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

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    Instructor’s Manual and Test Bank For Exploring Child Welfare: A Practice Perspective 7 th Edition Crosson-Tower Prepared by Robert Mann

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    Table of Contents 1. Children: Our Most Important Resource 1 2. The Changing Family 9 3. Children and Poverty 16 4. Children and Violence in the Community 23 5. Children Against the Backdrop of War: Addressing the Needs of Military Families 30 6. Trauma-Sensitive Educational Settings 37 7. Child Abuse and Neglect: Protecting Children When Families Cannot 43 8. Family Preservation or Child Placement? Serving the Child’s Best Interests 49 9. Juvenile Court Justice: Promoting the Rights and Welfare of Children and Families 56 10. Teenage Pregnancy and Parenting 63 11. Children in Family Foster Care 69 12. The Adoption of Children 79 13. Children in Residential Setting 87 14. Our Children’s Future 94 Answer Key 100

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    1 Chapter 1 Children: Our Most Important Resource CHAPTER SUMMARY The role of child welfare services is to provide a safety net for children. When seeking to understand how today’s services for children operate, it is helpful to consider the past. Children have always been at the mercy of their caregivers. 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 to work long hours. An early form of child labor was indenture, a system in which children worked as apprentices to tradesmen. 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 advocated for children over the years. The U.S. Children’s Bureau (founded in 1912), Family Welfare Association (formerly the 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 their parents, even to almshouses, where the conditions could be unfit for adults, let alone their offspring. Later, the care of orphaned children or children whose parents could not care for them shifted to orphanages. In the late nineteenth century, Charles Loring Brace, feeling that a family setting was a better environment for children than an institutional setting, instituted “placing out,” whereby children were sent by train to the Midwestern United States to live with farm families. Minority children were excluded from the programs for white children. An African American child might be sent to a reform school rather than an orphanage or private home. Native American children were often sent to boarding schools 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 maltreated Mary Ellen Wilson gave rise to the Society for the Prevention of Cruelty to Children and the first formalized efforts to protect children from abuse and neglect. Over the years, numerous pieces of legislation have been enacted to protect 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 family preservation (keeping families intact) and permanency planning (finding permanent arrangements as early as possible 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 the home. We are also beginning to recognize the importance of attachment in children’s lives and to seek new ways to provide the consistency that enables children to develop healthy relationships. In recognition of this need, The Adoptions and Safe Families Act of 1997 (P.L. 105-89) was signed into law by President Clinton on November 19, 1997. The new law, which amends the 1980 Child Welfare Act (P.L. 96-272), clarifies that the health and safety of children served by child welfare agencies must be their paramount concern and aims to move children in foster care more quickly into permanent homes. ASFA is one of many reforms spurred by CAPTA (Child Abuse Prevention and Treatment Act), passed in 1974 here priority for provision of services and protection of children w as recognized. Funding, always an issue in the provision of child welfare services, is a major concern. Critics of the move to collapse funds into block grants contend that services to children would be cut substantially. Others argue that it is the person al touch that is lacking in today’s agency efforts. The fact remains that children are our most important resource. Strengthening the safety net that protects them from harm and enables them to develop safely and healthfully is the obligation of all adults.

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    2 STUDENT LEARNING OBJECTIVES  Students will be able to explain why abortion, infanticide, and abandonment were practiced throughout history.  Students will be able to analyze how the early efforts of reformers to intervene in child labor influenced current child labor laws and practices.  Students will be able to cite the individuals and organizations providing advocacy for children over the years.  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 services should address attachment issues.  Students will be able to differentiate between the various types of roles a child welfare worker of today might take in serving children.  Students will be able to identify key legal and social reforms representing how society reacts to and addresses 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 to discuss it deeply in class. Asking students to identify the part of the chapter that they found most intriguing is an innovative way to invite more class participation.  Students from specific cultural backgrounds may have difficulty understanding the behaviors and characteristics of families from very different cultural backgrounds. It is essential that students understand that just because certain characteristics and behaviors are different does not mean that they are strange or inferior.  Students might have trouble distinguishing between generalizations and specific details. Emphasize that at several points throughout the text our author explains that the text contains generalizations about different types of families because otherwise it would be too long.  Help students develop deeper understandings of the information contained in this chapter by connecting the information to real families. For example, when discussing the cultures of Middle Eastern families, ask if anybody knows a family from the Middle East. Also, take advantage of students as representatives from specific types of cultures and families. LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities connect 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 are 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 the student’s understanding and application to real life circumstances. Chapter Outline The Need for Child Welfare Services Today (Activity #1) A Brief History of the Plight of Children

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    3 Abortion, Infanticide, and Abandonment Child Labor and Education (Discussion Question #1) Early Efforts to Care For and Help Children Out-of-Home Care Childcare (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 Children Services for Today’s Children (Discussion Question #9) Services in the Future Becoming a Child Welfare Worker Today (Activity #2) (Discussion Question #4) Summary DISCUSSION PROMPTS 1. How has society’s concept of childhood evolved through history? How are changes of perception represented? 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 still work to be done in the area of child labor? 3. How did daycare institutions come to be? What are some of the issues that contemporary families face with daycare? How could a social worker help them with these problems or issues? 4. What/who are the main agencies, individuals, and pieces of legislation that have actively advocated the provision of services for children? Do you think that current child services agencies provide adequate resources for children and their families? What is the role of the social worker in making sure 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 the reforms and current services that are indicative of the changing view of children? How are children viewed today? What is your perception of children? How will this perception inform or influence your work as a social worker? 6. What are some of the issues that require the child welfare system to intervene in order 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 for resources? 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 the perception of child-rearing responsibilities? What do you anticipate will be the long-term effect of these changes? 9. How have the various reforms in the late 20 th Century and Early 21 st century attended to the needs of Children? How have priorities around children shifted? ASSIGNMENTS AND ACTIVITES 1. Messages about Children. Brainstorm with the class about things they have heard people say about children, both today and in years past. For example, “Children should be seen and not heard” or the use of derogatory terms such as “rug rats.” Have these messages changed over the y ears? 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 larger group and discuss. 2. Area Resources. Have the students find out what children’s services resources there are in the community. They might devise a resource list or suggest what speakers they might want to hear from various agencies. 3. Child Welfare Panel. Organize (or have students organize) a panel of representatives from 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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    4 groups. 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 of helping? How would this philosophy work with children? What would be my biggest challenge in working with children? Ask the students to bring the papers to class and discuss them in small groups or, if they are comfortable, 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 ways in which services address these issues.  The student will develop an understanding of how individuals and organizations that have provided advocacy 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 serving children.  The student will develop an understanding of the relationship between changing needs of children and families and the policies and legislation that aims to meet those needs. ADDITIONAL RESOURCES Books Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books. 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: Oxford University 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 attachment disorder 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 labor reform in America. Chicago: Quadrangle Books.

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    5 Vinovskis, M. A. (2005). The birth of Head Start. Chicago: University of Chicago Press. Journals Hacsi, 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: Community response 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 care from 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. Films Hearn, 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 for the 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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    6 Test Bank Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: Multiple Choice Questions 1. Early societies used infanticide a. 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: Knowledge 2. With the dawn of the industrial revolution came new ways of using children in the workforce. Children were used predominantly because a. 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 care of them. Bloom’s Level: Knowledge 3. What was one of the reasons Marian Wright Edelman founded the Children’s Defense Fund? a. to reform the juvenile justice system b. to promote child labor practices c. to end unfair adoption practices d. to help children find employment Bloom’s Level: Knowledge 4. The National Child Labor Committee was organized in 1904 a. 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: Knowledge 5. Which of the following children would have been placed in the Carrie Steele Orphan Home in Atlanta? a. an American-Indian boy b. a Caucasian boy c. an African-American girl d. a Vietnamese girl Bloom’s Level: Comprehension

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    7 6. What was an early forerunner of family preservation, which would have a significant influence on permanency planning efforts in later years? a. The Public Health Act of 1987 b. The Indian Child Welfare Act of 1978 c. The Child Rights Act of 1990 d. The Child Treatment Act of 1962 Bloom’s Level: Knowledge 7. Carol is a mother of 5. She knows that she needs to make sure they eat balanced meals and go to bed on time, but she is not sure how to go about doing this. Carol is experiencing a. parental rejection. b. maternal isolation. c. intrarole conflict. d. character deficiency. Bloom’s Level: Application 8. An example of an advocacy agency for children is a. the Carrie Steele Orphan Home. b. the Diverse Population Foundation. c. the Native American Community. d. the Children’s Defense Fund. Bloom’s Level: Comprehension 9. Jessie has a hard time believing that her friends will actually be supportive of her when she needs them. She is most likely suffering from a. interrole conflict b. child incapacity c. attachment disorder d. role rejection Bloom’s Level: Application 10. This approach aims to help those being served gain a sense of control and empowerment that can lead to healing based on a child’s prior experiences. a. Trauma informed practice b. Collaborative c. Individualized d. Family centered Bloom’s Level: Knowledge Short Answer Questions 1. Why did the Greeks and Romans practice infanticide? Bloom’s Level: Comprehension 2. What is an example of a problem a child laborer during or after the Industrial Revolution might have experienced? Bloom’s Level: Comprehension 3. What is the difference between role rejection and interrole conflict?

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    8 Bloom’s Level: Analysis 4. Predict one challenge that will arise for child welfare workers in the next 20 years. Bloom’s Level: Evaluation 5. Write a 2-sentence description of a child with attachment disorder. Bloom’s Level: Application 6. Give an example of a role a child welfare worker might take. What type of service would this role perform? Bloom’s Level: Application 7. Explain what it means to be a trauma-informed child welfare worker and how being a trauma-informed child welfare worker is helpful to the children they serve. Bloom’s Level: Application Essay Questions 1. Evaluate the level of influence child advocacy programs of the 1960s, such as Project Head 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: Evaluation 2. Hypothesize how child welfare services will need to change in the next decade to accommodate the growing diversity in the United States. Be as specific as you can in your discussion. Bloom’s Level: Synthesis 3. Historically speaking, what was/is the difference between out-of-home care and daycare? Use specific examples from the text in your analysis. Bloom’s Level: Analysis 4. 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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    9 Chapter 2 The Changing Family CHAPTER SUMMARY The family is an ever changing institution that provides the basic foundation for societal values. The functions of the family are procreation, socialization, enculturation. In addition, families provide protection, financial and emotional support, meet the child’s basic needs, provide for medical and educational needs, and interpret the world to the child and the child to the world. Failure to meet the obligations often precipitates interaction with the child welfare system. The family is a system composed of a group of subsystems, each interrelated. This system operates through a series of roles and rules that govern how the family regulates itself and relates to the outside world. Communication refers to 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 those patterns in the future. Families may be two parent, dual-wage-earner, single parent, or reconstituted or blended. Intergenerational families are less common and are mostly found in minority or newly immigrated families. More and more families rely on kinship caregivers as the primary caretaker. Families provide the foundation for attachment both within the family and with others. When nurturing is inadequate or inconsistent, the ability to attach may be disrupted, with significant implication on children’s future ability to function and develop appropriate relationships. Every family, no matter the cultural background, has a life cycle from the time the parents first come together until their deaths. Each member of the family is affected by developmental milestones even after the adult children begin their own nuclear families. Trauma may induce a breakdown of the life cycle that will warrant a family move through 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 own values, patterns of communication, and spiritual beliefs. The major stresses on today’s families are role definition and inequality, a variety of problems in parent– child relations, 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 couples will 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 their predecessors. 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 of family 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 as function of attachment.  Students will articulate the role that cultural tradition plays within the structure of families, from the perspective 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 to discuss it deeply. Asking students to identify the part of the chapter that they found most intriguing is an innovative way to invite more class participation.  Students from specific cultural backgrounds may have difficulty understanding the behaviors and characteristics of families from very different cultural backgrounds. It is essential that students understand

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    10 that just because certain characteristics and behaviors are different does not mean that they are strange or inferior.  Students might have trouble distinguishing between generalizations and specific details. Emphasize that at several points throughout the text our author explains that the text contains generalizations about different types of families because otherwise it would be too long.  Help students develop deeper understandings of the information contained in this chapter by connecting the information to real families. For example, when discussing the cultures of Middle Eastern families, ask if anybody knows a family from the Middle East. Also, take advantage of students as representatives from specific types of cultures and families. LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities connect 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 are 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 the student’s understanding and application to real life circumstances. Chapter Outline A Picture of Today’s Family (Discussion Question #1) The Family as a System Family Roles and Rules Communication 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 Families Family Life Cycle The Impact of Culture on Families (Activity #3) Families with Anglo-European Roots Families with Native American Roots Families with African American Roots Families with Hispanic Roots Families with Asian Roots (Why is it important for effective social workers to both listen and look when working with families from different cultural backgrounds? What does it mean to look?) Families with Middle Eastern Roots Family with Diverse Sexual Orientations Stresses on Families and How They Cope Parental/Family Dysfunction (Activity #1) Role Definition and Inequality Parent-Child Relations (Discussion Question #2) Disability When Families Need Help (Discussion Question #5) The Family as a Resilient Unit Summary

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    11 DISCUSSION PROMPTS 1. Why is it important for a good social worker to understand the ways in which different families interact amongst themselves? To connect this question to the chapter. Ask: Does this chapter provide the ultimate guide on understanding different types of families? Why or why not? (The word ultimate is a key word in this 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 consider what 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 how communication 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 this question students should consider the ways in which family definitions overlap. Probe students by asking if they think that these ways of defining families are mutually exclusive from one another. If these definitions are 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 from different cultural backgrounds? Challenge students to consider what it means to look. Probe students as to how they think that the information presented in this chapter can help them listen to and look at individuals more effectively. ASSIGNMENTS AND ACTIVITIES 1. Functional Families. In groups of three or four challenge students to create brief descriptions of what it means for a family to be functional. Allow students about twenty minutes to complete this activity. After groups have completed work, reconvene the class and invite groups to share their answers with one another. 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 to consider the fact that one reason different perspectives exist on what it means for a family to be functional is because different cultures, different sub-cultures, and indeed different families, view the functionality of families in different ways. 2. Individual Genograms. Ask students to create genograms reflecting their own families. Students should use Figure 2.1 in the textbook to find the symbols that are used in genograms. Tell them that they should go back at least two generations before themselves in their genograms. After students have completed this work, ask them to share their work in groups of three or four. Whereas the information contained in genograms can be very sensitive, allow students to choose their own groups. If appropriate inform the class that everything discussed during this activity should remain confidential. An alternative assignment would have students create genograms for hypothetical families. However, this activity is less desirable for many reasons. 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 different cultures, students from the cultures represente d could critique their classmates’ performances. Challenge students 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 in other families, from different cultures. Consider allowing students to reference their textbooks during this activity so that they can use the descriptions of different cultural influences. During this activity, after the role 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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    12 of that system.  The student will be able to describe the types of families today and how development and emotional climate comes into play.  The student will be able to explain how culture impacts families and outline the main cultural groups and their characteristics.  The student will be able to discuss the stressors that might bring families to the attention of child welfare agencies and what helps them to cope. ADDITIONAL RESOURCES Books Baca Zinn, M., Eitzen, D. S., & Wells, B. (2010). Diversity in families (9th ed.). Upper Saddle River, NJ: Prentice Hall. 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 a changing society (11th ed.). Belmont, CA: Wadsworth. Journals Cavanaugh, 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 of personal 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. Early Adulthood 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). Neighborhood disorder and children’s antisocial behavior: The protective effect of family support among Mexican American and African American families. American Journal of Community Psychology . DOI: 10.1007/s10464-011-9481-7 Shaw, 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 implications in the contemporary United States. Annual Review of Sociology , 35, 191-212.

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    13 Test Bank Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: Multiple Choice Questions 1. Family roles are a. 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: Knowledge 2. Genograms are a. 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: Knowledge 3. A family in which two parents strive to raise mutual children with both parents in the workforce is called a a. dual-action reconstituted family. b. workforce-dependent family. c. two-parent-dual-wage-earner family. d. multi-career-wage-dependent family. Bloom’s Level: Knowledge 4. Native American families place a good deal of value on a. sharing. b. independence. c. the future. d. expressing emotion. Bloom’s Level: Knowledge 5. African-American families often communicate using a. formal discourse. b. name-calling. c. an intermediary. d. analogies. Bloom’s Level: Knowledge 6. An individual who practices Taoism is MOST LIKELY a. Asian. b. Native American. c. Middle Eastern. d. African-American.

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    14 Bloom’s Level: Application 7. A mother and her baby sleep in the same bed together. They are most likely a. African-American. b. Eurasian. c. Middle Eastern. d. Korean. Bloom’s Level: Application 8. Foster care is an example of a. a supportive service. b. a familial function. c. a substitute service. d. a social function. Bloom’s Level: Comprehension 9. A man with a daughter marries a woman with a son. This is an example of a. a functional family. b. a blended family. c. a controlled family. d. a single-earner family. Bloom’s Level: Comprehension 10. An example of a culture that values assertiveness is a. Asian. b. Native American. c. European. d. Aboriginal. Bloom’s Level: Comprehension Short Answer Questions 1. Why is it unlikely that an Asian father would sexually abuse his daughter? Bloom’s Level: Comprehension 2. What is a major difference between educated Middle Easterners from large urban areas and those from more rural settings? Bloom’s Level: Analysis 3. How does serving in the military impact family life? Bloom’s Level: Comprehension 4. A step-father and a step-child are experiencing conflict. What might be at the root of this tension? Bloom’s Level: Application 5. How would members of a Native American community communicate with one another regarding an important decision?

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    15 Bloom’s Level: Application 6. Predict the impact of economic stressors on the family in the next decade. Bloom’s Level: Evaluation Essay Questions 1. Compare and contrast the communication patterns, values and spiritual beliefs of the families of three different cultural groups. How do these differences influence the way in which these families function? Bloom’s Level: Analysis 2. Some cultures are said to value individualism and some collectivism. What is meant by this statement? First, predict what a parent in a family that values individualism might hold as priorities for his or her high-school aged child. Next, predict what a parent in a family that values collectivism might hold as priorities for his or her high- school aged child. Bloom’s Level: Evaluation 3. Think of your own family or a family that you know. What can you tell about the family? Given these facts, can you speculate on the communication patterns and some of the family rules? What might they be? Bloom’s Level: Analysis 4. Describe what is meant by the “emotional climate” of a family. Next, hypothesize how 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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    16 Chapter 3 Children and Poverty CHAPTER SUMMARY Poverty 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. Children represent the largest population living in poverty in the United States today; the numbers have increased alarmingly over the last twenty years. A steep rise of children in poverty and homelessness followed the recession of 2008 with minority children making up a large percentage of this population. Multiple econo mic factors have contributed to the increase in poverty or reinforced its’ cyclical nature. The slow economic recovery added to the numbers of children in poverty, while constricting employment triggered a rise in family homelessness. Family violence, runaway behavior, and issues surrounding LGBTQ youth are amongst the stressors contributing to childhood poverty. Poor education limits opportunities, particularly for young parents. Maternal education plays a particularly large role in children’s outcomes. Pe rsons with disabilities and immigrant children face similar economic challenges as policies may not address problems entirely and the demand outpaces the availability of resources. Children in poverty are subject to many life stressors, including a variety of health concerns, lack of health insurance, poor educational opportunities, inadequate housing, and increased violence, both at home and in the streets. Homelessness leads to higher incidence of risk behaviors. Physical health, mental health and education may be compromised while access to affordable quality health care continues to be a significant challenge for higher risk populations. The likeliness of violence in the home rises bringing about an increase in abuse and neglect. Chronic family stress has traumatic short and long term negative effects on family and child functioning generating the need for trauma informed responses. Programs, services and legislative efforts date back to the War on Poverty that attempted to change the “culture of pover ty’ in America. Although the effort was thwarted by the Vietnam War, a conceptual framework and acknowledgment of conditions was established. Currently, many programs address the needs of poor children and their families. Programs and services take form as concrete, community-based or wraparound. Programs address financial, health, disabilities, childcare and education, and housing needs. Using the Self Sufficiency Standard has promoted increased utilization of resources. Historically progress has resulted from a combination of a positive economy, legislative change, and development of new 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 multiple perspectives 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 in the 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 contributing factors 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 to discuss it deeply. Asking students to identify the part of the chapter that they found most intriguing is an

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    17 innovative way to invite more class participation.  Encourage students to put themselves in the place of parents and children living below the poverty line as they read this chapter. In doing so, ask them to consider the unique problems faced by families living under the poverty line.  Students might have trouble distinguishing between generalizations and specific details. Emphasize that at several points throughout the text our author explains that the text contains generalizations about different types of families because otherwise it would be too long. LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities connect 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 are 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 the student’s understanding and application to real life circumstances. Chapter Outline Demographics: Who are the Poor (Discussion Question #1) Defining Poverty (Discussion Question #2) (Activity #1) Demographics Geographic Distribution of Poverty Family Composition: Child’s Age and Family Structure Cultural Membership and Risk of Poverty Causes of Poverty The Great Recession and Employment Difficulties Child and Family Homelessness Parents’ Education and How Children are Affected Disabilities Immigration Additional Causes of Poverty Impact of Poverty (Discussion Question #3) Impoverished Environment Health, Development and Education Efforts to Alleviate Poverty (Discussion Question #4) (Discussion Question #5) (Activity #2) Prevention Services and Assistance Programs Opportunities for Youth Why Poverty Endures Shaping the Future of Poverty Prevention and Services (Activity #3) How to Reduce Child Poverty Right Now Summary DISCUSSION PROMPTS 1. What are some of the characteristics of poor children? Discuss where these children live and who cares for them. 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? Discuss how the poverty line is determined and the benefits and criticisms of using this to establish who is poor.

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    18 3. What are some of the problems children face when they grow up in poverty? Specifically, discuss the impact of poverty on the health, nutrition, and safety of children. What are the traumatic effects of poverty and 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 there certain 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 the book. Next, come up with your own ideas to reduce the number of poor children in the U.S. What is the role of social workers in these efforts? ASSIGNMENTS AND ACTIVITES 1. In the shoes of a mother at the poverty line. Have each student imagine that he/she is a mother at the poverty line. Tell him/her: "You have three children, two of whom are in diapers and one who is on formula. By looking at apartment ads in the local newspaper and price shopping at the market, construct a family budget within the allotment of a family at the poverty line (or a family receiving TANF). Remember to include rent, food, paper goods, toiletries, diapers, and formula." After the students have constructed and shared 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 (the instructor can assign each student or group a specific program to research). Options include interviewing legislators about their views or interviewing members of advocacy groups. To supplement this activity, the instructor 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 cannot help 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 disagree with Kennedy’s words? Why? Engage students in a class discussion regarding their thoughts about the quote. As a supplement to this activity, students can create their own quotes about poverty and social responsibility. 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 poverty ADDITIONAL RESOURCES Books Carnegie Corporation. (1994). Starting points: Meeting the needs of our youngest children . New York: Carnegie Corporation. Dahl, K. (Ed.). (1998). The state of America’s children yearbook. Washington, DC: Children’s Defense Fund DiNitto, 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 the cost 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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    19 Books. Tower, C. C. & White, D. J. (1989). Homeless students. Washington, DC: National Education Association. Journals Abramovitz, 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. Films Grubin, 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 for Humanities 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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    20 Test Bank Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: Multiple Choice Questions 1. Which is not used as a standard to define poverty? a. Absolute Poverty b. Relative Poverty c. Family Poverty. d. Self-sufficiency standard Bloom’s Level: Knowledge 2. Family structure correlates to poverty due to a. Increased commitment to child rearing depending on family unit. b. More members produce more resources c. Child support helps qualify for assistance d. Resources in the home Bloom’s Level: Knowledge 3. _______ are disproportionately likely to live in poverty. a. Minority children. b. Asian American Children c. Children in two-parent households. d. Children who live in the suburbs. Bloom’s Level: Knowledge 4. Childhood poverty has __________ in the last decade. a. declined slightly b. stayed the same c. declined dramatically d. risen steadily Bloom’s Level: Knowledge 5. Parents may develop poor coping habits that consequently impact their children due to a. Chronic Stress. b. Lack of Faith. c. Inability to provide proper parenting. d. Oppressive laws Bloom’s Level: Knowledge 6. Homeless youth have an increased likelihood of a. Going to church b. High-risk activities c. Staying in school d. Gaining independence Bloom’s Level: Comprehension

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    21 7. Adverse childhood experiences? a. Increase resilience. b. Increase likelihood of health problems in adulthood. c. Do not predict childhood outcomes d. Improve the likelihood of success in adulthood Bloom’s Level: Comprehension 8. The legislation that mandated school districts to have homeless liaisons to help youth and their families access services and coordinate districts for continuing education. a. Child Protection and Education Act b. McKinney-Vento Act c. School Choice d. TANF Bloom’s Level: Comprehension 9. Which was not defined as a contributing reason poverty endures? a. Mass incarceration b. Deteriorating Public Education. c. Decreasing supply of resources d. Shift to low-wage jobs. Bloom’s Level: Application 10. One of the problems identified with programs intended to work against poverty is they are a. Usually short term fixes b. Discriminating c. Outdated d. Fragmented Bloom’s Level: Application Short Answer Questions 1. What is an example of a program that has helped children in poverty gain access to health care? Bloom’s Level: Comprehension 2. What is an example of some of the recent efforts to fight poverty in the U.S.? Bloom’s Level: Comprehension 3. What is a major difference when it comes to housing between children who live in poverty and those who don’t? Bloom’s Level: Application 4. Which anti-poverty program would most benefit a family with low earnings? Bloom’s Level: Application 5. Briefly analyze what attitudinal changes are needed to reduce child poverty. Bloom’s Level: Analysis 6. Briefly predict what could happen to a child with no access to healthcare. Bloom’s Level: Evaluation

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    22 Essay Questions 1. Examine some of the factors that have contributed to the increase in child poverty today. Bloom’s Level: Analysis 2. Analyze how the consequences of growing up in poverty impact a child for the rest of his or her life. Include the following factors in your analysis: health, education, safety. Bloom’s Level: Analysis 3. Given the current state of childhood poverty in the United States, decide what the most effective solutions to childhood poverty are. How might these best be implemented? Bloom’s Level: Evaluation 4. If nothing happens to change the growing trend of children in poverty, what will the country be like in ten years? Where will these children end up? What impact will this have on educational and economic systems? Bloom’s Level: Synthesis

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    23 Chapter 4 Children and Violence in the Community CHAPTER SUMMARY We are reminded daily of the problems that face our children and youths. Amongst the most obvious problems are violence 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 varied long term effects exposure to violence has on younger children. One manifestation of violence — gangs — has become a significant problem. Some experts break gangs into multiple categories. Each gang operates with a specific purpose and varies in degree of cohesion, organization and orientation around a specific criminal agenda. Gangs vary in criteria for identity or association. Gangs offer youths a sense of belonging, a feeling of purpose, and often the thrill of risk taking. Gangs often provide an alternative source of purpose and value when family and society fall short, particularly the critical notion of permanence. Membership may differ in level of association, commitment and duration. Gangs may migrate to find new markets. Many similarities 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 a pronounced source of aggression and means for youth to demonstrate power. Youth fall prey to the proliferation of aggression through social media and cyber bullying. Relationships, too, have become violent for many teens. These abusive relationships often carry over into the home environment, creating partners who sexually or otherwise physically abuse spouses. Domestic violence and specifically Battering, in turn, effect the children by making them fearful and guilty as well as causing them to repeat the cycle of abuse Children are affected by substance abuse when they watch their parents abuse substances and when they themselves become substance abusers. Children whose parents abuse alcohol or drugs may develop FASD or may suffer from withdrawal at birth from various drugs. These chemicals can leave children with permanent impairments. Abuse and neglect by parents under the influence may impact on a child’s ability to attach. In addition, children whose parents are chemically dependent are affected psychologically and may end up becoming caregivers of both their addicted parents and younger siblings and having psychological scars impairing self-concept and impeding the ability to cope. 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 become addicted due to peer influences. The notion, often perpetuated by the media, that a quick fix is a thrill is another allure of taking drugs. Designer street drugs and loosening regulation around drugs may compound the effect for youth. For chemically dependent youths, there are often limited treatment resources, although the number of such services appears to be increasing. STUDENT LEARNING OBJECTIVES  Students will be able to explain what constitutes a gang, cite different types of gangs, and describe their purpose.  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 and schools.  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 to discuss it deeply. Asking students to identify the part of the chapter that they found most intriguing is an innovative 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 children living with violence or addiction as they read this chapter. In doing so, ask them to consider the unique problems faced by these children.  Ask students to be mindful of the variety of places in which children and youths experience violence, as well 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 a violence or Substance abuse. Have them reflect the challenges posed by the circumstances. Ask them to consider the opposing influences on the victim’s choices. LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities connect 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 are 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 the s tudent’s understanding and application to real life circumstances. Chapter Outline Children in a Culture of Violence (Discussion Question #1) War in the Streets (Discussion Question #2) (Activity #1) Gangs on the Streets Influences on Youth Violence School Violence and Bullying (Activity #3) Peer Violence in Relationships Violence in Families (Discussion Question #3) Children and Substance Abuse (Activity #2) Addicted Parents (Discussion Question #4) Fetal Alcohol Spectrum Disorders Effects of parental drug/alcohol addiction on Infants Addicted Parents and Preschool Children Addicted Parents and Older Children and Adolescents Practicing Alcoholic/Addicted Parent (PAAP) Syndrome Children of Addicted Parents and the AIDS Epidemic Effects in Later Life of Having a Substance-Abusing Parent Addicted Children and Adolescents (Discussion Question #5) Effects and Treatment of Adolescent Drug Abuse Summary DISCUSSION PROMPTS 1. In what ways are today’s children exposed to violence? List the examples found in the text. What are the effects of this exposure? Expand upon the text by imagining possible outcomes of being exposed to violence in various settings. 2. What are the causes of gang violence? List examples found in the text. What effects might this have on youth? 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 be done to put an end to this cycle of violence? What is the social worker’s role in this process?

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    25 4. What are the effects on children when their parents abuse substances? Explain each of these across the development 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 ACTIVITES 1. Impact of Community Violence. Have students watch "There Are No Children Here," which depicts the lives 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 abuse problems available in most communities. Check with local alcohol or drug treatment facilities for possible speakers to invite in to your class. 3. Putting an End to Bullying. Ask students to discuss instances of bullying they have witnessed or heard about. Where did the bullying take place? Who was involved? Did someone step in to stop it? Next, have students brainstorm what steps can be taken in our public schools to reduce instances of violence and bullying. STUDENT LEARNING OUTCOMES  The student will be able to articulate the various contexts in which violence occurs against and among children.  The student will be able to describe the connection between parental substance abuse and problems in children and youths.  The student will be able to describe the treatment options available for adolescents with substance abuse issues. ADDITIONAL RESOURCES Books Abel, 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. Journals Boyce, M. (2010). A better future for baby: Stemming the tide of fetal alcohol syndrome. Journal of Family Practice , 59(6), 337 – 345. Bushman, B. J., & Anderson, C. J. (2001). Media violence and the American public: Scientific facts vs. media misinformation. 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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    26 Violence, 9(3), 412 – 419. Hamarus, P., & Kaikkonen, P. (2008). School bullying as a creator of pupil peer pressure. Educational Research, 50(4), 333 – 345. Films Addison, A. W. (Director). (1993). There are no children here [Motion picture]. United States: Lomo Productions.

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    27 Test Bank Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: Multiple Choice Questions 1. A gang that exists primarily to protect its own turf is a a. 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 appe ars 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 pregnant a. 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 schools a. 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 violence a. 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 in society? 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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    28 8. 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 likely suffering from a. 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 likely contracted it a. 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 aggression b. Belonging and permanency c. Boredom and interest d. Love and affection Short Answer Questions 1. How prevalent is gun violence among/toward children? Bloom’s Level: Comprehension 2. How are female gang members organized? What are their roles within the gang? Bloom’s Level: Comprehension 3. A 5th grader who calls a classmate names is engaging in what type of bullying? Bloom’s Level: Application 4. Give an example of a reason a woman would stay in an abusive relationship. Bloom’s Level: Application 5. What is the difference between gang violence and peer violence? Bloom’s Level: Analysis 6. 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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