Deliverable Form e – 5-Year Action Plans Child Abuse Prevention



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LHJ:

Deliverable Form E – 5-Year Action Plans

Child Abuse Prevention

(For further instructions see separate document titled “Action Plan Guidelines”)

MCAH SOW Goal _:

Problem Category

From Deliverable Form B of your Title V Needs Assessment

Problem Statement(s)

From Deliverable Form B of your Title V Needs Assessment

Five Year Local Goal(s)

(Develop one or more five year local goal(s) that state the desired results of your interventions). Examples: Support the physical, socio-emotional, and cognitive development of children (age 0-14), including the prevention of child abuse and neglect, through the implementation of prevention, early identification and intervention strategies. Decrease child abuse and neglect among children (ages 0-14).

Risk/Contributing Factors

(List LHJ-specific contributing factors using a problem analysis.). Examples: Poverty, violence in the community, weak connections with community, belief that it is a private family matter, no screening or support services, family culture of physical punishment as a means of discipline, high family stress, non-reporting of suspected abuse, child is not believed, parents abuse alcohol and drugs, isolation, young parent, parent thinks violence is normal

Best Practice Strategies/ Interventions

(List best practice strategies and/or interventions to address your problems). Examples: Targeted outreach to MCAH populations; assess for child maltreatment at every well-child visit, training for parents on child abuse prevention, child development, school readiness, age appropriate behavior and positive parenting techniques; training for teachers and child care providers on signs of abuse, training for service providers, teachers and care givers on local mandated reporting processes, training for increased awareness of bullying and its prevention.

Department of Social Services/Office of Child Abuse Prevention: http://www.childsworld.ca.gov/pg2289.htm



Intervention Population(s)

(List the populations you will be focusing on for the next five years.). Examples: Providers, parents, child care providers, teachers, children and adolescents ages 0-14 years



Short and/or Intermediate Objective(s)1

Inputs, including Community Partner involvement

Intervention Activities to Meet Objectives

Performance Measures
Short and/or Intermediate


Process Description and Measure(s) including data source

Outcome Measure(s) including data source

Fiscal Year 1

By June 30, [20xx] [x/X] health care providers at [specify location] will intentionally assess children ages 0-14 for maltreatment during well-child visits and have protocols in place for counseling, referrals, and reporting of parents/caregivers as mandated and needed



(This objective could be used for multiple years depending on the number of locations you able capable of reaching)


  • MCAH Partners, providers, doctor offices, hospitals

  • Primary care clinics

  • Women, Infants and Children Program (WIC)

  • Department of Social Services/Office of Child Abuse Prevention

(insert specific LHJ partners and resources, such as funding)

MCAH staff will perform the following activities:

  • Convene community partners and stakeholders to review data and develop strategies to increase the number of providers who assess, counsel and refer families with children (ages 0-14) for suspected child abuse

  • Keep current with recent reports of research and program evaluations to implement and promote best practices in the prevention of child abuse and bullying SafetyLit: www.safetylit.org;

Department of Social Services/Office of Child Abuse Prevention: http://www.childsworld.ca.gov/pg2289.htm

  • Addressing Common Forms of Child Maltreatment: Evidence-Informed Interventions and Gaps in Current Knowledge: http://www.casey.org/Resources/Publications/pdf/AddressingMaltreatment.pdf

  • The California Evidence-Based Clearinghouse for Child Welfare http://www.cebc4cw.org/

  • Work with community partners and providers to develop policies and procedures to implement and promote assessment for child abuse prevention by health care providers

  • Develop a process to measure knowledge change and self-efficacy among targeted health care providers

  • Identify and leverage potential community resources and explore funding opportunities to sustain campaign

  • Develop and implement a Continuous Quality Improvement/Quality Assurance (CQI/QA) process to ensure that policies are implemented as intended, monitor their ongoing implementation and evaluate the impact

  • Provide ongoing technical assistance (TA) as needed




  • List results of community stakeholder meetings

  • List and briefly describe identified key child maltreatment issues

  • List results of community outreach efforts

  • List materials and resources created and/or identified

  • Brief description of the process to measure provider knowledge and self-efficacy

  • Brief description of rationale for selecting specific interventions or policies developed

  • Brief description of the CQI/QA process developed

  • List types of TA provided

  • Brief description of the barriers and challenges to implementation

  • Number of health care providers at [specify location] intentionally assessing children ages 0-14 for maltreatment during well-child visits/[X]

  • Number of reported

parents and children with a positive assessment for child maltreatment as mandated and needed/number of positive assessments

  • Brief description the outcomes of the strategies, plans developed

  • Brief description of the knowledge gained and self-efficacy

  • List of policies and procedures developed

  • Brief description of the outcomes of the CQI/QA process




Fiscal Year 2

By June 30, [20xx],



[x/X] elementary schools will have protocols in place for counseling, referrals, and reporting of parents/caregivers for child maltreatment as mandated and needed

(This objective may be written to target schools or teachers and could be used for multiple years depending on the number of schools you are capable of reaching)


  • MCAH Partners

  • Schools

  • WIC

  • Child Protective services agencies and law

Enforcement

  • Department of Social Services/Office of Child Abuse Prevention

(insert specific LHJ partners and resources, such as funding)

MCAH Staff will perform the following activities:

  • Convene community partners and stakeholders to review data and develop strategies to increase awareness, assessment by elementary schools teachers in the identification and prevention of child maltreatment

  • Implement strategies that will increase assessment of child maltreatment

  • Department of Social Services/Office of Child Abuse Prevention: http://www.childsworld.ca.gov/pg2289.htm

  • Keep current with recent reports of research and program evaluations to implement and promote best practices in prevention of child maltreatment and bullying

California Department of Education: Bullying and Hate Motivated Behavior Prevention http://www.cde.ca.gov/ls/ss/se/bullyingprev.asp

  • Child Welfare Information Gateway: The Role of Educators in Preventing and Responding to Child Abuse and Neglect: https://www.childwelfare.gov/pubs/usermanuals/educator/educatore.cfm

  • Develop and implement a parent/caregiver educational campaign on child maltreatment prevention

  • Develop a process to measure knowledge change and self-efficacy

  • Work with state, local agencies, and local school districts to develop policies and procedures to promote prevention of child maltreatment

  • Identify and leverage potential community resources and explore funding opportunities to sustain campaign

  • Develop and implement a Continuous Quality Improvement/Quality Assurance (CQI/QA) process to ensure that policies are implemented as intended, monitor their ongoing implementation and evaluate the impact

  • Provide ongoing technical assistance (TA) as needed

  • List results of community outreach efforts

  • List materials and resources created and/or identified

  • Brief description of the process to measure knowledge and intent to change behavior

  • Brief description of rationale for selecting specific interventions or policies developed

  • Brief description of the CQI/QA process

  • Briefly describe the barriers and challenges to implementation

  • List technical assistance provided

  • Number of elementary schools that have protocols in place for counseling, referrals, and reporting of parents/caregivers for child maltreatment as mandated and needed [X]

  • Number of positive assessments for child maltreatment reported as mandated/number of positive assessments

  • Brief description of the policies/protocols developed

  • Brief description of the knowledge gain and self-efficacy

  • Brief description of the outcomes of the CQI/QA process




Fiscal Year 3

By June 30, [20xx], [x/X] parents/caregivers of children (0-14) in [specify location] will demonstrate an increase in knowledge of child development, age appropriate behavior, school readiness, and positive parenting techniques



(suggested locations – elementary/high school parent clubs, faith-based parent groups)

(This objective could be used for multiple years depending on the number of parents/school administrators or other organizations you are trying to reach and your capacity)

MCAH Partners,

  • Child Protective services agencies

  • School staff and administrators

  • WIC

  • Parents

  • Faith-based organizations

  • Foster homes

  • Child care providers

(insert specific LHJ partners and resources, such as funding)

MCAH Staff will perform the following activities:

  • Convene community partners and stakeholders to review data and strategies aimed at assessing and improving parenting skills and increase awareness of parental knowledge of child development and school readiness

  • Identify best practice strategies to increase parental skills and knowledge of child development, school readiness and age appropriate behavior

Triple P takes the guesswork out of parenting: http://www.triplep.net/glo-en/home

Welcome to School Readiness Interactive: Zero to Three: National Center for Infants, Toddlers, and Families: http://www.zerotothree.org/early-care-education/school-readiness-interactive-birth-to-3/

  • Keep current with recent research and program evaluations to implement and promote best practices in parental skills, child development and school readiness

CDC Child Development: http://www.cdc.gov/ncbddd/childdevelopment/index.html

  • Child Welfare Information Gateway: https://www.childwelfare.gov/preventing/programs/types/sexualabuse.cfm

Child Welfare Information Gateway: Evidence-Based Practice: https://www.childwelfare.gov/preventing/evidence/

Strengthening Families Program: http://www.strengtheningfamiliesprogram.org/

  • Identify and leverage potential community resources and explore funding opportunities to sustain education campaign

  • Work with community partners to develop policy and procedures to implement and promote knowledge of child development

  • Develop a process to measure knowledge change and self-efficacy

  • Develop and implement a Continuous Quality Improvement/Quality Assurance (CQI/QA) process to ensure that policies are implemented as intended, monitor their ongoing implementation and evaluate the impact

  • Provide ongoing technical assistance (TA) as needed




  • List results of stakeholder meetings

  • List and briefly describe identified gaps in knowledge of child development and school readiness

  • List results of community outreach efforts

  • List materials and resources created and/or identified

  • Number of parents/caregivers receiving child development, school readiness and positive parenting training

  • Brief description of the process to measure knowledge and self-efficacy

  • Brief description of the rationale for selecting specific interventions

  • Brief description of the CQI/QA process developed

  • Brief description of the barriers and challenges to implementation

  • Brief description of TA provided




  • Number of parents/caregivers in [specify location] demonstrating an increase in knowledge of child development, school readiness and positive parenting techniques/[X] all parents trained

  • Brief description of the strategies and plans developed

  • Brief description of the knowledge gained and self-efficacy

  • List any policies and procedures developed

  • Brief description of the outcomes of the CQI/QA process

Fiscal Year 4

By June 30, [20xx], [x/X] providers. public and/or private schools [specify population] will demonstrate increased awareness of prevention of bullying and ability to implement intervention strategies



(This objective could be used for multiple years depending on the number of providers/schools you are trying to reach and your capacity)


  • MCAH Partners

  • Schools

  • WIC

  • Providers

  • Parents/caregivers

  • Child care providers

  • Foster parents

(insert specific LHJ partners and resources, such as funding)

MCAH staff will perform the following activities:

  • Convene community partners and stakeholders to review data and develop strategies to increase awareness of the risks and interventions associated regarding bullying

  • Keep current with recent reports of research and program evaluations to implement and promote best practices in the prevention of bullying

SafetyLIt: www.safetylit.org

Stopbullying.org: http://www.stopbullying.gov/index.html

  • Identify and implement an evidence-based education program to increase provider and educator knowledge of the prevention and intervention of bullying on children

  • Stopbullying.gov: Suggestions for evidence-based interventions http://www.stopbullying.gov/resources/results?utf8=%E2%9C%93&excludefacets=&qry=evidence-based&commit=Search

  • Work with community partners to develop policies and procedures to implement prevention and intervention strategies to reduce bullying

  • Develop a process to measure knowledge change and implement evidence-based strategies to reduce bullying

  • Identify and leverage potential community resources and explore funding opportunities to support an education campaign against bullying

  • To improve understanding of how to evaluate the effectiveness of community campaigns, review the “Public Communication Campaign Evaluation”: http://earlygradereading.unitedway.org/sites/default/files/files/Public%20Communication%20Campaign%20Evaluation.pdf

  • Develop a Continuous Quality Improvement/Quality Assurance (CQI/QA) process to ensure that policies and procedures are implemented as intended, monitor their ongoing implementation and evaluate the impact

  • Provide ongoing technical assistance (TA) as needed

  • List results of stakeholder meetings

  • Number of providers and schools trained on awareness and prevention of bullying

  • List and briefly describe identified bullying issues

  • List results of community outreach efforts

  • List materials and resources created and/or identified

  • Brief description of the rationale for selecting specific interventions

  • Brief description of the process to measure knowledge change and intent to implement strategies to decrease bullying

  • Describe education campaign developed, if any

  • Brief description of the CQI/QA process developed

  • Brief description of the barriers and challenges to implementation

  • Brief description of TA provided

  • Number of providers/schools [specify population] demonstrating increased awareness of prevention and intervention strategies for bullying/[X]

  • Brief description of the outcome of the strategies and plans developed

  • List any policies and procedures developed

  • Brief description of the knowledge change and intervention strategies implemented to reduce bullying

  • Describe results of education campaign developed, if any

  • Brief description of the outcome of CQI/QA process






Fiscal Year 5

By June 30, [20xx], [x/X] schools will implement policies to provide training and education for students to increase awareness on bullying and bullying prevention



(This objective could be used for multiple years depending on the number of schools you are trying to reach and your capacity)


  • MCAH Partners

  • Schools

  • Students

  • School administration

  • Parents/

caregivers

  • Counselors

(insert specific LHJ partners and resources, such as funding)

MCAH Staff will perform the following activities:

  • Convene community partners and stakeholders to review data, develop strategies to address bullying prevention training for children, based on local community data

  • Identify and implement strategies to decrease the risks associated with bullying based on local data

  • Develop and implement an education campaign to increase parental awareness of bullying tactic and prevention based on local data

  • Keep current with recent research and program evaluations to implement and promote best practices in the prevention of bullying

SafetyLit: www.safetylit.org

Stopbullying.gov: http://www.stopbullying.gov/index.html



  • Work with schools to create a mission statement, code of conduct or school wide rules to establish a climate in which bullying is not acceptable.

  • Identify and leverage potential community resources and explore funding opportunities to maintain the education training campaign

  • Develop a process to measure knowledge change and intent to change behavior

  • Develop a Continuous Quality Improvement/Quality Assurance (CQI/QA) process to ensure that policies are implemented as intended, monitor their ongoing implementation and impact

  • Provide ongoing technical assistance (TA) as needed

  • List results of stakeholder meetings

  • List and briefly describe identified key safety issues

  • List results of community outreach efforts

  • List materials and resources created or identified

  • Brief description of the rationale for selecting specific interventions,

  • Brief description of the process to measure knowledge and self-efficacy

  • Brief description of the CQI/QA process developed

  • Brief description of the barriers and challenges to implementation

  • Brief description of TA provided




  • Number of schools implementing policies to train students on bullying and bullying prevention/[X]

  • Brief description of the outcomes of the strategies, plans, developed

  • Brief description of the knowledge change and self-efficacy

  • List any policies and procedures developed

  • Brief description

of the CQI/QA process



Child Abuse Prevention (1/27/14)

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