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Special Populations in Child Welfare Practice

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Abstract

This chapter describes how to work with special populations involved with the child welfare system (e.g., youth in care; children with disabilities; lesbian, gay, bisexual, transgender, or queer/questioning [LGBTQ] youth; immigrant or refugee children) to ensure professionals work collaboratively alongside them to ensure their voice is heard and, that as practitioners, child welfare professionals are providing optimal services to ensure child and family well-being. The chapter also discusses best practices when working with siblings and youth experiencing human and sex trafficking.

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Acknowledgments

The authors thank Justin S. Harty, MSW, LCSW; Colleen Cary Katz, PhD, LCSW; Kizzy Lopez, EdD; Elizabet Bonilla Escobar, MSW; and Carly B. Dierkhising, PhD, for their contributions to in this chapter.

Discussion Questions

  1. 1.

    What are two ways to improve permanency among children with disabilities who are involved in the child welfare system?

  2. 2.

    How can child welfare professionals support pregnant and parenting youth in foster care?

  3. 3.

    What are strategies that child welfare professionals can use to support youth in their transition into adulthood and independence?

  4. 4.

    What are some ways that the child welfare system can foster best practices in supporting immigrant families?

  5. 5.

    How do human and sex trafficking intersect with the child welfare system?

Suggested Activities

  1. 1.

    Listen to the stories of youth transitioning out of foster care. Visit the Digital Stories of youth involved with Florida Youth SHINE: https://www.floridayouthshine.org/digital-stories. Discuss with others these youths’ experiences. Reflect about the importance of child welfare professionals and other adults in their lives in shaping the experiences of youth.

  2. 2.

    Visit The Center on Immigration and Child Welfare’s website (https://cimmcw.org/), and review current events in the news. Write a brief paper on one of the events. Reflect on to what extent the child welfare system (or other systems) addressed the safety, permanency, and well-being of immigrant children and families.

  3. 3.

    Watch the Video: “Youth Voices: Life after Foster Care” https://www.davethomasfoundation.org/library/video-youth-voices-life-after-foster-care-full-length/. Reflect on some of the similarities and differences between your experiences and those of the youth during the transition to adulthood. Consider what types of supports are necessary during this process.

  4. 4.

    Read Eastman et al. (2019), and discuss with others the similarities and differences between pregnant and parenting youth in foster care and (1) youth in care who do not have children, (2) youth without foster care experience who may be parenting, and (3) youth without foster care experience who are not parenting.

    Eastman, A. L., Palmer, L., & Ahn, E. (2019). Pregnant and parenting youth in care and their children: A literature review. Child and Adolescent Social Work Journal, 36(6), 571–581. (Available: https://rdcu.be/cb8US).

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Authors and Affiliations

  1. Jane Addams College of Social Work, University of Illinois Chicago, Chicago, IL, USA

    Jennifer M. Geiger

  2. College of Social Work, Florida State University, Tallahassee, FL, USA

    Lisa Schelbe

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  1. Jennifer M. Geiger
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Geiger, J.M., Schelbe, L. (2021). Special Populations in Child Welfare Practice. In: The Handbook on Child Welfare Practice. Springer, Cham. https://doi.org/10.1007/978-3-030-73912-6_11

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