| - RISK DECISION # 6 - |
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| === RISK ASSESSMENT MODEL === for Child Protection in Ontario |
| Is the Child at risk of future Abuse / Neglect ? : |
| - THE THEORY - |
| Standard ( 6 ) : |
| Eligibility for Service |
| COMMENTARY |
| Cont'd from Page 728 |
| It is... essential, in predicting risk to consider, "Protective Factors". Protective Factors are defined as those factors - or - proecesses that, in combination, with the risk element, seem to modify, ameliorate - or - alter the likelihood, of future harm, for the child(ren). |
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| Individual Characteristics include attributes such as ; self-sufficiency, high self-esteem - and - altruism; Family Characteristics include things like ; supportive relationships, with adult family members harmonious family relationships, expressions of affection / warmth among family members - and - mobilization of supports, in times of stress; Community Supports refer to supportive relationships, with other people -and/or- organizations external, to the family. These external supports provide positive -and- supportive feedback, to the child - and - reinforce - and - reward the child's positive coping abilities. --------------------------------------------------------------------------- |
| Multicultural Guidelines for Assessing Family Strengths and Risk Factors in Child Protective Services edited by Peter J. Pecora and Diana J. English. Washington Risk Assessment Project, 1993 |
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| Literature*... on " Protective Factors ", lends itself into groupings of three (3) general categories : Individual Characteristics - Family Characteristics - and - Supportive Significant Others ; |
| The Following information... provides a more detailed description of each of these areas; |
| Individual Characteristics : This category, of protective factors, refers to factors, that are innate ( birth order, age, gender ), as well as those, that are learned, ( self care - and - interpersonal attributes ) Individual attributes include: |
| Birth Order - first born - middle child - youngest child, etc. Health Status - healthy during infancy and childhood Activity Level - multiple interests and hobbies, participation and competence Disposition - good natured, precocious, mature, inquisitive, optimistic, hopeful altruistic, willing to take risks, personable, independent. Developemental Milestones - meets or exceeds age-appropriate expectations. Self-Concept - high self-esteem, internal control, ability to give and receive love and affection. Perceptive - quickly assesses dangerous situations and avoids harm Interpersonal Skills - able to create, nurture and maintain supportive ralationships with others, assertive, good social skills, ability to relate to both children and adults, articulate. Cognitive Skills - able to focus on postive attributes and ignore negative ones. Intellectual Abilities - high academic achievement. |
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| Family Characteristics : offering protective qualities, include attributes, that apply to entire family unit as well as personal relationships, with parental figures - and - these include; |
| Structures - rules and household responsibilities for all members Family Relational Factors - coherence and attachment open exchange and expression of feelings and emotions Parental Factors - supervision -and- monitoring of children, a strong bond to at least one parental figure, a warm and supportive relationship, abundant attention during the first year of life, parental agreement on family values and morals Family Size - four or fewer children spaced at least two (2) years apart Socioeconomic Status - financial security Extended Family - nurturing relationships with substitute caregivers such as aunts, uncles - and - grandparents. |
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| Community Characteristics : include individuals -and- institutions, external to the family, that provide educational, emotional - and - general supportive ties, with the family unit as a whole -or- with individual family members. These factors include: |
| Peer Relationships - positive relationships with others of like nature Extended Family - in close proximity Schools - academic -and- extra curricular, participation and achievements, with close relationships to teacher(s), leader(s), instructor(s) and/or educator(s). Networking - with family, friends -and- community leaders, for advice and counsel. |
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