progress. Efforts to reduce poverty will require multipleperspectives and include changes in public policy, civic action and volunteer work.STUDENT LEARNING OBJECTIVESStudents will be able to analyze why children are the population most significantly affected by poverty inthe United States today.Students will be able to cite reasons why childhood poverty is increasing today.Students will be able to evaluate the effects of poverty on children and discuss the major contributingfactors to these effects.Students will be able to apply their knowledge of the programs designed to help poor families.Students will be able to explain what is necessary to reduce childhood poverty.TEACHING TIPSIt might be helpful to invite students to summarize the information that they have read prior to beginning todiscuss it deeply. Asking students to identify the part of the chapter that they found most intriguing is an

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17innovative way to invite more class participation.Encourage students to put themselves in the place of parents and children living below the poverty line asthey read this chapter. In doing so, ask them to consider the unique problems faced by families living underthe poverty line.Students might have trouble distinguishing between generalizations and specific details. Emphasize that atseveral points throughout the text our author explains that the text contains generalizations about differenttypes of families because otherwise it would be too long.LECTURE GUIDE AND ASSET CORRELATIONThe below lecture guide and asset correlation indicates where discussion prompts, assignments, activities connect toa given topic. The full descriptions of these prompts and assignments follow the below guide.Discussion PromptsThroughout this chapter, various discussion prompts have been provided for in-class use. These promptsare developed to assist you in starting open conversation with students about key topics of the chapter.Assignments and ActivitiesThese assignments and activities can be used to expand thought process on the subject or to deepen thestudent’s understanding and application to real life circumstances.Chapter OutlineDemographics: Who are the Poor(Discussion Question #1)Defining Poverty(Discussion Question #2) (Activity #1)DemographicsGeographic Distribution of PovertyFamily Composition: Child’s Age and Family StructureCultural Membership and Risk of PovertyCauses of PovertyThe Great Recession and Employment DifficultiesChild and Family HomelessnessParents’ Education and How Children are AffectedDisabilitiesImmigrationAdditional Causes of PovertyImpact of Poverty (Discussion Question #3)Impoverished EnvironmentHealth, Development and EducationEfforts to Alleviate Poverty (Discussion Question #4) (Discussion Question #5) (Activity #2)Prevention Services and Assistance ProgramsOpportunities for YouthWhy Poverty EnduresShaping the Future of Poverty Prevention and Services (Activity #3)How to Reduce Child Poverty Right NowSummaryDISCUSSION PROMPTS1.What are some of the characteristics of poor children? Discuss where these children live and who cares forthem. Explain the increase in poverty for certain ethnic groups.2.What is the definition of poverty in the U.S.? How does the poverty line relate to this definition? Discusshow the poverty line is determined and the benefits and criticisms of using this to establish who is poor.

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183.What are some of the problems children face when they grow up in poverty? Specifically, discuss theimpact of poverty on the health, nutrition, and safety of children. What are the traumatic effects of povertyand what outcomes might a child face without effective intervention?4.What are some of the recent efforts to fight poverty? Have these programs been effective? Are therecertain groups these programs may overlook?5.What are some of the steps the U.S. can take to reduce child poverty? First, discuss the suggestions in thebook. Next, come up with your own ideas to reduce the number of poor children in the U.S. What is therole of social workers in these efforts?ASSIGNMENTS AND ACTIVITES1.In the shoes of a mother at the poverty line.Have each student imagine that he/she is a mother at thepoverty line. Tell him/her: "You have three children, two of whom are in diapers and one who is onformula. By looking at apartment ads in the local newspaper and price shopping at the market, construct afamily budget within the allotment of a family at the poverty line (or a family receiving TANF). Rememberto include rent, food, paper goods, toiletries, diapers, and formula." After the students have constructed andshared this budget, ask them to talk about their feelings in this mother's situation.2.Social welfare programs.Ask students to research social welfare program affecting children (theinstructor can assign each student or group a specific program to research). Options include interviewinglegislators about their views or interviewing members of advocacy groups. To supplement this activity, theinstructor can invite a speaker from a local child welfare agency to speak to the class.3.Helping the poor.Read the following quotation by John F. Kennedy to students: “If a free society cannothelp the many who are poor, it cannot save the few who are rich.” Ask students to analyze this quotation(individually or in small groups), based on what they have learned about poverty. Do they agree or disagreewith Kennedy’s words? Why? Engage students in a class discussion regarding their thoughts about thequote. As a supplement to this activity, students can create their own quotes about poverty and socialresponsibility.STUDENT LEARNING OUTCOMESThe student will be able to define the demographics of children and families living in poverty.The student will be able to describe the causes of poverty and how children and families are affected.The student will be able to explain the impact of poverty on children and their familiesThe student will be able to outline present and future efforts to alleviate povertyADDITIONAL RESOURCESBooksCarnegie Corporation. (1994).Starting points: Meeting the needs of our youngest children. New York: CarnegieCorporation.Dahl, K. (Ed.). (1998).The state of America’s children yearbook.Washington, DC: Children’s Defense FundDiNitto, D. M. (2011).Social welfare policy: Politics and public policy(7th ed.). Boston: Allyn & Bacon.Popple, P. R., &Leighninger, L. (2008).Social work, social welfare, and American society. (7th ed). Boston: Allyn& Bacon.Schoor, L. B. (1988).Within our reach. New York: Anchor Books.Siegel, L. J. & Welsh, B. C. (2011). Juvenile delinquency: Theory, practice and law. Belmont, CA: Wadsworth.Sherman, A. (1994).Wasting America’s Future: The Children’s Defense Fund report on thecost of child poverty.Boston: Beacon Press.Sidel, R. (1986).Women and children last: The plight of poor women in affluent America.New York: Penguin

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19Books.Tower, C. C. & White, D. J. (1989).Homeless students.Washington, DC: National Education Association.JournalsAbramovitz, M. (2005). The largely untold story of welfare reform and the human services,”Social Work, 50, 175–186.Coontz, S. (1995). The American family and the nostalgia trap.Phi Beta Kappan, 25(7), 1–20.Hart-Shegos, E. (1999). Homelessness and its effects on children.Minneapolis: FamilyHousing Fund.Lens, V. (2002). TANF: What went wrong and what to do next.Social Work, 47, 279–290.FilmsGrubin, D. (Producer). (1991).War on poverty[Motion picture]. United States: PBS Video.Marshall, T. (Director). (1988).Workfare, welfare: What's fair?[Motion picture]. United States: Films forHumanities and Sciences.Marshall, T. (Director) & Rosenblum, M. (Producer). 1992.Children of poverty[Motion picture]. United States:Films for Humanities and Sciences.Weisberg, R. (1995).Making welfare work[Motion picture]. United States: Filmmakers Library.

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20Test BankMultiple Choice QuestionsDifficulty: 1 = Easy; 2 = Medium; 3 = ChallengingChoose the best possible answer for each of the following:Multiple Choice Questions1.Which is not used as a standard to define poverty?a.Absolute Povertyb.Relative Povertyc.Family Poverty.d.Self-sufficiency standardBloom’s Level: Knowledge2.Family structure correlates to poverty due toa.Increased commitment to child rearing depending on family unit.b.More members produce more resourcesc.Child support helps qualify for assistanced.Resources in the homeBloom’s Level: Knowledge3._______ are disproportionately likely to live in poverty.a.Minority children.b.Asian American Childrenc.Children in two-parent households.d.Children who live in the suburbs.Bloom’s Level: Knowledge4.Childhood poverty has __________ in the last decade.a.declined slightlyb.stayed the samec.declined dramaticallyd.risen steadilyBloom’s Level: Knowledge5.Parents may develop poor coping habits that consequently impact their children due toa.Chronic Stress.b.Lack of Faith.c.Inability to provide proper parenting.d.Oppressive lawsBloom’s Level: Knowledge6.Homeless youth have an increased likelihood ofa.Going to churchb.High-risk activitiesc.Staying in schoold.Gaining independenceBloom’s Level: Comprehension

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217.Adverse childhood experiences?a.Increase resilience.b.Increase likelihood of health problems in adulthood.c.Do not predict childhood outcomesd.Improve the likelihood of success in adulthoodBloom’s Level: Comprehension8.The legislation that mandated school districts to have homeless liaisons to help youth and their familiesaccess services and coordinate districts for continuing education.a.Child Protection and Education Actb.McKinney-Vento Actc.School Choiced.TANFBloom’s Level: Comprehension9.Which was not defined as a contributing reason poverty endures?a.Mass incarcerationb.Deteriorating Public Education.c.Decreasing supply of resourcesd.Shift to low-wage jobs.Bloom’s Level: Application10.One of the problems identified with programs intended to work against poverty is they area.Usually short term fixesb.Discriminatingc.Outdatedd.FragmentedBloom’s Level: ApplicationShort Answer Questions1.What is an example of a program that has helped children in poverty gain access tohealth care?Bloom’s Level: Comprehension2.What is an example of some of the recent efforts to fight poverty in the U.S.?Bloom’s Level: Comprehension3.What is a major difference when it comes to housing between children who live inpoverty and those who don’t?Bloom’s Level: Application4.Which anti-poverty program would most benefit a family with low earnings?Bloom’s Level: Application5.Briefly analyze what attitudinal changes are needed to reduce child poverty.Bloom’s Level: Analysis6.Briefly predict what could happen to a child with no access to healthcare.Bloom’s Level: Evaluation

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22Essay Questions1.Examine some of the factors that have contributed to the increase in child povertytoday.Bloom’s Level: Analysis2.Analyze how the consequences of growing up in poverty impact a child for the rest ofhis or her life. Include the following factors in your analysis: health, education,safety.Bloom’s Level: Analysis3.Given the current state of childhood poverty in the United States, decide what themost effective solutions to childhood poverty are. How might these best be implemented?Bloom’s Level: Evaluation4.If nothing happens to change the growing trend of children in poverty, what will thecountry be like in ten years? Where will these children end up? What impact will this have on educationaland economic systems?Bloom’s Level: Synthesis

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23Chapter 4Children and Violence in the CommunityCHAPTER SUMMARYWe are reminded daily of the problems that face our children and youths. Amongst the most obvious problems areviolence and substance abuse. Increasingly, children are exposed to violence on the streets and in their homes.Evidence suggests the U.S. is one of the more violent societies amongst Western Powers. We are learning the variedlong term effects exposure to violence has on younger children.One manifestation of violence—gangs—has become a significant problem. Some experts break gangs into multiplecategories. Each gang operates with a specific purpose and varies in degree of cohesion, organization and orientationaround a specific criminal agenda. Gangs vary in criteria for identity or association. Gangs offer youths a sense ofbelonging, a feeling of purpose, and often the thrill of risk taking. Gangs often provide an alternative source ofpurpose and value when family and society fall short, particularly the critical notion of permanence. Membershipmay differ in level of association, commitment and duration. Gangs may migrate to find new markets. Manysimilarities and differences exist between male and female gang members.Schools are now marred by violent incidents, notably, a rise in school shootings. Bullying has now become apronounced source of aggression and means for youth to demonstrate power. Youth fall prey to the proliferation ofaggression through social media and cyber bullying.Relationships, too, have become violent for many teens. These abusive relationships often carry over into the homeenvironment, creating partners who sexually or otherwise physically abuse spouses. Domestic violence andspecifically Battering, in turn, effect the children by making them fearful and guilty as well as causing them torepeat the cycle of abuseChildren are affected by substance abuse when they watch their parents abuse substances and when they themselvesbecome substance abusers. Children whose parents abuse alcohol or drugs may develop FASD or may suffer fromwithdrawal at birth from various drugs. These chemicals can leave children with permanent impairments. Abuse andneglectby parents under the influence may impact on a child’s ability to attach. In addition, children whose parentsare chemically dependent are affected psychologically and may end up becoming caregivers of both their addictedparents and younger siblings and having psychological scars impairing self-concept and impeding the ability tocope. Some children also contract HIV from substance-abusing parents.Many chemically dependent children are attempting to cope with lives that are less than satisfying. Others becomeaddicted due to peer influences. The notion, often perpetuated by the media, that a quick fix is a thrill is anotherallure of taking drugs. Designer street drugs and loosening regulation around drugs may compound the effect foryouth. For chemically dependent youths, there are often limited treatment resources, although the number of suchservices appears to be increasing.STUDENT LEARNING OBJECTIVESStudents will be able to explain what constitutes a gang, cite different types of gangs, and describe theirpurpose.Students will be able to analyze the reasons behind violence in relationships between youths.Students will be able to demonstrate an understanding of the factors surrounding violence in homes andschools.Students will be able to evaluate the effects of parental substance abuse on children at different ages.Teaching TipsIt might be helpful to invite students to summarize the information that they have read prior to beginning todiscuss it deeply. Asking students to identify the part of the chapter that they found most intriguing is aninnovative way to invite more class participation.

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24To connect to the material on a deeper level, encourage students to put themselves in the place of childrenliving with violence or addiction as they read this chapter. In doing so, ask them to consider the uniqueproblems faced by these children.Ask students to be mindful of the variety of places in which children and youths experience violence, aswell as the myriad factors that lead to and promote violence in these settings.Ask students to recall a situation in which they heard about or know of a person who is experiencing aviolence or Substance abuse. Have them reflect the challenges posed by the circumstances. Ask them toconsider the opposing influences on the victim’s choices.LECTURE GUIDE AND ASSET CORRELATIONThe below lecture guide and asset correlation indicates where discussion prompts, assignments, activitiesconnect to a given topic. The full descriptions of these prompts and assignments follow the below guide.Discussion PromptsThroughout this chapter, various discussion prompts have been provided for in-class use. These prompts aredeveloped to assist you in starting open conversation with students about key topics of the chapter.Assignments and ActivitiesThese assignments and activities can be used to expand thought process on the subject or to deepen thestudent’s understanding and application to real life circumstances.Chapter OutlineChildren in a Culture of Violence(Discussion Question #1)War in the Streets(Discussion Question #2) (Activity #1)Gangs on the StreetsInfluences on Youth ViolenceSchool Violence and Bullying(Activity #3)Peer Violence in RelationshipsViolence in Families(Discussion Question #3)Children and Substance Abuse(Activity #2)Addicted Parents(Discussion Question #4)Fetal Alcohol Spectrum DisordersEffects of parental drug/alcohol addiction on InfantsAddicted Parents and Preschool ChildrenAddicted Parents and Older Children and AdolescentsPracticingAlcoholic/AddictedParent(PAAP)SyndromeChildren of Addicted Parents and the AIDS EpidemicEffects in Later Life of Having a Substance-Abusing ParentAddicted Children and Adolescents(Discussion Question #5)Effects and Treatment of Adolescent Drug AbuseSummaryDISCUSSION PROMPTS1.In what ways are today’s children exposed to violence? List the examples found in the text. What are theeffects of this exposure? Expand upon the text by imagining possible outcomes of being exposed toviolence in various settings.2.What are the causes of gang violence? List examples found in the text. What effects might this have onyouth? Expand upon the text by imagining possible outcomes of being exposed to gang violence.3.What are some of the reasons behind violence in the home? List the examples from the text. What can bedone to put an end to this cycle of violence? What is the social worker’s role in this process?

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254.What are the effects on children when their parents abuse substances? Explain each of these across thedevelopment of the child.5.What are some of the problems faced by chemically dependent adolescents? List examples from the text.How can social workers best help them?ASSIGNMENTS AND ACTIVITES1.Impact of Community Violence.Have students watch "There Are No Children Here," which depicts thelives of two brothers in a Chicago housing project (the book on which it is based is quoted in this chapter)to demonstrate the impact of community violence on children's lives.2.Family Substance Abuse Problems.There are some excellent resources on familysubstance abuseproblems available in most communities. Check with local alcohol or drug treatment facilities for possiblespeakers to invite in to your class.3.Putting an End to Bullying.Ask students to discuss instances of bullying they have witnessed or heardabout. Where did the bullying take place? Who was involved? Did someone step in to stop it? Next, havestudents brainstorm what steps can be taken in our public schools to reduce instances of violence andbullying.STUDENT LEARNING OUTCOMESThe student will be able to articulate the various contexts in which violence occurs against and amongchildren.The student will be able to describe the connection between parental substance abuse and problems inchildren and youths.The student will be able to describe the treatment options available for adolescents with substance abuseissues.ADDITIONAL RESOURCESBooksAbel, E. L. (2010).Fetal alcohol syndrome.New York: Springer-Verlag.Chesney-Lind, M., & Pasko, L. (2003).Female offenders.Thousand Oaks, CA: Sage.Crosson-Tower, C. (2010).Understanding child abuse and neglect.Boston: Allyn & Bacon.Daniels, J. A., & Bradley, M. C. (2011). Preventing lethal school violence.New York: Spring-Verlag.Flowers, R. B. (2008).Drugs, alcohol and criminality in American society.Jefferson, NC: MacFarland.Hilarski, C. (Ed.). (2005).Addiction, assessment, and treatment with adolescents, adults, and families.New York:Haworth.Hoffman, A. M. (Ed.). (1997).Schools, violence and society.Westport,CT: Praeger.JournalsBoyce, M. (2010). A better future for baby: Stemming the tide of fetal alcohol syndrome.Journal of FamilyPractice, 59(6), 337–345.Bushman, B. J., & Anderson, C. J. (2001). Media violence and the American public: Scientific facts vs. mediamisinformation.American Psychologist,56, 477–489.Gray, H. M., & Foshee, V. (1997). Adolescent dating violence.Journal of Interpersonal Violence,12, 126–141.Graziano, A. M. (1994). Why we should study subabusive violence against children.Journal of Interpersonal

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26Violence,9(3), 412–419.Hamarus, P., & Kaikkonen, P. (2008). School bullying as a creator of pupil peer pressure.Educational Research,50(4), 333–345.FilmsAddison, A. W. (Director). (1993).There are no children here[Motion picture]. UnitedStates: Lomo Productions.

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27Test BankMultiple Choice QuestionsDifficulty: 1 = Easy; 2 = Medium; 3 = ChallengingChoose the best possible answer for each of the following:Multiple Choice Questions1.A gang that exists primarily to protect its own turf is aa.predatory gang.b.drug gang.c.territorial gang.d.hedonistic gang.2.Which of the following statements about date rape is true?a.It is justified when a girl leads on her date and he cannot stop.b.It is always the responsibility of both partners.c.It appears to be related to specific attitudes and accepted behaviors among today’s adolescents.d.It has become less of a problem now that most people are aware of it happening.3.Children whose mothers are addicted to drugs while pregnanta.may go through withdrawal at birth.b.rarely show any effects of their mother’s addiction.c.typically die at birth.d.have an increased flow of oxygen to the brain.4.Bullying in schoolsa.rarely becomes violent.b.is always done by boys.c.is never done in front of teachers.d.can lead to extreme violence.5.“Subabuse” refers to acts of violencea.that do not reach the proportions to be categorized as abuse.b.toward substitute teachers or school administrators.c.that are directed toward women only.d.toward members of an enemy gang.6.Why do critics say that the media has an influence on the amount of violence insociety?a.The media desensitizes people to the committing of violent acts.b.Children who watch violent TV are less likely to commit violent acts.c.Nearly all crimes are based on crimes people saw on TV.d.Parents who let their children watch violent TV are violent individuals.7.Why have gangs become so popular?a.The number of families receiving TANF has increased.b.The film “West Side Story” has been revived and gangs have a new appeal.c.The government has developed new programs to help gang members.d.The breakdown of the family unit causes youths to seek belonging elsewhere.

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288.Why do most men batter their wives?a.The men’s wives drive them to it.b.The men who do it are always mentally ill.c.The men are responsible for too many children.d.The men have poor self-images.9.A child of an alcoholic mother who is physically and mentally impaired is most likelysuffering froma.fetal alcohol syndrome.b.alcohol proximity trauma.c.alcohol toxemia.d.infant alcohol resistance.10.A non-sexually active woman has recently contracted HIV. She most likelycontracted ita.from a toilet seat that someone with HIV had used.b.by using the same drinking glass as someone with HIV.c.from contact with the blood of someone who has HIV.d.by kissing someone with HIV.11.What primary needs may be met by gangs making them attractive to new members?a.Risk taking and aggressionb.Belonging and permanencyc.Boredom and interestd.Love and affectionShort Answer Questions1.How prevalent is gun violence among/toward children?Bloom’s Level: Comprehension2.How are female gang members organized? What are their roles within the gang?Bloom’s Level: Comprehension3.A 5th grader who calls a classmate names is engaging in what type of bullying?Bloom’s Level: Application4.Give an example of a reason a woman would stay in an abusive relationship.Bloom’s Level: Application5.What is the difference between gang violence and peer violence?Bloom’s Level: Analysis6.A man abuses his wife in front of his children, but is never violent with the children.What effect might this have on the children?

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