2018 Child Abuse Prevention Resource Guide

2018 PREVENTION
RESOURCE GUIDE
KEEPING CHILDREN SAFE AND FAMILIES
STRONG IN SUPPORTIVE COMMUNITIES
PROTECTING CHILDREN WORKING WITH FAMILIES COMMUNITY PARTNERS

Dear Colleagues:
We are pleased to introduce the 2018 Prevention Resource Guide. The Children’s Bureau and its Office on Child
Abuse and Neglect strive to ensure that all children are safe and secure in nurturing environments. However,
we all know this cannot be done without providing support to families in strong communities. Therefore, the
focus of this year’s initiative is “Keeping Children Safe and Families Strong in Supportive Communities.”
This Resource Guide is a joint product of the U.S. Department of Health and Human Services’ Children’s Bureau,
its Child Welfare Information Gateway, and the FRIENDS National Center for Community-Based Child Abuse
Prevention. The annual guide is one of the Children’s Bureau’s most anticipated publications, offering trusted
information, strategies, and resources to help communities support and strengthen families and promote
the well-being of children and youth. Its contents are informed by input from some of our National Child
Abuse Prevention Partners, as well as our colleagues on the Federal Interagency Work Group on Child Abuse
and Neglect.
Child abuse and neglect is a national issue that affects us all. The consequences of child abuse and neglect
ripple across the lifespan, negatively impacting a child’s chances to succeed in school, work, and relationships.
The Administration on Children, Youth and Families supports the promotion of meaningful and measurable
results in social and emotional well-being, and we continue to support evidence-based and trauma-informed
services and practices to achieve positive outcomes for the children, families, and communities we serve.
The 2018 Prevention Resource Guide plays an important role in these efforts—offering support to community
service providers as they work with parents, caregivers, and children to prevent child maltreatment and
promote social and emotional well-being. To do so, the Resource Guide focuses on protective factors that build
on family strengths and promote optimal child and youth development. Information about protective factors
is augmented with tools and strategies that help providers integrate the factors into community programs
and systems. Agencies, policymakers, advocates, service providers, and parents alike will find resources in this
guide to help them promote these important elements within their families and communities.
Effective early prevention efforts are less costly to our nation and to individuals than trying to repair the
adverse effects of child maltreatment. We hope this Resource Guide is helpful to you in your efforts to prevent
child abuse and promote well-being. We thank you for participating in this important effort and for the work
you do each day to build promising futures for our nation’s children and families.
/Elaine Voces Stedt/
Elaine Voces Stedt, M.S.W.

Director
Office on Child Abuse and Neglect
Children’s Bureau
Administration on Children, Youth and Families
Administration for Children and Families
U.S. Department of Health and Human Services
2018 Prevention Resource Guide i

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Table of Contents
About the Resource Guide............................................................................................................................1
Chapter 1: Strengthening Individuals, Families, and Communities ...................................... 3

Protective Factors ................................................................................................................................................................3
Implementing a Protective Factors Approach .....................................................................................................8
Chapter 2: Working With Families Using the Protective Factors ......................................... 12

Nurturing and Attachment........................................................................................................................................... 12
Knowledge of Parenting and Child Development ............................................................................................14
Parental Resilience ............................................................................................................................................................ 16
Social Connections ............................................................................................................................................................ 18
Concrete Support for Families ................................................................................................................................... 20
Social and Emotional Competence of Children .................................................................................................22
Questions to Ask to Explore Protective Factors With Caregivers ......................................................... 24
Protective Factors in Practice .................................................................................................................................... 26
Chapter 3: Using Protective Factors as a

Framework for Your Community Partnership ...............................................................................28
Working Successfully With Community Partners ..........................................................................................28
Tips for Working With Specific Groups ................................................................................................................. 30
Building Partnerships Through Media ................................................................................................................. 34
Chapter 4: Protecting Children ..............................................................................................................37

Understanding Child Abuse and Neglect..............................................................................................................37
Adverse Childhood Experiences and Well-Being ............................................................................................. 42
Working With Parents Who Have a History of Trauma .............................................................................. 44
Supporting Immigrant and Refugee Families ................................................................................................... 46
Human Trafficking of Children ................................................................................................................................. 48
Chapter 5: Tip Sheets for Parents and Caregivers ........................................................................ 51

How to Develop Supportive Communities .......................................................................................................... 53
Cómo desarrollar comunidades de apoyo ............................................................................................................ 54
Keeping Your Family Strong........................................................................................................................................ 55
Cómo mantener a su familia fuerte .........................................................................................................................57
Making Healthy Connections With Your Family ............................................................................................. 59
Haciendo conexiones saludables con su familia ..............................................................................................60
Feeding Your Family .........................................................................................................................................................61
Cómo alimentar a su familia ....................................................................................................................................... 62
2018 Prevention Resource Guide iii

Managing Stress ................................................................................................................................................................ 63
Manejando el estrés ......................................................................................................................................................... 64
Managing Your Finances ............................................................................................................................................... 65
Manejando sus finanzas ................................................................................................................................................ 66
Bonding With Your Baby ............................................................................................................................................... 67
Cómo fortalecer los lazos de afecto con su bebé .............................................................................................. 68
Dealing With Temper Tantrums ............................................................................................................................... 69
Cómo lidiar con los berrinches................................................................................................................................... 70
Parenting Your School-Age Child .............................................................................................................................. 71
Cómo criar a su hijo en edad escolar ........................................................................................................................72
Connecting With Your Teen......................................................................................................................................... 73
Cómo relacionarse con su hijo adolescente ..........................................................................................................74
Parenting Your Child With Developmental Delays and Disabilities .............................................. 75
Cómo criar a su hijo con retrasos de desarrollo y discapacidades.......................................................... 76
Ten Ways to Be a Better Dad ........................................................................................................................................ 77
Diez maneras de ser un mejor padre ....................................................................................................................... 78
Building Resilience in Children and Teens.......................................................................................................... 79
Cómo desarrollar resiliencia en los niños y adolescentes ........................................................................... 80
Teen Parents...You’re Not Alone!................................................................................................................................. 81
Hay muchos padres adolescentes como usted ....................................................................................................82
Raising Your Kin .................................................................................................................................................................83
Cómo criar a sus parientes ........................................................................................................................................... 84
Military Families ............................................................................................................................................................... 85
Familias militares ............................................................................................................................................................. 86
Support After an Adoption............................................................................................................................................87
Apoyo después de la adopción .................................................................................................................................... 88
Preventing Child Sexual Abuse ................................................................................................................................. 89
Cómo prevenir el abuso sexual de menores........................................................................................................90
Parenting After Domestic Violence ..........................................................................................................................91
La crianza de niños después de la violencia domestica ................................................................................ 92
Helping Your Child Heal From Trauma ................................................................................................................. 93
Ayudando a su hijo a curarse del trauma ............................................................................................................. 94
Human Trafficking: Protecting Our Youth ......................................................................................................... 95
La trata de personas: cómo proteger a nuestros jóvenes ............................................................................. 96
Chapter 6: Resources ................................................................................................................................... 97

National Child Abuse Prevention Partners ........................................................................................................ 97
Federal Interagency Work Group on Child Abuse and Neglect ............................................................... 98
iv https://www.childwelfare.gov/topics/preventing/
About the Resource Guide
This Resource Guide was developed to support Chapter 2: Working With Families Using the
service providers in their work with parents, Protective Factors—Detailed information
caregivers, and their children to prevent child about six protective factors for preventing
abuse and neglect and promote child and child maltreatment and tips and examples for
family well-being. It was created by the U.S. infusing them into programs and direct practice
Department of Health and Human Services’ with families and children. At the end of this
Children’s Bureau, Office on Child Abuse chapter, sample scenarios illustrate how multiple
and Neglect, its Child Welfare Information protective factors support and strengthen
Gateway, and the FRIENDS National Center families who are experiencing stress.
for Community-Based Child Abuse Prevention.
The resources featured represent the work
Framework for Your Community Partnership—
of a broad-based partnership of national
Strategies to help build community awareness
organizations, federal partners, and parents
and support the development of broad-based,
committed to strengthening families and
meaningful community partnerships.
communities.
Chapter 4: Protecting Children—Information
What’s Inside about why child abuse occurs, risk factors,

consequences, identifying and reporting
The Resource Guide was created primarily maltreatment, the relationship between adverse
to support community-based child abuse childhood experiences and well-being, tips
prevention professionals who work to prevent for working with parents and children with a
child maltreatment and promote well-being. history of trauma, how to support immigrant
However, others—including policymakers, and refugee families, and how to identify and
parent educators, family support workers, respond to human trafficking.
health-care providers, program administrators,
Chapter 5: Tip Sheets for Parents and
teachers, child care providers, mentors, and
Caregivers—Strengths-based tip sheets on
clergy—also may find the resources useful.
specific parenting topics that can be used in
discussions or visits with caregivers.
The following resources are included
in this guide: Chapter 6: Resources—Contact information for
private and federal partners working nationally
Chapter 1: Strengthening Individuals, Families,
to strengthen families.
and Communities—Information about
protective factors that help reduce child abuse Many more resources for strengthening families
and neglect, established protective factors and building supportive communities are
approaches, and how state and local agencies available from the national organizations and
are implementing protective factors approaches federal partners listed in chapter 6 or on the
to create lasting change in how communities
support families.
2018 Prevention Resource Guide 1

Child Welfare Information Gateway website On the Web
at https://www.childwelfare.gov/topics/
preventing/overview/relatedorgs/. The Child Welfare Information Gateway website
provides links to resources and information
about child abuse prevention, family
Suggested Uses for the strengthening, family-centered practice, family
Resource Guide support, family preservation services, and many
related topics. Throughout the Resource Guide,
• Distribute copies to key community partners
links to related Information Gateway webpages,
working with children and families, including
available at https://www.childwelfare.gov,
child welfare agencies, child advocacy centers,
will provide you with a wealth of additional
public health agencies, child care centers,
information.
family therapists, media representatives,
schools, faith communities, and policymakers. This Resource Guide can be ordered or
• Use the Resource Guide as a topic for downloaded from the Preventing Child Abuse
discussion at an upcoming meeting of and Neglect section of the Child Welfare
your family-strengthening community Information Gateway website. Also available
partnership. on the website are calendars listing ways that
parents, programs, and community partners
• Make copies of the parenting tip sheets
can strengthen families and build supportive
(chapter 5) for use in parent education classes
communities during April, National Child
or parent support groups.
Abuse Prevention Month; an online media
• Provide copies of this guide to those who toolkit; a video gallery; and downloadable
regularly offer training to family support logos and graphics that may be used to
workers in your community. customize Prevention Month resources for local
• Use the information in the Resource Guide communities. You can access these resources
when developing your own media kits, press at https://www.childwelfare.gov/topics/
releases, and other public awareness tools. preventing/preventionmonth/.
• Make the information available to those in The FRIENDS National Center for Community-
your community who are writing grants to Based Child Abuse Prevention website offers
support family-strengthening work. information about the Child Abuse Prevention
Please let us know how you are using this year’s and Treatment Act (CAPTA), Community-Based
Resource Guide and how we can better meet Child Abuse Prevention (CBCAP) priorities,
your needs! Take our brief survey at http://www. grantees, outcome accountability, parent
surveygizmo.com/s3/3827653/2018RGHC. leadership, and other important topics. Also
available on the website are an evaluation
toolkit, archived teleconferences, a link to
the FRIENDS Online Training Center, and
downloadable factsheets, learning tools, and
publications, all accessible at http://www.
friendsnrc.org.
2 https://www.childwelfare.gov/topics/preventing/
Chapter 1: Strengthening Individuals,
Families, and Communities
Protective Factors
Protective factors are conditions or attributes Protective capacities are used by child welfare
of individuals, families, communities, or the practitioners to assess child safety and risk. A
larger society that reduce or eliminate risk and caregiver with these cognitive, emotional, and
promote healthy development and well-being of behavioral characteristics ensures the safety of
children and families. These factors help ensure his or her child and responds to threats in ways
that children and youth function well at home, in that keep the child safe from harm.
school, at work, and in the community today and
Both frameworks are strengths-based approaches
into adulthood. Protective factors also can serve as
to assess and serve families. We can best ensure
safeguards, helping parents who might otherwise
child safety and promote child and family well-
be at risk of abusing their children to find
being by promoting both caregiver protective
resources, supports, or coping strategies that allow
capacities (at the individual level) and protective
them to parent effectively—even under stress.
factors (at the individual, family, and
Research has found that successful interventions community levels).
must both reduce risk factors and promote
For more information, see the “Protective
protective factors to ensure child and family well-
Capacities and Protective Factors: Common
being. There is growing interest in understanding
Ground for Protecting Children and
the complex ways in which these risk and
Strengthening Families” infographic from the
protective factors interact within the context of
Capacity Building Center for States at https://
a child’s family, community, and society to affect
go.usa.gov/xR7nY.
both the incidence and consequences of child abuse
and neglect.
Established Protective
Protective Capacities and Factors Approaches
Protective Factors: Common There are many protective factors approaches
Ground for Protecting in development and use by various agencies,
programs, and practitioners who seek to
Children and Strengthening prevent child abuse and neglect and promote
Families child well-being. While some approaches are
more grounded in research than others, there
Protective factors and caregiver protective
is no single “right way” to talk about protective
capacities are complementary frameworks.
factors. The most important message is that
Whereas protective factors are characteristics
focusing on protective factors is critical and
of individuals, families, communities, or the
sorely needed for the prevention of child
larger society that promote well-being, caregiver
maltreatment and promotion of child and family
protective capacities are specific, individual
well-being.
attributes that are directly related to child safety.

This chapter highlights approaches developed • They describe positive conditions or attributes
by the U.S. Centers for Disease Control and of individuals, families, or communities
Prevention (CDC), the Center for the Study of that reduce risk factors and help to promote
Social Policy (CSSP), and the Administration child, youth, or family well-being.
on Children, Youth and Families (ACYF). Key
differences among these approaches include the
• They provide varying degrees of guidance
for practical application in programming
following:
for families, children, or youth.
• Populations of focus. The ACYF conceptual
model focuses on specific in-risk populations,
• They identify positive social connections,
resilience, and social-emotional competence
whereas the other approaches are based on
as specific protective factors.
research on general at-risk populations.
• Domains of the social ecology. Social ecological • They can be used to inform policymakers,
theory examines how individuals exist practitioners, and consumers.
within and are shaped by their individual
Child Welfare Information Gateway has
characteristics, their families and other
developed several products centered on
relationships, their communities, and society as
protective factors. For information about how
a whole. All approaches define their protective
protective factors approaches developed by
factors in ways that apply across the social
these three organizations align, see Protective
ecology; however, the parts that are emphasized
Factors Approaches in Child Welfare at https://
vary depending on how the protective factors
www.childwelfare.gov/pubPDFs/protective_
were studied for different populations.
factors.pdf.
Social Ecological Model for Preventing

and Responding to Child Maltreatment Essentials for Childhood
CDC’s Essentials for Childhood model identifies

the importance of safe, stable, and nurturing
relationships and environments as key
INDIVIDUAL FAMILY COMMUNITY SOCIETY components in preventing child maltreatment.
It then proposes strategies that communities
can use to promote the types of relationships
and environments that help children grow up to
be healthy and productive citizens. The goals of
Despite these differences, there are strong
Essentials for Childhood include the following:
similarities and alignments across the
approaches. The overarching goal of these • Raise awareness and commitment to promote
approaches is the same: promotion of child, safe, stable, and nurturing relationships and
youth, and family well-being. Other similarities environments and prevent child maltreatment.
include the following: • Use data to inform actions.
• They are research informed and have been • Create the context for healthy children and
reviewed by experts. families through norms change and programs.
• Create the context for healthy children and A detailed description of the Youth Thrive
families through policies. framework is available at http://www.cssp.org/
Information about Essentials for Childhood reform/child-welfare/youth-thrive.
is available at https://www.cdc.gov/
ACYF Protective Factors
violenceprevention/childmaltreatment/
Conceptual Model
essentials.html.
ACYF’s goal in completing a comprehensive
Strengthening Families™ and literature review and developing the resulting
Youth Thrive™ conceptual model was to provide information
Strengthening Families and Youth Thrive are that can be used to guide practice and policy
protective factors frameworks developed by approaches aimed at increasing protection;
CSSP. The first focuses on families with young enhancing resilience; and promoting physical,
children (ages 0–5), and the other on youth ages mental, social, and emotional well-being for the
11–26. Each includes five factors: children, youth, and families who are the focus
of ACYF services. This includes five vulnerable
Strengthening Families Protective Factors Youth Thrive Protective and Promotive Factors
• Parental resilience • Youth resilience

• Social connections • Social connections
• Knowledge of parenting and child • Knowledge of adolescent development
development • Concrete support in times of need
• Concrete support in times of need • Cognitive and social-emotional competence
• Social-emotional competence of children in youth
Each protective factor is supported by research populations: children and youth exposed to
from several fields of study. The Strengthening domestic violence, pregnant and parenting
Families framework includes a policy component youth, runaway and homeless youth, victims
for applying protective factors in practice of child abuse and neglect, and youth in or
settings across multiple service systems. The transitioning out of foster care. These children
Youth Thrive framework describes how youth are primarily in-risk (versus at-risk), so the focus
can be supported by parents and practitioners of the literature review was to identify factors
in ways that advance healthy development and most salient for those already coping with
well-being and reduce the impact of negative adverse experiences and situations. Through
life experiences. an extensive review of available research,
ACYF identified 10 protective factors with the
A detailed description of the Strengthening
strongest evidence for ACYF populations. These
Families framework is available at https://
exist at multiple levels of the social ecology:
www.cssp.org/young-children-their-families/
strengtheningfamilies.

Individual Level • Promoting Protective Factors for Victims
• Self-regulation skills of Child Abuse and Neglect: A Guide for
• Relational skills Practitioners https://www.childwelfare.gov/
pubs/factsheets/victimscan/
• Problem-solving skills
• Involvement in positive activities
Protective Factors in
Relationship Level
This Guide
• Parenting competencies
• Positive peers Since 2007, this Resource Guide has employed a
• Caring adults protective factors framework adapted from the
Strengthening Families framework developed
Community Level
by CSSP with the addition of a sixth factor:
• Positive community environment nurturing and attachment.
• Positive school environment
Attachment refers to the relationship that
• Economic opportunities
develops as a result of a caregiver’s sensitive
More information is available in the Preventing attention to a child and the child’s responses to
Child Abuse & Neglect section of the website for the caregiver. A strong and secure emotional
Child Welfare Information Gateway at https:// bond between children and their caregivers
www.childwelfare.gov/topics/preventing/, is critical for children’s physical, social, and
including the following publications discussing emotional development, including their ability
current research linking protective factors to to form trusting relationships and to exhibit
well-being for in-risk populations served by positive behaviors. Helping parents learn and
ACYF: practice the nurturing skills that lead to strong,
secure attachments is a well-supported pathway
• Promoting Protective Factors for Children and to positive outcomes for children.
Youth in Foster Care: A Guide for Practitioners
https://www.childwelfare.gov/pubs/
factsheets/guide-fostercare/
• Promoting Protective Factors for Children
Exposed to Domestic Violence: A Guide for
Practitioners https://www.childwelfare.gov/
pubs/factsheets/guide-domesticviolence/
• Promoting Protective Factors for In-Risk
Families and Youth: A Guide for Practitioners
factsheets/in-risk/
• Promoting Protective Factors for Pregnant
and Parenting Teens: A Guide for Practitioners
factsheets/guide-teen/
Although “nurturing and attachment” is not factors, it is clear that the various models and
delineated as a separate protective factor within frameworks complement one another, and in
Strengthening Families, it is an implicit and fact overlap in many areas. For the past several
valued component to the entire framework. years, this Resource Guide, while continuing to
Similarly, CDC’s Essentials for Childhood draw primarily from the Strengthening Families
promotes nurturing relationships on the framework with the addition of nurturing and
societal level, while the ACYF protective factors attachment, has highlighted elements from
conceptual model acknowledges the importance the CDC and ACYF efforts where synergies
of nurturing and attachment in factors such as exist. By implementing a comprehensive
“relational skills,” “parenting competencies,” and protective factors approach, we move closer to
“caring adults.” a prevention-oriented society where all sectors
recognize the value of health and well-being for
In this way, although different organizations
all individuals, families, and communities.
use varying approaches to promote protective

Implementing a Protective Factors Approach
Implementing a protective factors approach • After a short period of time on the first
involves more than changes to individual question, the groups intermingle at new tables
practice. Programs, policies, and systems also for a second question. Table hosts convey
must adapt in order to create incentives, capacity, the key points from the previous group’s
and impetus for individual workers to take on a conversation to help each conversation build
protective factors approach. The following are on the last. Each session involves about three
some of the ways that state and local agencies are interrelated questions.
implementing protective factors. In many cases, cafés are offered in series.
Café series provide an opportunity to build
Parent Cafés and relationships among parents over time and to
engage them in thinking in a deeper and ongoing
Community Cafés way about a particular issue.
Cafés are being implemented across the country
Parent cafés and community cafés are
in community centers, schools, early care and
important tools used to engage parents directly
education programs, and other settings where
in building protective factors for themselves
parents and caregivers gather. Find more
and their families. Adapted from the World
information about parent and community cafés
CaféTM (http://theworldcafe.com/), parent
on the CSSP website at https://www.cssp.org/
cafés and community cafés are structured,
community/constituents-co-invested-in-change/
small-group conversations that bring parents
community-and-parent-cafes.
together to discuss issues that are important
to them. Examples:
Although they stem from the same model, there • First Five of Butte County, CA, offers monthly
are some differences between parent cafés and parent cafés in three communities. They
community cafés, as illustrated in the table on welcome all families, including foster,
the following page. adoptive, and those currently involved
with the child welfare system. Free dinner
The general approach is as follows:
and child care are provided. Find more
• A casual café environment is created information at http://www.butteparentcafe.
by setting up small tables (six or eight com/about-us/.
participants per table) and including food,
• Community cafés are being implemented in
tablecloths, flowers, and other accessories.
communities throughout Alaska with support
• Parents are invited to join conversations at from the Alaska Children’s Trust Fund. Watch
these intimate café tables, where a trained a video that describes the process and shows
parent leader leads the discussion, using scenes from several cafés at http://www.
carefully crafted questions. ctfalliance.org/alaskavideo.htm.
Parent Café Community Café
Approach to The focus is directly on sharing The focus is on using the

building protective information about and discussing the protective factors to discuss an
factors protective factors. issue of concern to the community.
Cafés follow a set format to work Each café is designed by its hosts
Café design
through each of the protective factors. to address an issue of concern.
There is room for local and cultural Each café is different; cultural
Local variation
modifications within the structure. modifications are encouraged.
Be Strong Families: The Community Café:

For more
http://www.bestrongfamilies.net/ http://thecommunitycafe.com
information
build-protective factors/parent-cafes/
• Oregon’s Project LAUNCH funded eight Strengthening Families

communities across the state to offer parent
cafés to promote the protective factors.
Self-Assessment
These events also helped to develop parent The Strengthening Families self-assessment is a
leadership skills, as parents were trained simple tool to help programs identify practical
to facilitate the cafés as hosts. Find more changes that will enhance their ability to build
information at http://www.oregon.gov/ protective factors. It was developed based on a
oha/ph/HealthyPeopleFamilies/Babies/ yearlong study of exemplary program practice
Documents/LAUNCHParentCafeissuebrief. involving nearly 100 programs across the
pdf. country. The self-assessment helps programs
identify both their strengths and concrete,
• East Durham (NC) Children’s Initiative
actionable areas where they can improve
hosted a 4-week parent café series on trauma,
their practice. An online version of the self-
adverse childhood experiences (ACEs),
assessment allows programs to track which
and their effects on child development.
items they have completed, where their program
The events focused on prevention tips and
strengths and areas of focus are, and what
strategies, and they included presentations
action plans are in process.
by parent advocates and community
partners, time for Q&A, and a unity circle. The self-assessment is designed to be completed
Find more information at http://edci.org/ by a team that includes at least one parent, one
stories/parent-cafe-on-adverse-childhood- staff member, and the program director. When
experiences?lang=en. team members complete the self-assessment on
their own and bring it to a meeting, differences
in perspective are revealed that can point the
way to small but significant changes.

Programs have used the self-assessment in a knowledge of parenting/child development.
variety of ways. For example:
The primary purpose of the Protective Factors
• In one early care and education program, the Survey is to provide feedback to agencies
director was surprised to learn through the for continuous improvement and evaluation
self-assessment process that parents and staff purposes. The survey results are designed to
members were not aware that she had many help agencies measure changes in protective
materials available to share about parenting factors and identify areas where workers can
and child development. In response, a brochure focus on increasing individual family protective
rack was placed in a common area, stocked factors. For example:
with resources that had previously been in a
file cabinet in the director’s office. The materials
• The Child and Family Services Agency (CFSA),
Washington, DC, is using the Protective
increased parents’ knowledge of parenting and
Factors Survey for ongoing evaluation and
child development and even became a catalyst
assessment with its parent education and
for parents to connect with one another around
support grantees. Findings thus far indicate
common concerns, such as toddler tantrums.
an improvement in family functioning,
• In several states, groups of early care and decreased risk, and increased protective
education center directors have come together factors. CFSA will work with FRIENDS
to complete one section of the self-assessment at to analyze the program survey scores to
a time and discuss the strengths and areas for determine whether program interventions
improvement they identified. Meeting regularly were meaningful in achieving positive
over time, they became a learning community, behavior change that enhances family
sharing their experiences implementing protective factors.
changes in their programs and supporting each
other in continuing the work.
• New York State Family Resource Centers,
supported through the CBCAP program,
CSSP offers four versions of the self-assessment, have administered the Protective Factors
which are specific to different kinds of programs. Survey to participants before and after
For more information, visit https://www.cssp.org/ receiving services. The survey has helped
reform/strengtheningfamilies/practice#program- to demonstrate statistically significant
self-assesments. improvements in family functioning among
populations who are at historically greater
FRIENDS Protective risk for child maltreatment, including those
Factors Survey with low incomes and those who have not
graduated high school.
The FRIENDS Protective Factors Survey is a
• In Michigan, all direct service grants that are
pre-post evaluation tool for use with caregivers
funded through the Children’s Trust Fund
receiving child maltreatment prevention
(CTF) administer the Protective Factors
services. It is a self-administered survey that
Survey to program participants. Systematic
measures protective factors in five areas:
use of the survey has improved CTF’s
family functioning/resiliency, social support,
ability to assess and report on participant
concrete support, nurturing and attachment, and
outcomes from a diverse array of programs.
Improvements have been seen across each Protective Factors
subscale, with the greatest improvement in
the area of family functioning.
Frameworks for Child
For more information, visit http://friendsnrc.org/ Welfare Practice
protective-factors-survey. A growing number of child welfare jurisdictions
are adopting a protective factors approach
Online Protective for child welfare practice. These jurisdictions
Factors Training are looking at protective factors not just as
a prevention strategy but as a framework
Several organizations have developed training for thinking about how they can work with
tools to support implementation of a protective caregivers in ways that enhance their ability
factors approach. These include the following: to nurture and support the well-being of the
children in their care and reduce the likelihood
• The FRIENDS Online Learning Center is a
of future maltreatment.
resource designed to meet the demands of
providing free, high-quality, subject-specific For example, Connecticut has adopted a
training for CBCAP State Lead Agencies, their Strengthening Families practice model for its
grantees, and others. The Online Learning child welfare services. All families that are part
Center offers continuing education and of the Family Assessment Response track (an
professional development opportunities that alternative response track for families where
are available 24 hours a day, 7 days a week. To there is no immediate safety threat) are assessed
learn more, visit https://friendsnrcelearning. not just for risk but also for protective factors.
remote-learner.net/. Training materials and guidance have been
• The National Alliance of Children’s Trust developed to support caseworkers in applying
and Prevention Funds offers a free online a protective factors approach in key aspects of
curriculum. Developed by the Alliance in casework practice.
partnership with members of the Alliance’s
A chart outlining the ways that other states
Early Childhood Initiative and CSSP,
are incorporating protective factors into their
“Bringing the Protective Factors Framework
child welfare practice can be found on the CSSP
to Life in Your Work—A Resource for Action”
Strengthening Families website at https://
includes seven 2-hour modules: an overview,
www.cssp.org/young-children-their-families/
one module for each protective factor, and a
strengtheningfamilies/about/body/SF-in-
final “review and reflection” module. To learn
CW-2016.pdf.
more, visit www.ctfalliance.org/ or contact
[email protected]. A similar chart also is available for child
abuse and neglect prevention at https://www.
cssp.org/young-children-their-families/
strengtheningfamilies/about/body/SF-in-
CANP-2016.pdf.

Chapter 2: Working With Families
Using the Protective Factors
Nurturing and Attachment
Juggling the demands of work, home, and other nurture their older children by making time to
responsibilities leaves many parents feeling listen to them, being involved and interested in
like they do not have nearly enough time with the child’s school and other activities, staying
their children. But even small acts of kindness, aware of the child or teen’s interests and friends,
protection, and caring—a hug, a smile, or loving and being willing to advocate for the child
words—make a big difference to children. when necessary.
Research shows that babies who receive
affection and nurturing from their parents How Workers Can Help
(a relational-level protective factor) have the
• Suggest a family game night! Loan games for
best chance of developing into children, teens,
parents to play with their children, if possible,
and adults who are happy, healthy, and possess
and remind them that even young children
individual-level protective factors, such as
can play board games on an adult’s “team.”
relational, self-regulation, and problem-solving
skills. Research also shows that a consistent • Offer parents materials for a simple craft that
relationship with caring adults in the early years they can make with their child.
of life is associated with better grades, healthier • Teach new parents basic infant massage.
behaviors, more positive peer interactions, and an Encourage parents to make eye contact and
increased ability to cope with stress later in life. name each body part as they rub lotion on
their baby.
Infant brains develop best when a few stable
caregivers work to understand and meet the
infant’s need for love, affection, and stimulation. Words to live by: Strong families show
Conversely, neglectful and abusive parenting how much they love each other.
can have a negative effect on brain development.
A lack of contact or interaction with a caregiver
can change the infant’s body chemistry, resulting
in a reduction in the growth hormones essential
for brain and heart development. Furthermore,
children who lack early emotional attachments
will have a difficult time relating to peers.
As children grow, nurturing by parents and

other caregivers remains important for healthy
physical and emotional development. Parents
How Programs Can Help • Engage and include all important adults in a
child’s life, including fathers, grandparents,
• Use parent education strategies (workshops, and extended family, as part of a child’s
lending libraries) as opportunities to share “nurturing network.”
information about how a strong parent-
• Acknowledge cultural differences in how
child bond enhances brain development and
parents and children show affection.
supports positive behavior in young children.
• Recognize that when a child consistently does
• Share resources available from your agency
not show a positive response to the parent (for
and throughout the community on how
example, due to an emotional, developmental,
parents can nurture and connect with their
or behavioral disability), the parent may need
children at every age.
additional support.
CBCAP State Example: Wisconsin Child Abuse and Neglect Prevention Board
The Wisconsin Child Abuse and Neglect Prevention Board selected and funded a small number of
evidence-informed and evidence-based parent education programs to enhance parenting skills,
strengthen families, and enhance child maltreatment prevention. All of the parent education
programs selected are rooted in the protective factors.
Participating agencies were required to implement at least one level of Triple P (a research-based
parenting intervention), along with one other evidence-informed parent education program, such
as the Effective Black Parenting Program or Nurturing ParentingTM. Families who participated in
Nurturing Parenting completed the Adult-Adolescent Parenting Inventory, which assesses parenting
and child-rearing attitudes, both before and after receiving services. The results showed that parents
demonstrated improvements in empathy, which includes parents’ nurturing and encouragement
skills and their ability to recognize and understand children’s feelings. Families also demonstrated
increased belief in the value of alternatives to corporal punishment.
For more information:
Rebecca K. Murray
Associate Director
608.267.3678
[email protected]
http://www.preventionboard.wi.gov

Knowledge of Parenting and Child Development
Parents who understand the usual course
of child development are more likely to be
able to provide their children with respectful
communication, consistent rules and
expectations, developmentally appropriate
limits, and opportunities that promote
independence. But no parent can be an expert
on all aspects of infant, child, and teenage
development or on the most effective ways to
support a child at each stage. When parents are
not aware of normal developmental milestones, How Workers Can Help
interpret their child’s behaviors in a negative
way, or do not know how to respond to and • Encourage parents to see the world from their
effectively manage a child’s behavior, they child’s point of view. For example, you might
can become frustrated and may resort to explore a room together on hands and knees,
harsh discipline. to help a parent understand how to childproof
for their toddler.
As children grow, parents need to continue to
• Talk with parents about what children
foster their parenting competencies by learning
can typically do at different ages. Discuss
about and responding to children’s emerging
any concerns about what their child can or
needs. Information about child development
cannot do. Family-friendly information about
and parenting may come from many sources,
developmental milestones from 2 months
including extended families, cultural practices,
to 5 years can be found on the CDC website
media, formal parent education classes, or a
at http://www.cdc.gov/ncbddd/actearly/
positive school environment that supports
milestones/index.html.
parents. Interacting with other children
of similar ages also helps parents better • Encourage parents to join a parenting group
understand their own child. Observing other or class where they can share and learn new
caregivers who use positive techniques for parenting strategies.
managing children’s behavior provides
an opportunity for parents to learn Words to live by: Being a great parent is
healthy alternatives.
part natural and part learned.
Parenting styles need to be adjusted for each
child’s unique temperament and circumstances.
Parents of children with special needs may
benefit from additional coaching and support
to reduce frustration and help them become the
parents their children need.
How Programs Can Help • Provide observation opportunities, such as
video monitors or windows into classrooms
• Offer informal, daily interactions between and outdoor space, where parents can watch
parents and program staff, plus coaching from their child interacting with other children and
staff on specific developmental challenges learn new techniques by observing staff.
when they arise (e.g., inconsolable crying,
• Give parents opportunities to participate in
eating or sleeping problems, biting, sharing
conversations with other parents about their
toys, lying, problems with peers).
own experiences as children and how they
• Educate staff on parenting and child want to change their parenting.
development so that they can play a more
• Offer a lending library of educational
effective role in coaching parents on
materials about parenting and child
these issues.
development.
• Provide parent-child interaction training
opportunities through classes or workshops
that address topics parents request or that
respond to current issues.
CBCAP State Example: Alabama Department of Child Abuse and Neglect Prevention
The Alabama Department of Child Abuse and Neglect Prevention and CBCAP program fund United
Cerebral Palsy of Huntsville and Tennessee Valley’s Family Connections to provide parent support
groups and training in child development and parenting skills. The Family Connections program
teaches parenting skills that build upon the protective factors known to reduce the likelihood of child
maltreatment. Participating parents learn behavior modification strategies, realistic developmental
expectations, tools for managing stressful situations, and more.
The Family Connections program also incorporates parent-child classes, known as Family Fun Times,
for children ages 18 months to 5 years. These monthly gatherings promote parent-child bonding
through fun activities, such as art, stories, music, and movement. Family Fun Times also serve as
an opportunity for the Parent Educator to model activities and strategies that parents can use to
encourage their child’s development. In addition, the parent-child classes include a segment of free
play to allow time for the parents to socialize and learn from one another, which helps build a social
support system among the families.
Sallye R. Longshore, M.S., Ed.S.

Director
The Children’s Trust Fund
334.262.2951
[email protected]

Parental Resilience
Parents who can cope with the stresses of
everyday life, as well as an occasional crisis,
have resilience—the flexibility and inner
strength to bounce back when things are not
going well. Parents with resilience also know
how to seek help in times of trouble. Their ability
to deal with life’s ups and downs serves as a How Workers Can Help
model of coping behavior for their children. This
can help children learn critical self-regulation • Remind families that some stress is normal,
and problem-solving skills (individual-level and parenting is stressful for everyone. The
protective factors). key is how you respond to it.
• Suggest that parents keep a self-care diary
Multiple life stressors, such as a family history
to help them remember to make time for
of abuse or neglect, physical and mental health
themselves each day.
problems, marital conflict, substance use, and
domestic or community violence—and financial • Offer to meet parents and children outside,
stressors, such as unemployment, financial or take a walk with them on a nice day.
insecurity, and homelessness—can reduce a Emphasize the importance of fresh air and
parent’s capacity to cope effectively with the exercise in managing stress.
typical day-to-day stresses of raising children. • Teach parents concrete strategies for
Conversely, community-level protective relaxation. For example, guide them to take
factors—such as a positive community a few deep breaths and allow their body to
environment and economic opportunities— relax while thinking of a place where they feel
enhance parental resilience. happy. Let them know that they can do this
any time they feel uncomfortable or stressed.
All parents have inner strengths or resources
that can serve as a foundation for building their
resilience. These may include faith, flexibility,
How Programs Can Help
humor, communication skills, problem-solving • Hire or develop staff who can form and
skills, mutually supportive caring relationships, maintain trusting relationships with
or the ability to identify and access outside families, and provide opportunities for these
resources and services when needed. All of relationships to flourish.
these qualities strengthen their capacity to • Understand that mental health consultants
parent effectively, and they can be nurtured are an integral part of the staff team, and
and developed through concrete skill-building ensure that they are available to staff and to
activities or through supportive interactions parents when additional support is needed.
with others.
Words to live by: Flexibility and inner

strength keep families strong in times
of stress.
• Train staff to observe and assess children • Provide resources to help parents understand
for early signs of child or family distress and the causes of stress and how it affects health,
respond to children and their families with relationships, and family life.
encouragement and support. • Teach parents concrete skills to prevent
• Partner with resources in the community that stress, such as planning and goal setting,
help families manage stress and deal with anticipating difficulties, problem-solving,
crises, including programs that offer family- communication, and self-care.
to-family help for personalized, sustained • Link parents with resources for stress
support as well as services such as mental management, such as exercise opportunities,
health counseling, substance use treatment, relaxation techniques, and venues for
domestic violence programs, and self-help meditation or prayer.
support groups.
CBCAP State Example: Maryland Family Network
Maryland Family Network and Maryland’s Family Support Centers work in partnership with parents
to build parental resilience through community-based, self-sufficiency programming. Increasing
parents’ education and training is one way to increase resilience by helping parents qualify for
higher-paying jobs. Parents with more education also are more likely to engage in healthy behaviors
and lifestyles for themselves and their children.
Educational services include both adult education (for learners at all levels) and family literacy.
Programs for adults offer revolving, open-ended enrollment. Services are nonthreatening and self-
paced, provide daily successes, promote esteem building, and are highly individualized. Family
literacy activities include adult literacy and education, parent-child activities focusing on literacy,
parent education to maximize their role as their child’s first teacher, and developmentally appropriate
child care.
Employment readiness services aid participants in planning for, securing, and maintaining
employment. These services include group workshops, individual sessions, panel discussions,
presentations by guest speakers, field trips, and video taping of mock interviews. Assessments of
career interests, values, and skills are provided, and job readiness counseling helps to enhance skills
in areas such as coping with anger and conflict, time management, stress management, working as a
team member, effective communication, and selecting quality child care.
Linda Ramsey
Deputy Director, Family Support/HR Officer
443.873.5802
[email protected]
http://www.marylandfamilynetwork.org/

Social Connections
Parents with a network of emotionally
supportive friends, family, and neighbors often
find that it is easier to care for their children
and themselves. Most parents need people
they can call on once in a while when they
need a sympathetic listener, advice, or concrete
support, such as transportation or occasional
advocates. Helping parents identify resources
child care. In other words, a positive community
and/or providing opportunities for them to
environment—and the parent’s ability to
make connections within their neighborhoods
participate effectively in his or her community—
or communities may encourage isolated parents
is an important protective factor. On the other
to reach out. Often, opportunities exist within
hand, research has shown that parents who are
faith-based organizations, schools, hospitals,
isolated and have few social connections are at
community centers, and other places where
higher risk for child abuse and neglect.
support groups or social groups meet.
Social connections support children in multiple
ways. A parent’s positive relationships give How Workers Can Help*
children access to other caring adults—a
• Work with parents to develop an EcoMap
relationship-level protective factor that may
showing the people and institutions that are
include extended family members, mentors,
sources of support in their lives.
or other members of the family’s community.
Parents’ social interactions also model important • Role play with parents to help them practice
relational skills for children and increase the approaching another parent with whom they
likelihood that children will benefit from would like to be friends. Choose a realistic
involvement in positive activities (individual- scenario, such as at a school event, on the
level factors). As children grow older, positive playground, or in a place of worship.
friendships and support from peers provide • Plan a group class or get together and invite
another important source of social connection. all of the families you work with to the event.
Being new to a community, recently divorced,

or a first-time parent makes a support network Words to live by: Connecting with friends
even more important. It may require extra effort builds a strong support system.
for these families to build the new relationships
they need. Some parents may need to develop
self-confidence and social skills to expand
their social networks. In the meantime, social
connections can also come from other caring
adults, such as service providers, teachers, or
*Some activities adapted from the Center for the Study of Social Policy’s Strengthening Families Protective Factors Action Sheets at
https://www.cssp.org/reform/strengtheningfamilies/about/body/ProtectiveFactorsActionSheets.pdf.
How Programs Can Help • Provide classes and workshops on parenting,
cooking, health, and other topics of interest.
• Set aside a welcoming space for parents to
• Create special outreach activities for fathers,
mingle and talk. Provide coffee, snacks, or
grandparents, and other extended family
other “perks.”
members.
• Create opportunities for parents to plan social
• Offer parents who seem interested specific
events that reflect their interests or culture.
suggestions, information, or services to help
• Use regular potluck dinners with parents them make social connections.
and children to reach out to new parents and
• Offer resources to help parents overcome
foster new friendships.
transportation, child care, and other barriers
• Sponsor sports and outdoor activities for to participating in social activities.
parents, including fathers.
CBCAP State Example: Montana Children’s Trust Fund
Montana Children’s Trust Fund (MT CTF) coordinates an annual free Halloween-themed family
resource fair in Helena. The Halloween Fun Fest (HFF) provides families a safe place to create and
strengthen relationships with peers. The HFF eliminates any stigma associated with seeking help
because the event is completely free for all attendees, including games and raffles. Parents and kids
are free to have a fun time with their friends and families while making new connections.
HFF is truly the community’s event. Community members donate gently used costumes for a costume
swap. MT CTF recruits a professional photographer to take pictures of families and friends in their
costumes, with free digital copies provided to the parents. The venue, advertising, snacks, and cash
for prizes and decorations are all donated. Every game is run by volunteers from community-based
organizations who talk with parents about the services
they provide while the children play. The entire community is empowered to play a role in
strengthening families.
The impact of the HFF is evident in its annual growth. Attendance has risen from 400–500 people
to 1,500–2,000. Sponsors and organizations eagerly participate year after year. Recently, MT CTF
recruited AmeriCorps VISTA to support and expand family resource fairs in at-risk communities
across Montana.
Melissa Lavinder
Grants Manager
406.444.3002
[email protected]
www.ChildrensTrust.mt.gov

Concrete Support for Families
Families whose basic needs (for food, clothing, How Workers Can Help
housing, and transportation) are met have more
time and energy to devote to their children’s • Teach families about calling “2-1-1” (if
safety and well-being. When parents do not available in your community) to find
have steady financial resources, lack a stable resources to meet a specific need or learn
more about organizations that support
living situation, lack health insurance, or face
families in their community.
a family crisis (such as a natural disaster or
the incarceration of a parent), their ability to • Support parents in learning how to navigate
support their children’s healthy development service systems, ask for help, and advocate for
may be at risk. Families whose economic themselves to receive needed support.
opportunities are more limited may need
• Encourage families to organize a clothing
assistance connecting to social service supports,
swap or babysitting co-op in their
such as housing, alcohol and drug treatment,
neighborhood.
domestic violence counseling, or public benefits.
Partnering with parents to identify and access

Words to live by: Strong families ask for
resources in the community may help prevent
help when they need it.
the stress that sometimes precipitates child
maltreatment. Offering concrete supports also
may help prevent the unintended neglect that
sometimes occurs when parents are unable to
provide for their children.
When needed services do not exist in your

community, work with parent advocates and
community leaders to help establish them.
Parents who go public with their need usually
find that they are not alone. The fact that
a parent is willing to publicize a cause may How Programs Can Help
mobilize the community. Parents who are new
to advocacy may need help connecting with the • Connect parents to economic resources, such
media, businesses, funding, and other parts of as job training and social services.
the community to have their needs heard and • Serve as an access point for health care, child
identify solutions. care subsidies, and other benefits.
• Provide for immediate needs through a
closet with extra winter coats and a direct
connection to a food pantry; facilitate help
from other parents, when appropriate.
• Help families access crisis services, such as • Train staff to listen for family stress and
a shelter for women who have experienced initiate positive conversations about
domestic abuse, mental health services, or family needs.
substance use counseling, by helping families • Let parents know about all available
make initial calls and appointments, assisting community resources, so they may select
with transportation, and providing the what is most appropriate for their needs.
name of a contact person in addition to a
phone number.
• Link parents with service providers who
speak their language or share a similar
background, when available.
CBCAP State Example: California Department of Social Services
High Sierra Family Services in Sierra County, CA, uses CBCAP funding from the California
Department of Social Services (CDSS) to strengthen families by providing concrete supports. The
agency offers a food pantry, children’s closet, transportation vouchers, and emergency utility and
rental assistance as well as information to link parents with other community agencies, programs,
and resources.
After using the food pantry and other concrete support programs, families have reported that
they are more comfortable accessing other programs at the center. By using the food pantry,
free telephone, computer access, and emergency rental assistance, at least one family was spared
unnecessary eviction and was able to eat and stay in their home until unemployment benefits began.
Robert Bradshaw, M.P.A.

Manager, Prevention Network Development Unit
Office of Child Abuse Prevention
916.651.6811
[email protected]
http://www.cdss.ca.gov/Child-Abuse-Prevention

Social and Emotional Competence of Children
Children’s emerging ability to form bonds and
interact positively with others, self-regulate
their emotions and behavior, communicate their
feelings, and solve problems effectively has
a positive impact on their relationships with
their family, other adults, and peers. (Within
the ACYF conceptual model, these are referred
to as individual-level protective factors.)
Parents and caregivers grow more responsive to
children’s needs—and less likely to feel stressed
or frustrated—as children learn to tell parents • Engage parents and children in a game or art
what they need and how parental actions make activity that helps children learn to express
them feel, rather than “acting out” difficult themselves in ways other than words.
feelings.
• Create a lending library of picture books
On the other hand, children’s challenging about coping with different emotions for
behaviors or delays in social-emotional parents to read with their children.
development create extra stress for families.
Parenting is more challenging when children do How Programs Can Help
not or cannot respond positively to their parents’
• Use both structured curriculum and informal
nurturing and affection. These children may
interaction to teach children to share, be
be at greater risk for abuse. It is important to
respectful of others, and express themselves
identify any such concerns as early as possible
through language.
and to provide services to children and their
parents that facilitate healthy development. • Include discussions about the importance
of feelings in programming for children
How Workers Can Help* and parents.
• Create and post a chart that describes which
• Ask parents to share an experience that
social and emotional skills children typically
typically makes their child sad, frustrated,
do and do not possess at different ages.
or angry. Explore what the child does when
feeling those emotions, how the parent
responds, and how the child responds to the Words to live by: Children get along
parent. Help parents identify opportunities to better with others when they have words
support their child in using words and skills to express how they feel.
to cope with strong emotions.
*Some activities adapted from the Center for the Study of Social Policy’s Strengthening Families Protective Factors Action Sheets at
https://www.cssp.org/reform/strengtheningfamilies/about/body/ProtectiveFactorsActionSheets.pdf.
• Provide art programs that allow children to • Encourage and provide opportunities
express themselves in ways other than words. for parents to share resources with each
• Foster ongoing engagement and other and exchange ideas about how they
communication with parents about their promote their children’s social and emotional
children’s social and emotional development development.
and the actions the program is taking to • Take timely action when there is a
facilitate it. Children often take home what concern—this might include asking another
they are learning at school. experienced teacher or staff member to help
observe a child, talking with the parent, or
bringing in a consultant.
CBCAP State Example: North Carolina Division of Social Services
The North Carolina Division of Social Services (NC DSS) funds Incredible Years (IY) programs for
families with children ages 3–12 years by blending various funding streams, including CBCAP.
The programs provide child care, transportation, meals, and incentives to facilitate participant
recruitment and retention.
IY is an evidence-based program that fosters healthy development in young children by
strengthening parenting competencies and promoting effective strategies for managing children’s
challenging behaviors. Parents and caregivers attend weekly group sessions for 14 to 16 weeks to
practice skills that promote children’s academic, social, and emotional skills. Parents learn the very
basics of parenting: playing with their children, offering praise and rewards, creating household rules
and setting limits, and using positive discipline strategies.
The long-term goals of the IY parent program include strengthening families by preventing
delinquency, substance use, and violence. NC DSS requires all IY grantees to use formal technical
assistance and implementation fidelity support provided by Prevent Child Abuse North Carolina to
ensure the best possible outcomes for children and families.
An independent evaluator found statistically significant results in all outcomes, including decreasing
harsh discipline, decreasing inconsistent discipline, increasing appropriate discipline, increasing
positive parenting, increasing clear expectations, decreasing the frequency of child’s problem
behaviors, and decreasing the degree to which caregivers/parents perceive the child’s behavior as
problematic.
Deborah Day
Community Based Program Administrator
919.527.6436
[email protected]
www.ncdhhs.gov

Questions to Ask to Explore
Protective Factors With Caregivers
Asking questions is an important part of Nurturing and Attachment

partnering with parents. Parents may feel more
comfortable voicing concerns and exploring • When you spend time with your child, what
solutions when providers ask questions that: do you like to do together?
• Focus on the parents’ own hopes and goals for

• How do you engage your child during
everyday activities (e.g., diapering, meals,
their children.
driving in the car)?
• Help parents identify and build on their
current strengths.
• What happens when your child [cries for a
long time, has a tantrum, skips school]?
• Model nurturing behavior by acknowledging
frustrations and recognizing the parents’
• How do you let your child know that you love
him or her?
efforts.
The following are some specific questions
• What do you do when your child does
something great?
that may help providers partner with families
to identify strengths and needs around each
protective factor.
Knowledge of Parenting and
Child Development
Using these questions, you can help caregivers
identify their own stresses and needs as well as • What do you like about your child?
the successful coping strategies they already • What are some of the things you find
use and their personal, family, and community challenging as a parent?
resources. You can then make referrals to
• Why do you think your child [cries, eats
essential services, supports, and resources
slowly, says “no,” breaks rules]?
that will feel most relevant and helpful. Some
parents might need additional support in • How have you let your child know what
identifying their needs, addressing their feelings you expect?
about asking for help, navigating eligibility • How have you seen other parents handle
requirements, or overcoming other barriers this? What would your parents have done
(such as transportation or child care). in this situation?
• How do you think your child compares to
other children his/her age?
Parental Resilience Concrete Support for Families
• What do you do to take care of yourself and • What do you need to be able to [stay in your
gather strength? house, keep your job, pay your heating bill]?
• What kinds of frustrations or worries do you • How have you handled this problem so far? Is
deal with throughout the day? How do you it working? Why or why not?
solve these problems as they come up? • Are there community groups or other local
• How are you able to meet your children’s services that might be able to help?
needs when you are dealing with stress? • Did you know that [local program] provides
• How do you and your spouse or partner [free job training, meals on weekends, low-
support each other in times of stress? cost child care, etc.]?
• What are your dreams and goals for yourself • What kind of help do you need to get to
and your family? What steps are you taking these services?
toward those goals?
Social and Emotional
Social Connections Competence of Children
• Do you have family members or friends • What happens when there is a conflict in
nearby who help out once in a while? your house?
• Do you find it easy or challenging to make • Are your child’s emotions ever hard for you to
friends? deal with?
• Would you be interested in meeting other • What kinds of things help your child calm
parents who also [have a new baby, have a down when he or she is upset?
teenager, like to cook, sing in a choir]?
• How do you talk to your child about feelings?
• What kind of support would you need in order
to be able to get out for an evening?
• How does your child get along with friends?

Protective Factors in Practice
The following scenarios illustrate how multiple family support workers, as a learning tool
protective factors support and strengthen when working one-on-one with parents, or to
families who are experiencing stress. These stimulate discussion at a parent café.
vignettes may be used during training for new
Scenario 1
Sandra is a 28-year-old mother of two who has struggled with substance use issues for close to 10
years. She has two children—Kayla, age 4; and Joshua, who is just 9 months old. Although Sandra
is no longer with Kayla’s father, John, he is still active in their lives and has Kayla 3 days a week.
Joshua’s father moved away and is not actively involved in their lives. Sandra and John have a
strong coparenting relationship, and John often helps Sandra out with care for both children.
Although Sandra’s substance use has been a source of tension between the two of them, John has
been supportive of her while she has pursued treatment in the past.
Sandra considers herself to be an engaged mom. She sings songs, plays age-appropriate games with
both Kayla and Joshua, and is tuned in to their needs and limits. However, she recognizes that there
have been times when drug use has negatively impacted her parenting. When Kayla was 2, a child
neglect report was filed on Sandra. Although no case was opened, Sandra viewed it as a wake-up call
and successfully completed a 90-day inpatient treatment program to break her drug habit. Sandra’s
mother kept Kayla during the week and John kept Kayla on the weekends while Sandra was in
treatment. Kayla had problems expressing herself during this time. She had temper tantrums at
times; other times she clung to her grandmother and was afraid that she would leave her.
Once Sandra came home, she remained drug free until recently. Sandra was prescribed painkillers
as part of her recovery from Joshua’s birth and has been gradually increasing her substance use,
combining prescription and street drugs. She recognizes the drug use is getting in the way of her
parenting and work but doesn’t know exactly how to stop or where to turn for help.
Consider the degree to which each protective factor is present at the end of the scenario.
• Nurturing and attachment

• Knowledge of parenting and child development
• Parental resilience
• Social connections
• Concrete support for families
• Social and emotional competence of children
What other kinds of support might help strengthen this family?
Scenario 2
Zainah is a 23-year-old who recently migrated from Syria with her 3-year-old son, Adnan, and
husband, Sayid. The family was forced out of their homeland due to war more than 3 years ago.
Initially, they were able to stay with relatives and then spent almost 18 months in a refugee camp.
They are newly settled in Minneapolis, where they have some extended family and are connected
to the broader Syrian community. Zainah is not working and spends her days at home with Adnan,
although recently she has been leaving the house to meet other young mothers from the Syrian
community who gather at each other’s homes during the day.
As Zainah has been spending more time with other mothers with young children, she has developed
concerns about Adnan’s slow speech development. Adnan becomes sad and gets frustrated when
he can’t express himself. Zainah’s friend, Sarah, who has a 3-year-old daughter, was the first person
she talked to about her worries. Sarah has encouraged Zainah to take Adnan to the doctor to be
evaluated. Zainah has been reluctant to do this because she struggles with English, is uncomfortable
talking with the doctor, and generally finds the U.S. health-care and social services system
overwhelming. Sarah, who has been in the United States since she was 7, speaks English fluently. She
has offered to go with Zainah to the doctor’s office, to serve as a translator.
Consider the degree to which each protective factor is present at the end of the scenario.
• Nurturing and attachment
• Knowledge of parenting and child development
• Parental resilience
• Social connections
• Concrete support for families
• Social and emotional competence of children
What other kinds of support might help strengthen this family?

Framework for Your Community Partnership
Working Successfully With Community Partners
Everyone has something to contribute to a how the different groups in your community
family-strengthening effort. All sectors of the define family, and respect the definition of
community need to be aware of the importance each family, tribe, or ethnic group.
of the protective factors and understand how • Beginning a meeting or workshop with a
everyone can play a role in building these factors demonstration of spirituality drawn from
to support families and children. Working with one of the cultural groups represented
any one of the groups listed below can be a can prepare participants emotionally and
great way to engage and support more families. mentally for the activities of the day as well as
However, the more groups that you involve, the acknowledge the strength of that culture to
more people you will reach and the stronger the entire group.
your community partnership will be. When all
members of the community work together as a
• Programs that introduce traditional child-
rearing practices from various cultures,
whole, families feel supported and are better able
such as certain Native American tribes
to nurture and care for their children.
or immigrant groups, may help young
parents raise their children in a positive and
Embrace Diversity culturally knowledgeable manner.
Every community group has unique beliefs, • Learn about the importance of cultural
interests, and approaches to supporting families responsiveness and what it looks like in
and children. Partnering with community practice. Find resources on the FRIENDS
members of diverse racial and ethnic website at https://friendsnrc.org/activities-
backgrounds, lifestyles, and values will require that-support-collaboration/cultural-
an organizational investment in addressing responsiveness and on the Child Welfare
differences in positive and productive ways. Information Gateway website at https://www.
Consider the following tips: childwelfare.gov/topics/systemwide/diverse-
• Make your community group welcoming to populations/ or https://www.childwelfare.
all by making meeting times and locations gov/topics/systemwide/cultural/.
flexible and accessible to all. Insist on
diversity in leadership. Suggestions for
• Seek to understand the beliefs, values, Community Events
interests, and concerns of each group with Offer training or workshops about the protective
whom you wish to partner. What are their factors to various groups. General talking points
mission and goals, and how will a family- can be found in the Spread the Word section
strengthening effort further those goals? of the Prevention Month microsite (https://
• Different cultures define the concept of www.childwelfare.gov/topics/preventing/
“family” in very different ways. Learn about preventionmonth/spread-the-word/).
Be sure to customize your presentation to your • Town hall meeting. Invite local legislators,
audience. End by inviting participation on your parent leaders, and other community leaders
community family-strengthening council. to discuss issues affecting local families.
Audiences might include the following: • Health fair. Bring together local clinics and
• Judges and other court personnel involved providers to offer free screenings as well as
in making best-interests determinations social service organizations who can talk
for children about low-income health insurance options.
• Child care center staff or parents • Human services fair. Invite partner
• Employees of a large local business organizations to present on topics that help
parents meet their families’ needs, such
• Parent-teacher organizations (e.g., PTAs),
as finding adequate medical care, safe and
Mothers of Preschoolers (MOPS) groups, or
affordable child care, and substance use
other parent groups
treatment.
• Congregations or interfaith groups
• Job fair. Invite local businesses to attend and
• Local physicians, perhaps through “grand meet with prospective candidates as well as
rounds” at local hospitals nonprofit organizations that can provide help
Sponsor community events that support with child care, interview clothing or tips,
families and include a broad representation transportation, and other job-related needs.
of your family-strengthening partnerships. • Ethnic street fairs. These events offer
Examples include the following: families a way to enjoy their cultural heritage
• “Parents’ Day” focused on the protective in the company of others. Community
factors. Find tools and resources from a organizations can provide prevention
successful parent-led event in Alaska at http:// information and educational materials at
dhss.alaska.gov/ocs/Documents/families/ booths and through family-friendly activities
documents/AK_ParentEventToolkit.pdf. such as parent-child craft activities and
puppet shows.
Resources for Working With Community Partners
Essentials for Childhood. As a complementary protective factors framework, CDC’s Essentials

for Childhood provides a step-by-step approach that community partnerships can take to support
families and prevent child maltreatment. http://www.cdc.gov/violenceprevention/childmaltreatment/
essentials/.
FRIENDS Collaboration Toolkit. Collective Impact is a proven framework for tackling complex social
problems. This toolkit offers descriptions of each of the 10 elements of Collective Impact, along with
tools and resources. https://friendsnrc.org/activities-that-support-collaboration/collaboration-toolkit.
Building Community, Building Hope Film Series. These films from the National Child Abuse and
Neglect Technical Assistance and Strategic Dissemination Center (CANTASD) show real-world
collaborative solutions to supporting families under stress. Each comes with a discussion toolkit and
supporting materials to foster conversations about what we as a society can—and should—do to ensure
the safety and well-being of all children and families. http://www.cantasd.org/bcbh/.

Tips for Working With
Specific Groups
The following are suggestions for ways your • Cohost parent education and support
agency or organization can build strong families group meetings, or offer to bring a meeting
and supportive communities by working with to their location.
specific groups. • Create opportunities for parent volunteers
to participate in community activities, such
Faith Communities as safety initiatives, after-school programs,
• Support the development of mentoring mentoring programs, food drives, and
programs within congregations for children other events.
and families under stress. • Ask experienced parent leaders to present
• Train religious and lay leaders to recognize at workshops and events and to serve as
signs and symptoms of abuse or neglect, work mentors for families who are just joining
with victims and their families, and make your partnership. For more information on
appropriate referrals. parent leadership, see the FRIENDS website at
https://friendsnrc.org/parent-leadership.
• Encourage religious leaders to acknowledge
publicly that child abuse is a major concern
Immigrant and
for the faith community and that they
are dedicated to supporting families and Refugee Families
protecting children. • Invite immigrants, refugees, and other new
• For more information about working with Americans to speak to your staff about
faith-based communities, see the Information cultural differences and concerns unique to
Gateway website at https://www.childwelfare. immigrant families.
gov/topics/systemwide/diverse-populations/ • Participate in task forces, collaborations,
faith-based/. and partnerships with community-based
agencies dedicated to addressing the needs of
Parents and Caregivers immigrant families in your community.
• Host a community or parent café. For more • Develop literature in different languages
information, visit http://www.cssp.org/ to meet the needs of all families in your
community/constituents-co-invested-in- community.
change/resident-and-youth-engagement/
• For more information, visit the Office of
community-and-parent-cafes.
Refugee Resettlement at https://www.acf.hhs.
• Reach out to community parent councils or gov/orr.
forums. Support the development of such
councils where they do not currently exist.
American Indian/Alaska • Create support groups among parents
currently or previously involved with the
Native Families court system.
• Within tribal communities, mutual respect
and humility are greatly valued. American Early Childhood Centers
Indians and Alaska Natives have rich and Schools
traditions, and respecting those traditions
and being open to tribal approaches will
• Offer to provide onsite services to children
and families. This can be an important
strengthen relationships. Be upfront about
first step in building families’ comfort with
your level of experience working with
pursuing services.
American Indian/Alaska Native families or
tribes, and be open to listening to what makes • Offer to speak at a parent-teacher
each family and tribe unique and special. organization (PTA or PTO) meeting.
• Establish ongoing communication. Often, • Seek opportunities to sponsor joint events.

tribes and states communicate only in times
of conflict or misunderstanding. Productive Business Leaders
working relationships are hinged on the
• Recruit a high-profile business leader to serve
personal relationships of people and regular
in a leadership role for your community-
communication among those people.
based partnership. Encourage him or her
• Understand that tribes are sovereign nations, to challenge fellow business leaders to
which simply means that tribes have, by law, contribute.
the right to self-governance. Identify avenues
• Publicly recognize companies with family-
for negotiating common interests related to
friendly services and policies, such as onsite
the welfare of children and an understanding
child care, paid sick leave, flexible scheduling,
of and appreciation for the different
and telecommuting.
government structures.
• Identify ways that employee volunteer
• For more information, visit https://www.
programs could work to support safe and
childwelfare.gov/topics/systemwide/diverse-
healthy families in the community.
populations/americanindian/.
• Ask local businesses to consider family-
Courts strengthening messages in their advertising,
on menus, or on product packaging.
• Create meaningful roles for parents and
community stakeholders in the juvenile Military
dependency court system to promote a better
understanding of the challenges faced by • Invite family support personnel from local
those who come before the court. installations or the National Guard to share
information about family support resources
• Set up formal referral systems to direct
offered through military-specific programs
parents to legal service providers within
and participate in community events and
the community.
trainings. Locate family support personnel by

visiting MilitaryINSTALLATIONS at http:// point out your community’s current strengths
www.militaryinstallations.dod.mil/MOS/ and needs.
f?p=MI:ENTRY:0.
• Build long-term relationships with your
• Include military families as a target audience legislator and his or her staff; keep them
for your marketing materials. informed regularly of community issues
• Create opportunities for military parents affecting families.
to participate as volunteers, mentors,
or leaders in community activities that Law Enforcement
focus on strengthening families. Adjust
• Explore the programs that your local law
commitment requirements, as needed, to be
enforcement agency offers related to children,
sensitive to military personnel schedules and
youth, and families. These might include
deployments.
diversion, mentoring, or early intervention,
Medical Community among others. Visit the International

Association of Chiefs of Police Youth Focused
• Develop parenting resources in cooperation Policing Resource Center website for more
with health-care providers. Physician information at http://www.iacpyouth.org/.
organizations often have materials to help • Seek to partner with school-based law
improve knowledge of parenting and child enforcement personnel. These officers already
development. For an example, visit http:// have a close connection with youth and
brightfutures.aap.org. families and can offer a valuable perspective.
• Develop community resource guides for • Invite a law enforcement representative along
health-care providers who identify children when making protective factors presentations
and families with specific needs. Resources to parent groups, child care centers, and other
might include child care programs, after- family venues. Ask whether your local agency
school programs for children with disabilities, has a community relations or community
and others. outreach coordinator.
• Develop partnerships with local health-care • Coordinate a community safety awareness
provider organizations. For example, the campaign or activities.
American Academy of Pediatrics has local
chapters throughout the United States. For Substance Use
more information, visit https://www.aap.org/
en-us/about-the-aap/chapters-and-districts/
Treatment Agencies
Pages/chapters-and-districts.aspx. • Ensure that all child-serving agencies in the
community have an understanding of the
Policymakers disease of addiction and view relapse and
recovery as long-term disease management
• Write or call your local legislator and
issues. Visit the National Center on Substance
make him or her aware of the research
Abuse and Child Welfare for more information
demonstrating how the protective factors
at https://www.ncsacw.samhsa.gov/.
help prevent child abuse and neglect. Briefly
• Establish shared protocols across the Domestic Violence Advocates
community for screening, assessing, and
referring families to substance use treatment. • Colocate a domestic violence advocate
When needed, use “warm handoffs” to help onsite at family-serving agencies. Offer
families connect with treatment providers. support groups and counseling for victims
and children.
• Colocate substance use specialists in child
welfare offices, dependency courts, and other • Develop cross-system protocols and
family-serving agencies. partnerships to ensure coordinated services
and responses to families experiencing
• Partner with family-centered treatment
domestic violence.
providers to treat families through a
comprehensive strategy that addresses their • Host joint events such as workshops on teen
multifaceted needs. dating violence, awareness or education
campaigns, or food and clothing drives for
Mental Health Professionals victims and their families.
• Offer onsite mental health service teams • For more information, visit the National
or develop a resource list of potential Resource Center on Domestic Violence
behavioral/mental health agencies. at http://www.nrcdv.org/ or Futures
Without Violence at https://www.
• Work with a partner mental health agency
futureswithoutviolence.org/children-youth-
to identify functional screening and
teens/.
assessment tools and coordinate early
intervention referrals, evaluations, and
services for children.
• Coordinate efforts to offer ongoing training
and deliver evidence-based interventions
related to trauma and mental health
challenges that are common among the
children and youth in your community.
• Develop interagency communication
protocols that respect confidentiality policies
while sharing information that may affect
the treatment of children, youth, and
family members.
• Visit the Building Bridges Initiative
for more information on partnerships
and collaborations at http://www.
buildingbridges4youth.org/.

Building Partnerships
Through Media
Today, a wider-than-ever variety of media • Websites

strategies is available to help your organization • Podcasts
or community partnership spread the word
about events, reach potential supporters,
• Blogs and microblogs (e.g., Twitter)
and build connections among stakeholders. • Social networking sites (e.g., Facebook)
Understanding the different channels and • Photo- and video-sharing sites (e.g.,
developing a thoughtful, comprehensive media Instagram, YouTube)
strategy are important steps that can support
• Bookmarking sites (e.g., Pinterest)
the goal of preventing child maltreatment and
enhancing child well-being in your community. Traditional and social media have very different
strengths and uses, as reflected in the table at
Traditional Versus the bottom of this page.
Social Media
Developing Your Strategy
Media channels fall into two general categories.
Traditional media are television, radio, and Rather than choosing to focus energy and
print. Traditional media strategies include resources on either traditional or social media,
the following: successful organizations and partnerships start
by considering their stakeholders and goals.
• Press releases They then develop a comprehensive strategy
• Letters to the editor that employs multiple media channels to
connect with stakeholders and further
• Public service announcements
their message.
• Radio or television interviews
The following questions can help you start to
Social media are web-based tools that allow you develop or hone your media strategy:
to share messages and materials and to establish
dialogue with stakeholders. Some of the most • Whom are we trying to reach? (This will likely
popular social media tools include the following: include multiple, distinct groups or target
Traditional Media Goals Social Media Goals
• Get the word out • Engage in dialogue or get feedback

• Publicize an event to a large, general audience • Reach a more targeted, specific group
• Tell your story in more detail • Send out brief alerts that prompt stakeholders
to take immediate action
audiences. Answer the following questions • A channel on a video-sharing website (such as
separately for each group.) YouTube, Vimeo, or others) could feature short
• What types of media are our target audience videos of program participants demonstrating
members most likely to use frequently? effective parenting practices or explaining
critical stages of child development. All of
• What goals do we want to achieve? (Goals
these social media channels will help
might range from simply raising awareness
increase your reach and drive traffic back
to engaging stakeholders in conversation or
to your website.
persuading them to take action.)
• Meanwhile, a press release about the initiative
• What messages will further our goals?
may generate print, radio, or television media
• What media channels work best for each interest and help spread the word to an even
message and target audience? wider audience.
• How will we measure our success?
Tips for Engaging Media
Example
The following are some basic tips to get
Audience: Teen and young-adult parents you started.
Goal: Strengthen social connections and Social Media

parenting competencies
• If you are new to social media, start by
Messages: Protective factors investigating your agency or organization’s
guidelines for professional and personal
Strategies:
social media use. If no such policies exist,
• You might start by building a “home base” they need to be established (and approved by
website for this initiative, with information agency leadership and legal counsel) before
about local support group meetings and other you begin to use social media at work. Social
activities and a regularly updated blog about media policies should cover issues such as
common parenting concerns and how the confidentiality and the responsibilities of
protective factors can help. mandated reporters, and they need to be
disclosed to all participants on your social
• The initiative will need its own Facebook page
media sites.
and Twitter feed to attract its target audience.
These channels can offer timely information • Create a personal account and spend time
about events and meetings, as well as brief learning how the platforms work.
parenting tips and links to community • Keep messages brief. Use a more casual,
supports. You can develop social connections conversational tone, while maintaining your
by encouraging young parents to post their organization’s identity.
parenting questions on your social media for
• Social media requires commitment. Websites,
others to answer. This also will help you learn
Facebook pages, and Twitter feeds need to
more about your target audience’s needs
be maintained with frequent updates that
and concerns.
address your target audience members’
interests, needs, and concerns.

• Monitor and respond to comments frequently
to bring users back and create a more active,
engaged community.
• Reposting information from partners benefits
everyone: Your followers learn something new
On the Web
and stay engaged, your partners gain wider
exposure, and they are more likely to return The WE CAN series features a set of simple,
the favor when you have news to share. bold social media messages designed to
build awareness and engage the public
• Let people know where you are online.
and partners in child abuse and neglect
Include URLs and logos in printed materials.
prevention. The messages, developed
Encourage community members to like your
by CANTASD, encourage action by
Facebook page, follow you on Twitter, etc.
providing links to resources and additional
Traditional Media information. Share them freely on social
media and download them for use in your
• Get to know your local media representatives. own emails, newsletters, presentations, or
Pay attention to who covers family and other tools. http://cantasd.acf.hhs.gov/
children’s issues for your local newspaper or
television stations, and invite them to learn The CDC has created The Health
more about your mission. Communicator’s Social Media Toolkit
to provide information about social
• Consider inviting media representatives to
media channels and strategies and to
participate in your community partnership.
share lessons learned from the agency’s
Keep them informed regularly of your
experience integrating social media
progress and challenges.
into health communication campaigns.
• Propose an editorial briefing on the protective https://www.cdc.gov/socialmedia/tools/
factors and how community members can guidelines/socialmediatoolkit.html
help families stay healthy and strong.
Learn more about social media on the
• Offer members of your community
Child Welfare Information Gateway
partnership as experts on family health
webpage, Using Social Media in Child
and safety, protective factors, and child
Welfare, at https://www.childwelfare.
abuse prevention.
gov/topics/management/workforce/tools/
• Use the sample press release, public service socialmedia/.
announcements, and talking points found
in the Outreach Materials section of the
Prevention Month microsite at https://
www.childwelfare.gov/topics/preventing/
preventionmonth/spread-the-word/outreach-
materials/.
Chapter 4: Protecting Children
Understanding Child Abuse and Neglect

When children are nurtured, they can grow up • Sexual abuse is any situation where a child
to be happy and healthy adults. But when they is used for sexual gratification. This may
lack an attachment to a caring adult, receive include indecent exposure, fondling, rape, or
inconsistent nurturing, or experience harsh commercial exploitation through prostitution
discipline, the consequences can affect their or the production of pornographic materials.
lifelong health, well-being, and relationships • Emotional abuse is any pattern of behavior
with others. that impairs a child’s emotional development
or sense of self-worth, including constant
This chapter provides information to help service
criticism, threats, and rejection.
providers and others concerned about the health
and well-being of children to understand child • Trafficking is another type of child
abuse and neglect, its effects, and what each of us maltreatment. States are required to consider
can do to address it when it occurs. any child who is identified as a victim of sex
trafficking or severe forms of trafficking
What Is Child Abuse (as defined in the Trafficking Victims
Protection Act) as a victim of “child abuse and
and Neglect? neglect” and “sexual abuse.” The term “sex
Child abuse or neglect often takes place in the trafficking” means the recruitment, harboring,
home at the hands of a person the child knows transportation, provision, or obtaining of a
well—a parent, relative, babysitter, or friend of person for the purpose of a commercial sex
the family. There are four major types of child act. The term “severe forms of trafficking in
maltreatment. Although any of the forms may persons” means sex trafficking in which a
be found separately, they often occur together. commercial sex act is induced by force, fraud,
or coercion, or in which the person induced to
Each state is responsible for establishing its own
perform such act has not attained 18 years
definitions of child abuse and neglect that meet
of age.
federal minimum standards. Most include the
following:
Why Does Child Abuse Occur?
• Neglect is failure to provide for a child’s
basic needs. Child abuse and neglect affect children of every
age, race, and income level. However, research
• Physical abuse is physical injury as a result
has identified many factors relating to the
of hitting, kicking, shaking, burning, or
child, family, community, and society that are
otherwise harming a child.
associated with an increased risk of child abuse
and neglect. Studies also have shown that when
multiple risk factors are present, the risk is

greater. Some of the most common risk factors How Many Children Are
include the following:
Abused and Neglected in the
• Immaturity. Young parents may lack
experience with children or be unprepared for United States?
the responsibility of raising a child. In federal fiscal year (FFY) 2016, the most recent
• Unrealistic expectations. A lack of knowledge year for which national child maltreatment
about normal child development or behavior statistics are available, about 4.1 million
may result in frustration and, ultimately, reports were made to child protective services
abusive discipline. concerning the safety and well-being of
• Stress. Families struggling with poverty, approximately 7.4 million children.
unstable housing, divorce, or unemployment As a result of these reports, a nationally
may be at greater risk. estimated 676,000 (unique count) children were
• Substance use. The effects of substance use, found to be victims of child abuse or neglect.
as well as time, energy, and money spent (Unique count is defined as counting each child
obtaining drugs or alcohol, significantly only once regardless of the number of reports
impair parents’ abilities to care for their of abuse and neglect.) Of these children, three-
children. quarters (74.8 percent) were neglected, more
than 18 percent (18.2 percent) were physically
• Intergenerational trauma. Parents’ own
abused, and fewer than 10 percent (8.5 percent)
experiences of childhood trauma impact their
were sexually abused.
relationships with their children.
Child deaths are the most tragic results of
• Isolation. Effective parenting is more difficult
maltreatment. In FFY 2016, an estimated 1,750
when parents lack a supportive partner,
children died due to abuse or neglect. Of the
family, or community.
children who died, and for whom child-specific
These circumstances, combined with the data were reported, 74.6 percent suffered neglect
inherent challenges of raising children, can and 44.2 percent suffered physical abuse either
result in otherwise well-intentioned parents exclusively or in combination with another
causing their children harm or neglecting their maltreatment type.1
needs. On the other hand, evidence shows that
the great majority of families who experience What Are the Consequences?
these circumstances will not abuse or neglect
Child maltreatment is a traumatic experience,
their children. Protective factors, such as the
and the impact on survivors can be profound.
ones discussed in this Resource Guide, act as
Traumatic events, whether isolated (e.g., a
buffers to help many families who are under
single incident of sexual abuse) or ongoing (e.g.,
stress parent effectively.
chronic emotional abuse or neglect), overwhelm
children’s ability to cope and elicit powerful
1
Statistics on this page are taken from the U.S. Department of Health and Human Services, Children’s Bureau. (2018). Child Maltreatment 2016.
Retrieved from https://www.acf.hhs.gov/cb/research-data-technology/statistics-research/child-maltreatment.
physical and emotional responses. These • Lack of success in school
responses continue even when the danger has • Domestic violence
passed, often until treatment is received.
• Chronic illnesses, including heart disease,
Traumatic events may impair a child’s ability cancer, and lung disease, among others
to trust others, their sense of personal safety,
In addition to the impact on the child and family,
and effectiveness in navigating life changes.
child abuse and neglect affect the community
Research shows that child maltreatment, like
as a whole—including medical and mental
other trauma and adverse childhood experiences
health, law enforcement, judicial, public social
(ACEs), is associated with poor physical health
services, and nonprofit agencies—as they
and mental health outcomes in children and
respond to incidents and support victims. The
families, and those negative effects can last
CDC estimates that the confirmed cases of child
a lifetime.
maltreatment from just 1 year cost the nation
The trauma of child abuse or neglect has been approximately $124 billion over the victims’
associated with increased risk of the following: lifetime. 2
• Depression and suicide attempts
• Substance use
What Are the Warning Signs?
• Developmental disabilities and learning The first step in helping or getting help for an
problems abused or neglected child is to identify the
symptoms of abuse.
• Social problems with other children and
with adults The table below lists some symptoms of the four
major types of child maltreatment. The presence
• Teen pregnancy
of a single sign does not prove that child abuse is
Maltreatment Type Symptoms

• Signs of malnutrition
Neglect • Poor hygiene
• Unattended physical or medical problems
• Unexplained bruises, burns, or welts
Physical abuse
• Child appears frightened of a parent or caregiver
• Pain, bleeding, redness, or swelling in anal or genital area
Sexual abuse • Age-inappropriate sexual play with toys, self, or others
• Age-inappropriate knowledge of sex
• Extremes in behavior, ranging from overly aggressive to
Emotional abuse overly passive
• Delayed physical, emotional, or intellectual development
Fang, X., Brown, D. S., Florence, C. S., & Mercy, J. A. (2012). The economic burden of child maltreatment in the United States and implications for
2
prevention. Child Abuse & Neglect, 36(2), 156–165.

occurring in a family; however, when these signs
appear repeatedly or in combination, you should
On the Child Welfare Information
consider the possibility of maltreatment. Gateway Website
What Can I Do If I Suspect Find more information about:
Child Abuse or Neglect? • Definitions of child abuse and neglect:

https://www.childwelfare.gov/topics/can/
Anyone can and should report suspected child defining/
abuse or neglect. If you think a child is being • Risk and protective factors for child
mistreated, take immediate action. abuse: https://www.childwelfare.gov/
topics/can/factors/
Most states have a toll-free number for
• How many children are abused:
reporting. To find out how to make a report https://www.childwelfare.gov/topics/
in your state, see the Information Gateway systemwide/statistics/can/
publication State Child Abuse and Neglect
• Warning signs:
Reporting Numbers, at https://www.childwelfare. https://www.childwelfare.gov/topics/can/
gov/organizations/?CWIGFunctionsaction=rols: identifying/
main.dspList&rolType=Custom&RS_ID=5.
• Responding to child abuse and neglect:
https://www.childwelfare.gov/topics/
When you call to make a report, you will
responding/
be asked for specific information, such as
the following:
• The child’s name and location

fatherhood groups, and marriage education
• The name and relationship (if known) of the classes support families in important ways.
person you believe is abusing the child
• What you have seen or heard regarding the How Can I Help Children
abuse or neglect Who Have Been Abused or
• The names of any other people who might Neglected?
know about the abuse
Children who have experienced abuse or
• Your name and phone number (voluntary)
neglect need support from caring adults who
Reporting the situation may protect the child understand the impact of trauma and how to
and get additional help for the family. help. Consider the following suggestions (see
“Adverse Childhood Experiences and Well-
Many nonprofit, public, education, social service, Being,” on page 42, and the tip sheet, “Helping
and child care organizations in your community Your Child Heal From Trauma,” on
play a role in providing supports and services page 93, for more information):
to children, youth, and families. Parenting
• Help children feel safe. Support them in
education, crisis/respite care, transitional
expressing and managing intense emotions.
housing, and literacy programs as well as family
resource centers, teen parent support groups,
• Help children understand their trauma
history and current experiences (for example,
On the Web
by helping them understand that what
happened was not their fault, or helping them Adverse Childhood Experiences
see how their current emotions might be Resources (CDC): https://www.cdc.gov/
related to past trauma). violenceprevention/acestudy/resources.
html
• Assess the impact of trauma on the child,
and address any trauma-related challenges Impact of Child Abuse & Neglect
in the child’s behavior, development, and (Information Gateway): https://www.
relationships. childwelfare.gov/topics/can/impact/
• Support and promote safe and stable
relationships in the child’s life, including
supporting the child’s family and caregivers
if appropriate. Often parents and caregivers
have also experienced trauma. See “Working
With Parents Who Have a History of Trauma”
on page 44.
• Manage your own stress. Providers who
have histories of trauma themselves may be
at particular risk of experiencing secondary
trauma symptoms. Find more information on
the Information Gateway website at https://
www.childwelfare.gov/topics/responding/
trauma/secondary/.
• Refer the child to trauma-informed services,
which may be more effective than generic
services that do not address trauma.

Adverse Childhood Experiences and Well-Being
What Are ACEs? of ACEs a person experienced and a variety of

negative outcomes in adulthood, including poor
Adverse childhood experiences (ACEs) are
physical and mental health, substance use, and
traumatic events occurring before age 18. ACEs
risky behaviors. The more ACEs experienced, the
include all types of abuse and neglect, as well as
greater the risk for these outcomes.3
parental mental illness, substance use, divorce,
incarceration, and domestic violence. By definition, children in the child welfare
system have suffered at least one ACE. Recent
A landmark study in the 1990s found a
significant relationship between the number
CBCAP State Example: Idaho Children’s Trust Fund
The Idaho Children’s Trust Fund (ICTF)/Prevent Child Abuse Idaho has been working on a statewide
initiative to teach people who work with children and families about ACEs, the effects of trauma
on the developing brain, and how organizations and communities can use protective factors to
strengthen families and mitigate these effects. By partnering with other organizations, they have
been able to bring screenings of two movies on ACEs and trauma—Paper Tigers and Resilience—to
key communities across the state. Each screening has resulted in people reaching out for more
information, resources, and training.
ICTF also trains and facilitates discussions with stakeholders in the school system, juvenile justice,
early education, mental health, and other family-serving realms, using its own materials as well as
existing tools such as the Brain Architecture Game from Harvard’s Center for the Developing Child
(https://developingchild.harvard.edu/ ) and the Strengthening Families Framework (https://www.
cssp.org/young-children-their-families/strengtheningfamilies/ ). Demand for training is growing
as more organizations and communities see how training leads to understanding, which leads to
motivation and change. ICTF’s goal is ultimately a statewide culture shift toward greater empathy,
action, and prevention.
Roger Sherman
Executive Director
Idaho Children’s Trust Fund
208.386.9317
http://idahochildrenstrustfund.org/
3
Centers for Disease Control and Prevention. (2016). About the CDC-Kaiser ACE Study, Major Findings [Webpage]. Retrieved from https://www.cdc.
gov/violenceprevention/acestudy/about.html.
studies have shown that, in comparison to the traumas. When children do experience trauma,
general population, these children are far more understanding the impact of ACEs can lead to
likely to have experienced at least four ACEs (42 more trauma-informed interventions that help
percent vs. 12.5 percent). 4 to mitigate negative outcomes.
How Can Programs Use This Many communities are now exploring how a
focus on reducing ACEs can help prevent child
Information to Help Children? maltreatment, produce healthier outcomes for
Research about the lifelong impact of ACEs children and families, and save costs down
underscores the urgency of prevention activities the road.
to protect children from these and other early
CBCAP State Example: Michigan Children’s Trust Fund
Through the efforts of the Michigan Children’s Trust Fund (CTF), funding was secured to conduct
the CDC-approved state-level ACEs study through the Michigan Behavioral Risk Factor Surveillance
System (BRFSS) survey that is administered annually. This has enabled CTF to incorporate
Michigan-specific ACEs data into its presentation materials. CTF has conducted presentations on
the impact of ACEs and their relationship to adult health and well-being in a variety of settings,
including parenting and early childhood conferences, a state-level interdepartmental task force, the
School and Community Health Alliance of Michigan conference, regional collaborative groups on
trauma-informed care, community-level task forces, and more.
CTF worked with leadership from other Michigan Department of Health and Human Services
divisions to fund a second ACEs study to be included in the state’s next BRFSS survey. The study
will incorporate a set of questions about the protective factors, together with the CDC-established
ACEs questions, to assess whether the impact of ACEs is mitigated when family strengths are in
place. CTF also was invited to participate in a state-level work group led by advocates in the health
services field to explore ways to inform medical and behavioral health practice through increased
understanding of the ACEs findings. The findings will continue to be used to develop messaging
strategies to educate legislators and policymakers, editorial boards, service clubs, and others.
Michael Foley
Executive Director
Michigan Children’s Trust Fund
517.373.4320
http://www.michigan.gov/ctf
4
ACEs in young children involved in the child welfare system. Retrieved from http://www.flcourts.org/core/fileparse.php/517/urlt/
ACEsInYoungChildrenInvolvedInTheChildWelfareSystem.pdf; Centers for Disease Control and Prevention. (2016). About the CDC-Kaiser ACE Study,
Data and Statistics [Webpage]. Retrieved from https://www.cdc.gov/violenceprevention/acestudy/about.html.

Working With Parents Who Have a History of Trauma
When working with families who are under • Have a harder time controlling their emotions,
stress, it is important to consider how past behavior, or words.
trauma may be affecting the parents. Many • Seem numb or “shut down” and fail to respond
parents who seek assistance from community to their children when under stress.
agencies or come to the attention of the child
welfare system have experienced some form of How Can Workers Help?
trauma. This might include living through or
witnessing the following: A good relationship with parents is critical to
your ability to help them and their children.
• Physical abuse Understanding how past trauma may be
• Sexual abuse affecting their behavior will help you earn
parents’ trust and increase the potential
• Emotional abuse
for a good outcome. Consider the following
• Chronic neglect
suggestions:
• Family violence
• Understand that parents’ reactions (including
• Community violence anger, resentment, or avoidance) may be
a reaction to trauma. Do not take these
How Does Trauma behaviors personally.
Affect Parents? • Assess a parent’s history to understand how
Some parenting behaviors can be misunderstood past traumatic experiences may inform
if not viewed through a “trauma lens.” Parents current functioning and parenting.
who have experienced trauma may experience • Refer parents to evidence-based, trauma-
the following: informed services whenever appropriate.
These will likely be more effective than
• Have difficulty making decisions that keep
generic services (such as classes in parenting
their children (and themselves) safe. They
or anger management) that do not take
may fail to recognize dangerous situations, or
trauma into account.
they may see danger where it does not exist.
• Find it hard to trust others, resulting in
poor relationships with friends and family
(including their children). Relationships
with people in positions of power (such as
caseworkers) may be particularly challenging.
• Cope in unhealthy ways, such as by using
drugs or alcohol.
Adapted from the National Child Traumatic Stress Network, Child Welfare Collaborative Group. (2011). Birth parents with trauma histories in the
child welfare system: A guide for child welfare staff. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.
• Remember that parents who have
experienced trauma are not “bad.” Blaming or
judging them is likely to make the situation
On the Web
worse, rather than motivating them to For more information, visit:
make changes.
• Trauma-Informed Practice (Information
• Recognize that all parents want their children Gateway): https://www.childwelfare.gov/
to be safe and healthy. Compliment parents’ topics/responding/trauma/
good decisions and healthy choices when you
see them. • Intergenerational Patterns of Child
Maltreatment: What the Evidence Shows
• Stay calm, and keep your voice as neutral and
(Information Gateway): https://www.
nonthreatening as possible. Model direct and
childwelfare.gov/pubs/issue-briefs/
honest communication.
intergenerational/
• Establish clear boundaries and expectations.
Be consistent. When you make a commitment, • The National Child Traumatic Stress
follow through. Network: http://www.nctsn.org/
• Be aware that you could experience

secondary/vicarious traumatic stress, which
can occur when you see or hear about trauma
to others. Take care of yourself and take time
to address your own reactions when you feel
you are getting overwhelmed.

Supporting Immigrant and Refugee Families
Families who immigrate to the United States Despite these strengths, which serve as
bring skills, talents, and cultural traditions that protective factors for children, families that are
can enrich their new communities. However, new to America also face unique challenges that
immigrant families also face stressors that may cause considerable stress:
may, in some cases, threaten their children’s
safety and well-being. Practitioners can support
• Some families are not able to migrate
together. They may face long periods during
families new to America in ways that build hope,
which parents are separated from their
strengthen communities, and improve the well-
spouses and/or children.
being of children and youth.
• If family members have been separated, when
Strengths and Challenges reunited they may have difficulty settling into
Leaving behind one’s home, friends, family, new family dynamics and roles.
and community for life in a new country • Family conflict can arise if children learn
requires tremendous courage. Immigrant English and assimilate to their new culture
parents demonstrate a strong determination to faster than their parents.
overcome challenges and create a better life for
themselves and their children. Other strengths • Some immigrant families have fled dangerous
found in many immigrant families include or violent situations in their home countries.
the following: Parents and children can have trauma-related
issues that, if not addressed, may cause
• Strong work ethic and high aspirations further stress in their daily lives.
• Belief in the importance of education • Families sometimes face discrimination and

racism in their new communities.
• Close-knit families, including extended
family members who often live in the same • Language or cultural barriers may result
house or nearby to help with child-rearing in the parents having difficulty finding
responsibilities employment or being significantly
underemployed with low wages and
• Cohesive communities of fellow immigrants
no benefits.
from the same country of origin
• Poverty may result in lack of access to quality
health care, educational resources, or other
needed services, leading to children’s poor
health and/or school failure.
How Workers Can Help • Tap into a range of resources to help eligible
families receive concrete assistance. Help
Practitioners who are aware of the obstacles eligible families apply for services such as the
that immigrant children, youth, and families Supplemental Nutrition Assistance Program
face are better able to employ strategies that (SNAP), Temporary Assistance to Needy
help ensure immigrant families receive the Families (TANF), or Medicaid. Collaborate
services they need to stay together and thrive. with other community organizations to make
Consider the following: referrals for immigrant families who may be
struggling to find clothing, school supplies,
• Participate in cultural competency trainings.
food, and other basic needs.
These trainings help staff become aware of
their own cultural biases and develop the • Recruit and promote minority and bilingual
knowledge and skills needed to interact staff. Develop literature in different
effectively with people of different cultures. languages and ensure trained and culturally
Consider each family’s unique strengths and competent translators/interpreters are
protective factors as well as risks. available to meet the needs of the families
you serve.
• Recognize the importance of a child’s
extended family. Many immigrant groups • Screen parents and children for trauma.
consider family members beyond the Trauma can result from dangerous conditions
traditional nuclear family to be central to in the family’s home country, periods of
their family dynamics, including nonrelatives family separation, or even the immigration
who are seen as kin. Include members of experience itself. Implement or refer to
a child’s extended family in meetings and evidence-based trauma-informed practices
discussions about the child’s well-being. when needed.
Advocate for kinship care if children must be
separated from their parents to prevent loss
of cultural identity and language.
On the Web
• Learn about immigrant issues and policies.
Be aware of the ways that immigration policy For more information and resources, visit:
may affect family functioning, including
• Immigration and Child Welfare
parents’ ability to access needed services due
(Information Gateway): https://www.
to legal status and what happens to children if
childwelfare.gov/topics/systemwide/
their parents are detained or deported.
diverse-populations/immigration/
• Establish partnerships with community-
based agencies that have experience working • The Center on Immigration and Child
with immigrant families. Participate in Welfare: http://cimmcw.org/
task forces and collaborations dedicated to
immigrant issues. Create opportunities for the
immigrant parents you serve to participate
alongside you on these committees.

Human Trafficking of Children
Human trafficking of children and youth is a How to Identify a Victim of
growing concern. It occurs when a trafficker
uses force, fraud, or coercion to compel another
Human Trafficking
person to engage in commercial sex or any form Every human trafficking case is different.
of labor against his or her will. A child under age Consider the possibility of human trafficking
18 engaged in commercial sex is a victim of sex when a child or youth exhibits the following
trafficking—even if the youth’s participation is behaviors:
not forced or coerced.
• Fails to attend school regularly or has
Although community-based services for unexplained absences
family support and child abuse prevention are
not specifically designed to respond to child
• Frequently runs away from home
trafficking, efforts to prevent and respond to • Makes references to frequent travel to other
child trafficking are emerging. In addition, cities
abused and neglected children experience • Exhibits bruises or other signs of physical
circumstances that can make them more trauma, withdrawn behavior, depression,
vulnerable to targeting and recruitment by anxiety, or fear
traffickers and pimps.
• Lacks control over his or her schedule and/or
identification or travel documents
What Is Human Trafficking?
• Is hungry, malnourished, deprived of sleep,
Cases of human trafficking have been reported or inappropriately dressed (based on weather
in all 50 states. Victims may be U.S. citizens or conditions or surroundings)
foreign nationals, male or female—even young
• Shows signs of drug addiction
children are sometimes victims of trafficking.
• Appears to have coached or rehearsed
Child trafficking may involve the following: responses to questions
• Prostitution Signs that may indicate sex trafficking include
• Stripping the following:
• Pornography
• A sudden change in clothing, personal
• Forced begging hygiene, relationships, or possessions
• Magazine crews and other door-to-door sales • Behavior that is uncharacteristically
• Au pairs or nannies promiscuous, or references to sexual
• Domestic work situations that are not age appropriate
• Restaurant work • A “boyfriend” or “girlfriend” who is

noticeably older
• Hair and nail salons
• Agricultural work • Attempts to conceal recent scars
• Drug sales and cultivation
A victim of labor trafficking may exhibit the • To report sexually exploited or abused
following behaviors: minors, call the National Center for
Missing and Exploited Children’s hotline
• Express the need to pay off a debt
at 1.800.THE.LOST or report incidents
• Express concern for family members’ safety online at http://www.missingkids.org/
• Work long hours and receive little or cybertipline.
no payment • Conduct interviews gently and out of the
• Care for children not from his or her presence of the suspected trafficker(s). Be
own family aware that a child’s parent or caregiver may
be his or her trafficker.
What to Do If You Suspect a • Use an interpreter if the victim does not speak
Child Is a Victim of Human fluent English. Contact an independent and
trusted source for help—do not use relatives,
Trafficking neighbors, or friends of the suspected victim.
It can take a long time to gain a child or youth’s • Understand that the child may be reluctant
trust and determine whether he or she is being to open up due to fears of retribution by the
trafficked. trafficker or shame about the abuse or the
work he or she has been forced to do.
• It is not your responsibility to make this
determination. Report any suspected • Trafficked youth may not see themselves as
trafficking to the proper authorities: victims and may appear hostile, angry, or
protective of their traffickers.
• In an emergency, call your local police
department or 911. • Be sensitive to cultural and religious
differences.
• To report suspected human trafficking
crimes or to get help from law • Avoid questions about immigration; this can
enforcement, call U.S. Immigration and be intimidating.
Customs Enforcement at 1.866.347.2423 or
submit a tip online at http://www.ice.gov/ Community Efforts to
tips. Respond to Human Trafficking
• To report suspected trafficking crimes,
Victims of trafficking experience complex
get help, or learn more about human
trauma. Once identified, they are likely to
trafficking from a nongovernmental
have significant service needs. It is important
organization, call the National Human
to provide trauma-informed, culturally
Trafficking Hotline at 1.888.373.7888 or
appropriate, and individualized care that
visit https://humantraffickinghotline.
addresses victims’ physical and mental health.
org/.

No single agency working alone can successfully • National Human Trafficking Hotline: https://
combat this issue. Identifying, assessing, humantraffickinghotline.org/
protecting, and serving victims of trafficking • Office on Trafficking in Persons
requires a coordinated approach within and (Administration for Children and Families
across local, tribal, state, and federal levels. [ACF]): http://www.acf.hhs.gov/otip
Child welfare and other family support staff
must work with law enforcement, juvenile
• Anti-Trafficking in Persons Programs:
https://www.acf.hhs.gov/orr/programs/anti-
corrections, courts, schools, medical and mental
trafficking/about
health professionals, child advocacy centers,
legal services, crime victim services, and other • Human Trafficking (Office for Victims of
community and faith-based organizations to Crime): https://www.ovcttac.gov/views/
formulate a coherent response and minimize HowWeCanHelp/dspHumanTrafficking.cfm
further trauma to victims. • Human Trafficking in America’s Schools
(National Center on Safe Supportive Learning
Child Welfare Information Gateway offers two
Environments): http://safesupportivelearning.
products on human trafficking, which include
ed.gov/human-trafficking-americas-schools
background information about the issue, its
scope and relevant federal legislation and • Human Trafficking (U.S. Department of
initiatives, and strategies that agencies can Homeland Security): https://www.dhs.gov/
implement to address the trafficking of children. topic/human-trafficking
State and local policy and program examples
also are provided:
• Human Trafficking and Child Welfare: A Guide

for Caseworkers https://www.childwelfare.
gov/pubs/trafficking-caseworkers/
• Human Trafficking and Child Welfare: A Guide
for Child Welfare Agencies https://www.
childwelfare.gov/pubs/trafficking-agencies/
Additional resources on addressing and

responding to human trafficking include
the following:
• Human Trafficking (Information Gateway):

https://www.childwelfare.gov/topics/
systemwide/trafficking/
• Runaway and Homeless Youth Training &
Technical Assistance Center: https://www.acf.
hhs.gov/fysb/programs/runaway-homeless-
youth/programs/rhyttac
Chapter 5:
Tip Sheets for Parents and Caregivers
The following pages contain tip sheets on specific parenting issues. Spanish versions are provided for
all resources in this section. Tip sheets are designed for service providers to distribute to parents and
caregivers in the context of a particular concern or question. The tip sheets are not intended to tell the
whole story; they merely provide a starting point for a discussion between parent and provider that is
grounded in the protective factors. The information is easy to read and focuses on concrete steps that
parents can take to strengthen their family.
We encourage you to make additional copies of those resources that are most useful to the families with
whom you work.
Tip sheets address the following topics:
How to Develop Supportive Communities—Provides families with ways to identify a nurturing,

supportive community and how to develop one in their neighborhood.
Keeping Your Family Strong—Describes the protective factors in parent-friendly language and offers
simple ways parents can strengthen their own families.
Making Healthy Connections With Your Family—Suggests ways for families to bond while improving
their health through eating well and increasing their physical activity.
Feeding Your Family—Offers tips to help feed children all year around.
Managing Stress—Discusses the negative impacts of stress and how parents can learn to manage it
more effectively.
Managing Your Finances—Provides simple tips to help families move toward greater financial stability.
Bonding With Your Baby—Helps new parents understand the importance of early and secure attachment.
Dealing With Temper Tantrums—Includes tips on how to prevent and handle toddler tantrums while
modeling calm behavior.
Parenting Your School-Age Child—Helps parents understand and parent their school-age children
more effectively.
Connecting With Your Teen—Encourages parents to maintain strong bonds with their teens as they move
toward independence.
Parenting Your Child With Developmental Delays and Disabilities—Supports parents who are raising a
child who has developmental delays or disabilities.
Ten Ways to Be a Better Dad—Encourages fathers to be involved and help their children live happy,
healthy lives.

Building Resilience in Children and Teens—Provides tips for helping children learn to cope and recover
from difficulties.
Teen Parents…You’re Not Alone—Suggests ways that teen parents can find support and cope with the
challenges of raising a new baby.
Raising Your Kin—Recommends ways for caregivers to deal with some of the unique challenges of
parenting children of relatives, including finding concrete supports in their community.
Military Families—Encourages families to support parents and caregivers who are in the military.
Support After an Adoption—Offers information on support for adoptive parents.
Preventing Child Sexual Abuse—Offers tips to help adults protect children from sexual predators.
Parenting After Domestic Violence—Provides information about the effects of domestic violence on
children and encourages parents to help their children feel safe and secure.
Helping Your Child Heal From Trauma—Describes how trauma can affect children’s development and
behavior and includes suggestions for how parents and caregivers can help.
Human Trafficking: Protecting Our Youth—Describes human trafficking and how to protect your child.
Two additional tip sheets not included in this guide are available on the Information Gateway website:
Finding Housing Help for Your Family—Directs families to valuable resources for affordable housing and
other help.
Preparing Your Family for an Emergency—Outlines the components of a family emergency

preparedness plan.
These tip sheets, like the other resources in this guide, were created with information from experts from
federal agencies and national organizations that work to promote child well-being. Additional resources are
available through the national organizations listed in chapter 6.
Print and online-only tip sheets may be downloaded individually for distribution at https://www.
childwelfare.gov/topics/preventing/preventionmonth/resources/tip-sheets/.
For more parenting resources, please visit Child Welfare Information Gateway at https://www.childwelfare.
gov/topics/preventing/promoting/parenting.
How to Develop
Supportive
Communities
What’s Happening Small Steps
• Set up a playgroup in your community at people’s
Communities have a great influence in families’ lives.
homes or a local park (consider inviting people who
Just as plants are more likely to thrive in a garden with
may not have children at home, such as local seniors).
good soil and plenty of sunlight and water, families are
more likely to thrive in supportive communities. A safe
• Organize a community babysitting co-op.
place for children to play is one feature of a supportive • Volunteer at your child’s school through the school’s
community. Other features include the availability of administration or the parents’ organization.
food, shelter, and medical care for families as well as a • Encourage local service providers to produce a
culture that encourages neighbors to get to know and directory of available services in the community.
help one another. Supportive communities can help build
strong families.* Big Steps
• Organize a community event (a block party, father/
What You Might Be Seeing daughter dance, parent support group).
• Run for an office in the parent organization at your
Supportive communities that are nurturing to families
child’s school.
will have the following:
• Attend local government meetings (city council or
• Parks and recreation facilities that are accessible, safe, school board meetings) and let them know how
and inviting places for families important resources are in your community. Let
• Resources to help families in need access food, jobs, them know how parks, strong schools, and accessible
medical care, and other resources services help to strengthen your family and
• Early education programs that are easily accessible other families.
and welcoming • Join or create a group in which parents and children
• Safe, affordable housing available to all families meet regularly to play or serve together, such as
scouting, a flag football league, or service club.
• Clean air and water
What You Can Do Remember: Everyone can take steps

to make communities more supportive
Baby Steps of families!
• Meet and greet your neighbors.
• Go to a parents’ meeting at your child’s school. * To learn more about protective factors that support child and
family well-being, visit https://www.childwelfare.gov/topics/
• Participate in an activity at your local library or preventing/promoting/protectfactors/. This tip sheet was created
with input from experts in national organizations that work to
community center. prevent child maltreatment and promote well-being. At https://
www.childwelfare.gov/topics/preventing/preventionmonth/
resources/tip-sheets/, you can download this tip sheet and get
more parenting tips, or call 800.394.3366.

Cómo desarrollar
comunidades de apoyo
Lo que está pasando Pequeños pasos

Las comunidades tienen gran influencia en la vida de las • Establezca un grupo de juego en su comunidad, en
familias. Al igual que las plantas que florecen más fácilmente hogares o parques locales (considere invitar a personas
en un jardín con buena tierra y mucho sol y agua, las familias que no tienen niños en su casa, como adultos mayores
tienen más oportunidades de prosperar en comunidades locales).
acogedoras. Un lugar seguro para que los niños jueguen • Organice una cooperativa de cuidado de niños
es una característica de una comunidad acogedora. Otras comunitario.
características incluyen la disponibilidad de alimento, • Ofrézcase como voluntario en la escuela de sus
refugio y atención médica para las familias, así como una
hijos a través de la administración de la escuela o la
cultura que aliente a los vecinos a conocerse y ayudarse
organización de padres.
mutuamente. Las comunidades acogedoras pueden ayudar
a construir familias fuertes.*
• Aliente a los proveedores de servicios locales a crear un
directorio de servicios disponibles en la comunidad.
Lo que usted podría estar Grandes pasos
observando
• Organice un evento comunitario (una fiesta de la
Las comunidades fuertes y acogedoras que apoyan a las
cuadra, un baile de padres/hijas, un grupo de apoyo a
familias contarán con:
padres).
• Parques e instalaciones de recreación accesibles, • Postúlese para un cargo en la organización de padres
seguros y atractivos para las familias de la escuela de su hijo.
• Recursos para ayudar a las familias necesitadas a • Asista a las reuniones del gobierno local (reuniones
obtener acceso a alimentos, empleo, atención médica y del ayuntamiento o del consejo escolar) y explíqueles
otros recursos importantes lo importante que son los recursos en su comunidad.
• Programas de educación temprana que sean fácilmente Hágales saber cómo los parques, las escuelas sólidas y
accesibles y acogedores los servicios accesibles ayudan a fortalecer a su familia
• Viviendas seguras y asequibles, disponibles para todas y la de los demás.
las familias • Únase a un grupo u organice un grupo en el que padres
• Agua y aire puros e hijos se reúnan frecuentemente para jugar o prestar
servicios juntos, como “boys scouts” o “girls scouts”,
Lo que usted puede hacer una liga de futbol, o un club de servicios.
Pasitos de bebé
Recuerde: ¡Todos pueden tomar medidas
• Conozca y salude a sus vecinos.
para hacer que las comunidades den más
• Asista a las reuniones de padres en la escuela de sus hijos.
apoyo a las familias!
• Participe en actividades de su biblioteca local o centro
comunitario.
* Para obtener más información sobre los factores de protección que apoyan al bienestar de los niños y las familias, visite https://www.childwelfare.gov/
topics/preventing/promoting/protectfactors/. Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan
para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en
https://www.childwelfare.gov/topics/preventing/preventionmonth/resources/tip-sheets/ o llamando al 800.394.3366.
Keeping Your
Family Strong
Every family has strengths, and every family faces challenges. When you are under stress—the car breaks down, you or your
partner lose a job, a child’s behavior is difficult, or even when the family is experiencing a positive change, such as moving into
a new home—sometimes it takes a little extra help to get through the day.
Protective factors are the strengths and resources that families draw on when life gets difficult. Building on these strengths
is a proven way to keep the family strong and enhance child well-being. This tip sheet describes six key protective factors and
some simple ways you can build these factors in your own family.
Protective Factor and What It Means What You Can Do
Nurturing and Attachment: • Take time at the end of each day to connect with your
children with a hug, a smile, a song, or a few minutes of
• Our family shows how much we love each other.
listening and talking.
• Find ways to engage your children while completing
everyday tasks (meals, shopping, driving in the car). Talk
about what you are doing, ask them questions, or play
simple games (such as “I spy”).
Knowledge of Parenting and Child • Explore parenting questions with your family doctor,
Development: your child’s teacher, family, or friends.
• I know parenting is part natural and part learned. • Subscribe to a magazine, website, or online newsletter
about child development.
• I am always learning new things about raising children
and what they can do at different ages. • Take a parenting class at a local community center
(these often have sliding fee scales).
• Sit and observe what your child can and cannot do.
• Share what you learn with anyone who cares for
your child.
Parental Resilience: • Take quiet time to reenergize: take a bath, write, sing,
laugh, play, drink a cup of tea.
• I have courage during stress and the ability to bounce
back from challenges. • Do some physical exercise: walk, stretch, do yoga, lift
weights, dance.
• Share your feelings with someone you trust.
• Surround yourself with people who support you and
make you feel good about yourself.

Protective Factor and What It Means What You Can Do
Social Connections: • Participate in neighborhood activities such as potluck

dinners, street fairs, picnics, or block parties.
• I have friends, family, and neighbors who help out and
provide emotional support. • Join a playgroup or online support group of parents
with children at similar ages.
• Find a church, temple, or mosque that welcomes and
supports parents.
Concrete Supports for Parents: • Make a list of people or places to call for support.
• Our family can meet our day-to-day needs, including • Ask the director of your child’s school to host a
housing, food, health care, education, and counseling. Community Resource Night, so you (and other parents)
can see what help your community offers.
• I know where to find help if I need it.
• Dial “2-1-1” to find out about organizations that support
families in your area.
Social and Emotional Competence of • Provide regular routines, especially for young children.
Children: Make sure everyone who cares for your child is aware
of your routines around mealtimes, naps, and bedtime.
• My children know they are loved, feel they belong, and
are able to get along with others. • Talk with your children about how important
feelings are.
• Teach and encourage children to solve problems in age-
appropriate ways.
This tip sheet was created with information from experts in national organizations that work to prevent child maltreatment and promote well-
being, including the Strengthening Families Initiatives in New Jersey, Alaska, and Tennessee. At https://www.childwelfare.gov/topics/preventing/
preventionmonth/resources/tip-sheets/, you can download this tip sheet and get more parenting tips, or call 800.394.3366.
Cómo mantener a
su familia fuerte
Todas las familias tienen fortalezas y todas las familias enfrentan desafíos. Cuando usted está bajo estrés—el carro se
daña, usted o su pareja pierden su empleo, el comportamiento de uno de los niños es difícil o incluso cuando la familia está
experimentando cambios positivos, como por ejemplo mudarse a un nuevo hogar—algunas veces toma un poquito de ayuda
extra para sobrellevar el día.
Los factores de protección son las fortalezas y los recursos de los que se valen las familias cuando la vida se pone difícil.
Basarse en estas fortalezas es una forma comprobada de mantener a la familia fuerte y mejorar el bienestar de los niños..
Esta hoja de consejos describe seis factores de protección y algunas formas simples en las que puede desarrollar estos
factores en su propia familia.
Factor de protección y lo que significa Lo que usted puede hacer
Crianza afectiva y apego: • Tome tiempo al final del día para conectarse con sus
hijos con un abrazo, una sonrisa, una canción o unos
• Nuestra familia se demuestra cuánto nos amamos
pocos minutos escuchándoles y hablando con ellos.
mutuamente.
• Consiga formas de involucrar a sus hijos mientras
completan tareas cotidianas (con las comidas, las
compras, en el carro). Hable sobre lo que está
haciendo, hágales preguntas o jueguen juegos simples
(como “yo veo”).
Conocimientos sobre la crianza y el • Explore preguntas sobre la crianza con su doctor de

desarrollo de los niños: cabecera, el maestro de su hijo, sus familiares o amigos.
• Yo sé que la crianza es parcialmente natural y • Suscríbase a una revista, sitio web o boletín informativo
parcialmente aprendida. en línea sobre el desarrollo de los niños.
• Estoy aprendiendo siempre cosas nuevas sobre • Tome un curso sobre la crianza en un centro
la crianza de niños y lo que ellos pueden hacer a comunitario local (éstos a menudo tienen una escala
diferentes edades. móvil de costos).
• Siéntese y observe lo que su hijo puede y no puede
hacer.
• Comparta los que aprenda con toda persona que cuide
de su hijo.
Resiliencia de los padres: • Tome tiempo tranquilo para recargar energías: tome un
baño, escriba, cante, ríase, juegue, tome una taza de té.
• Tengo valor durante situaciones de estrés y la
capacidad de sobreponerme de los retos. • Haga un poco de ejercicio físico: camine, estire los
músculos, practique yoga, levante pesas, baile.
• Comparta sus sentimientos con alguien en quien confíe.
• Rodéese de personas que lo apoyan y le hacen sentir bien.

Factor de protección y lo que significa Lo que usted puede hacer
Conexiones sociales: • Participe en actividades del vecindario, como cenas

de contribución, ferias callejeras, picnics o fiestas
• Tengo amigos, familiares y vecinos que ayudan y
de cuadra.
ofrecen apoyo emocional.
• Únase a un grupo de juego o grupo de apoyo en línea
de padres con hijos de edades similares.
• Encuentre una iglesia, templo o mezquita que acoja y
apoye a los padres.
Apoyos concretos para los padres: • Haga una lista de personas o lugares a llamar para
recibir ayuda.
• Nuestra familia puede satisfacer nuestras necesidades
diarias, incluyendo vivienda, alimentos, atención de la • Pida al director de la escuela de su hijo que celebre una
salud, educación y consejería. Noche de Recursos Comunitarios, para que usted (y
otros padres) pueda ver qué tipo de ayuda se ofrece en
• Sé dónde conseguir ayuda si la necesito.
su comunidad.
• Marque “2-1-1” para encontrar información sobre
organizaciones que apoyan a las familias en su área.
Competencia social y emocional de los • Establezca rutinas regulares, especialmente para los
niños: niños pequeños. Asegúrese de que toda persona
que cuide de su hijo esté al tanto de sus rutinas en lo
• Mis hijos saben que son amados, sienten que
concerniente a las horas de comida, siestas y hora
pertenecen y son capaces de llevarse bien con
de dormir.
los demás.
• Hable con sus hijos sobre la importancia de los
sentimientos.
• Enseñe y aliente a sus hijos a resolver los problemas de
formas apropiadas a sus edades.
Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y
promover su bienestar, incluyendo las iniciativas de fortalecimiento de las familias Strengthening Families Initiatives en New Jersey, Alaska y
Tennessee. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/
preventionmonth/resources/tip-sheets/ o llamando al 800.394.3366.
Making Healthy
Connections
With Your Family
Good health starts with eating the right foods and getting
Physical Activity
plenty of physical activity. A healthier lifestyle may help
your family in many ways, including the following: Children and teens need 60 minutes or more of physical
• Less stress, depression, and anxiety activity each day. For adults, aim for at least 30 minutes
per day, most days of the week. Try the following
• Better sleep and more energy
suggestions to increase your whole family’s activity level:
• Less disease and lower health-care costs
• Find activities you enjoy and do them as a family.
Healthy habits don’t have to take time away from your Shoot hoops, dance, swim, or rollerblade—it
family. Do it together and make it fun! doesn’t matter what you do, as long as you are
moving together.
Eating Well • Support your children’s participation in sports by
Children learn their future eating habits from watching helping them practice. Kick soccer balls while your
you. Set a good example, and set the stage for a lifetime child plays goalie, or hit pop-ups for her to catch.
of good health. Consider the following tips: • Take a family walk after dinner instead of turning on
• Family meals are an important time to connect with the TV. Make up games for younger children, such as
your children. Offer a variety of healthy foods. Then “I spy” or “Who can count the most … [e.g., red cars].”
focus on what your children are saying rather than With school-age kids and teens, use the time to ask
what they are eating. how things are going at school or with friends.
• Allow children to decide how much to eat based on • Walk or bike with your child to and from school.
their hunger. Let go of “clean plate” expectations. • Set family challenges, such as completing a “mud run”
• Reward your children with attention and kind words or a long hike together. Celebrate when you reach
instead of food. Comfort them with hugs, not sweets. your goals.
• Plan, shop, and cook more meals at home together. • Local community centers often offer free or low-cost
Involve children in choosing, washing, and (for older exercise classes, clubs, teams, and other activities
children) cutting and cooking fruits and vegetables. for children and families. Many offer sliding-scale
memberships.
• Let kids invent their own healthy recipes. No-fail
options include trail mix, smoothies, and fruit salads.
• Having difficulty providing enough healthy food for
Remember: Making a commitment to
your family? Apply for food stamps or the Special health together is more fun than doing
Supplemental Nutrition Program for Women, Infants, it alone—and it can bring your family
and Children (also known as WIC), or check out local closer together.
food banks to ease your budget.
* This tip sheet was adapted using information from the

U.S. Department of Agriculture’s ChooseMyPlate.gov (http://
choosemyplate.gov). At https://www.childwelfare.gov/topics/
preventing/preventionmonth/resources/tip-sheets/, you can
download this tip sheet and get more parenting tips, or call
800.394.3366.

Haciendo conexiones
saludables con su
familia
La buena salud comienza con alimentarse de comidas Infantes y Niños (WIC, por sus siglas en inglés), o
saludables y hacer bastante actividad física. Un estilo de buscar su banco de alimentos local (“food bank”) para
vida más saludable puede ayudar a su familia de muchas ayudar a aliviar su presupuesto.
formas, incluyendo las siguientes:
• Menos estrés, depresión y ansiedad
La actividad física
• Un mejor sueño y más energía Los niños y adolescentes necesitan por lo menos 60
minutos de actividad física todos los días. Los adultos
• Menos enfermedad y costos de cuidado de salud
deben tratar de hacer por lo menos 30 minutos de
más bajos
actividad física por día, la mayoría de los días de la
Las costumbres saludables no tienen que costarle tiempo semana. Intente las siguientes sugerencias para aumentar
con su familia. ¡Diviértanse haciéndolo juntos! el nivel de actividad de toda su familia:
La alimentación saludable • Busquen actividades que les guste hacer en familia.
Jueguen básquetbol, bailen, naden o patinen—no
Los niños aprenden las costumbres de alimentación que
importa lo que hagan siempre y cuando estén juntos
practicarán en el futuro observándolo a usted. Sea un
y activos.
buen ejemplo a seguir para sus niños y prepárelos para una
• Apoye la participación de sus hijos en deportes;
vida de buena salud. Considere los siguientes consejos:
ayúdelos a practicar pateando la pelota de futbol o
• Las comidas familiares son una buena oportunidad
atrapando la de beisbol.
para conectar y compartir con sus hijos. Ofrézcales • Caminen juntos después de la cena en vez de prender el
una variedad de comidas saludables y luego mantenga
televisor. Invente juegos para sus hijos jóvenes durante
el enfoque en lo que sus hijos están diciendo en vez de
las caminatas, como tratar de contar todos los carros
lo que están comiendo.
rojos o juegos de “yo veo”. Con sus hijos de edad escolar
• Deje que sus hijos decidan cuanto quieren comer
o adolescentes, use la oportunidad para preguntarles
según cuanta hambre tengan en vez de siempre
cómo les está yendo en la escuela o con sus amigos.
esperar que “limpien sus platos”. • Camine o maneje en bicicleta a la escuela con su hijo
• Premie a sus hijos con atención y palabras cariñosas en
en las mañanas y de vuelta en las tardes.
vez de comida. Consuélelos con abrazos, no con dulces. • Establezca retos para la familia, como completar juntos
• Planeen las comidas, hagan las compras y cocinen
una caminata larga, y celebren cuando alcancen sus metas.
comidas en casa juntos en familia. Involucre a sus
• Los centros comunitarios locales a menudo ofrecen clases
hijos cuando esté escogiendo, lavando y (para niños
de ejercicios, clubs, equipos y otras actividades para niños
mayores) cortando y cocinando frutas y vegetales.
y familias gratis o a bajo costo. Muchos también ofrecen
• Deje que sus hijos inventen sus propias recetas
una escala móvil de costos de membresía.
saludables. Opciones fáciles de preparar incluyen una
mezcla de frutos secos y nueces (o “trail mix”), batidos
de frutas y ensaladas de frutas. Recuerde: Hacer un compromiso en
• Si encuentra que es difícil proveerles suficientes familia a vivir una vida saludable es
alimentos saludables a su familia, puede solicitar más divertido que hacerlo solo…y puede
cupones de comida o beneficios del Programa ayudar a unir más a su familia.
Especial de Nutrición Suplementaria Para Mujeres,
Esta hoja de consejos fue adaptada usando información de ChooseMyPlate.gov (http://choosemyplate.gov) del Departamento de Agricultura de los
Estados Unidos (U.S. Department of Agriculture). Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://
www.childwelfare.gov/topics/preventing/preventionmonth/resources/tip-sheets/ o llamando al 800.394.3366.
Feeding Your Family
What’s Happening children. For more information, visit http://www.fns.

usda.gov/wic/who-gets-wic-and-how-apply.
About one in five households with children in the United • The National School Lunch and Breakfast Programs
States face food insecurity at some point during the year. offer children free or reduced-price meals at many
This means that the family sometimes cannot afford schools. Apply at your child’s school or visit http://
enough healthy food to feed everyone well. Some or all www.fns.usda.gov/nslp/national-school-lunch-
members of the family may go hungry, skip meals, or eat program-nslp.
nothing for an entire day (or longer).
• The Summer Food Service Program provides free,
healthy meals to children and teens in low-income
What You Might Be Seeing areas during the summer. For more information, visit
Healthy food is very important for children’s growth and https://www.fns.usda.gov/sfsp/summer-food-service-
well-being. This is especially true during the first 3 years. program.
A lack of food affects children’s: Most communities also offer food banks and other help
• Bodies. Children may get sick and go to the hospital for low-income families. In many areas, dialing 2-1-1 can
more often. connect you with local resources and support.
• Behavior. A lack of healthy food at home can cause

fighting, hyperactivity, and mood swings in school-age Remember: There are resources in every
children. Older youth may feel depressed, anxious, community to help families provide
or suicidal. healthy food for their children.
• Learning. Children can have a hard time getting to
school every day or making progress in reading
* This tip sheet was created using information from experts in
and math. national organizations that work to prevent child maltreatment
and promote well-being. At https://www.childwelfare.gov/
topics/preventing/preventionmonth/resources/tip-sheets/, you
What You Can Do can download this tip sheet and get more parenting tips, or call
800.394.3366.
The U.S. Department of Agriculture offers several

programs to help families feed their children.
• Supplemental Nutrition Assistance Program (SNAP),
formerly food stamps, helps low-income families pay
for food. For more information, visit http://www.fns.
usda.gov/snap/apply.
• The Special Supplemental Nutrition Program for
Women, Infants, and Children (WIC) provides short-
term help for low-income women, infants, and young

Cómo alimentar
a su familia
Lo que está pasando • El Programa Para Mujeres, Bebés y Niños (Women,

Infants, and Children program, o (WIC), por sus siglas
Se estima que uno de cada cinco hogares con niños en
en inglés), ofrece ayuda a corto plazo para mujeres
los Estado Unidos enfrenta la inseguridad alimentaria
de bajos ingresos, bebes y niños jóvenes. Para más
en algún momento durante el año. Esto significa que a
información, vea la página del USDA en inglés (http://
la familia a veces no le alcanza el dinero para comprar
www.fns.usda.gov) o en español (https://www.fns.
suficientes alimentos saludables para alimentar bien a
usda.gov/es).
todos. Algunos miembros de la familia o toda la familia • El Programa Nacional de Almuerzos Escolares
pueden pasar hambre, saltarse comidas o no comer nada
(National School Lunch and Breakfast Programs, en
durante un día entero (o más). inglés) proporciona comidas gratis o a costo reducido
para niños en muchas escuelas. Solicite los beneficios
Lo que usted podría estar en la escuela de su hijo o visite la página web del USDA
observando en inglés (https://www.fns.usda.gov/nslp/national-
Los alimentos saludables son muy importantes para el school-lunch-program-nslp) o en español (https://
desarrollo y el bienestar de los niños, particularmente www.fns.usda.gov/es/nslp/programa-nacional-de-
durante sus primeros 3 años de vida. La falta de alimentos almuerzos-escolares).
puede afectar lo siguiente: • El Programa de Servicio de Alimentos de Verano
(Summer Food Service Program, en inglés)
• El cuerpo. Los niños pueden enfermarse y tener que
proporciona comidas saludables gratis para niños
ir al hospital más a menudo.
y adolescentes durante el verano en zonas de bajos
• El comportamiento. La falta de alimentos saludables
ingresos. Para más información, vea la página del
en el hogar puede causar peleas, hiperactividad y
USDA en inglés (https://www.fns.usda.gov/sfsp/
cambios abruptos de humor en los niños de edad
summer-food-service-program) o en español (https://
escolar. Los jóvenes mayores pueden sentirse
www.fns.usda.gov/es/sfsp/programa-de-servicio-de-
deprimidos, ansiosos o tener pensamientos suicidas.
alimentos-de-verano).
• El aprendizaje. Los niños sin alimentos adecuados
pueden tener dificultades para llegar a la escuela La mayoría de las comunidades también ofrecen
todos los días o avanzar en las clases de lectura bancos de alimentos y otras formas de asistencia para
y matemática. familias de bajos ingresos. En muchas áreas, puede
marcar el 2-1-1 en su teléfono para conectarse con
Lo que usted puede hacer recursos y apoyos locales.
El Departamento de Agricultura de los EE.UU. (USDA, por
sus siglas en inglés) ofrece varios programas de asistencia Recuerde: Todas las comunidades tienen
para ayudar a las familias a alimentar a sus hijos. recursos para ayudar a las familias a
• El Programa de Asistencia Nutricional Suplementaria proporcionarles alimentos saludables a
(Supplemental Nutrition Assistance Program, o SNAP,
sus niños.
por sus siglas en inglés), antiguamente conocido como
cupones para alimentos, es un programa que ayuda a
Esta hoja de consejos se creó con información de expertos de
las familias de bajos ingresos a pagar por los alimentos. organizaciones nacionales que trabajan para prevenir el maltrato de
Para más información (en español), visite http://www. menores y promover su bienestar. Usted puede descargar esta hoja
de consejos y obtener más consejos sobre la crianza en https://www.
fns.usda.gov/es/snap/para-presentar-la-solicitud. childwelfare.gov/topics/preventing/preventionmonth/resources/
tip-sheets/ o llamando al 800.394.3366.
Managing Stress
What’s Happening • Have faith. Look back at previous times when you
have overcome challenges. Think “This too shall
Everyone has stress, whether it’s a bad day at work, car pass.” Consider that people who attend church, pray
trouble, or simply too many things to do. However, too regularly, or practice other forms of spirituality tend
much stress can make it hard to parent effectively. After to have less stress.
a while, your children may show signs of being stressed • Relax! Try deep breathing, meditation, yoga, or
out too! listening to music. Take 30 minutes to play a board
game and laugh with your kids.
What You Might Be Seeing • Take care of your health. Getting enough sleep
Some signs that you are stressed include the following: can make a big difference in your stress level. So can
eating healthy foods and getting some exercise.
• Feeling angry or irritable a lot of the time
• Take time for yourself. Take a bath, read a book, or
• Feeling hopeless
pick up a hobby. When you can, hire a babysitter (or
• Having trouble making decisions trade time with a friend or neighbor) and get out for a
• Crying easily few hours.
• Worrying all the time • Develop a support network. Don’t be afraid to ask
• Arguing with friends or your partner for help. Older children can set the table. Your spouse
or partner could take over bedtime a few nights a
• Overeating or not eating enough
week. Friends might pick up the kids from school to
• Being unable to sleep or wanting to sleep all the time give you a break.
A build-up of stress also can contribute to health
problems, including allergies, a sore neck or back,
headaches, upset stomach, and high blood pressure. Remember: Learning to manage your
stress will improve your happiness and
What You Can Do show your children that they can handle
It is important to learn how to manage your stress—for stress, too!
your own sake and for your children. The following
suggestions may help: * This tip sheet was created using information from experts in
national organizations that work to prevent child maltreatment
• Identify what’s making you stressed. Everyone’s topics/preventing/preventionmonth/resources/tip-sheets/, you
stressors are different. Yours might be related to can download this tip sheet and get more parenting tips, or call
800.394.3366.
money, work, your surroundings (traffic, crime), your
partner, your children’s behavior, or health issues.
• Accept what you cannot change. Ask yourself,
“Can I do anything about it?” If the answer is “no,” try
to focus on something else. If there is something you
can do (look for a new job, for example), break it into
smaller steps so it doesn’t feel overwhelming.

Manejando el estrés
Lo que está pasando respuesta es no, trate de enfocarse en otra cosa. Si

hay alguna cosa que puede hacer (buscar un trabajo
Todas las personas experimentan el estrés, sea a causa
nuevo, por ejemplo), divida el proceso en pasos más
de un día difícil en el trabajo, problemas con su auto o
pequeños para que no se sienta abrumado.
simplemente por tener demasiadas cosas que hacer. Sin
embargo, demasiado estrés puede causarle dificultades • Tenga fe. Reflexione sobre otros instantes cuando
en la crianza eficaz de sus hijos. Con el tiempo, ¡sus hijos pudo superar los desafíos que lo enfrentaban. Piense,
también podrían mostrar síntomas de estar estresados! “Esto también pasará”. Considere que las personas
quienes van a la iglesia, oran regularmente o practican
Lo que usted podría estar otras formas de espiritualidad tienden a sentir
observando menos estrés.
Algunos indicios de que podría estar estresado incluyen: • ¡Relájese! Respire hondo, practique la meditación,
haga yoga o escuche música. Tome 30 minutos para
• Sintiéndose enojado o irritado a menudo
jugar un juego de mesa y reírse con sus hijos.
• Sintiéndose desesperado • Cuide de su salud. El dormir suficiente puede
• Teniendo dificultades en tomar decisiones hacer una gran diferencia en su nivel de estrés, como
• Llorando fácilmente también el comer comidas saludables y hacer ejercicio.
• Sintiéndose preocupado todo el tiempo • Aparta un tiempo para sí mismo. Tómese un
baño, lea un libro o búsquese una actividad recreativa.
• Peleando con sus amigos o con su pareja
Cuando pueda, busque una niñera (o coordine con un
• Comiendo demasiado o no suficiente
amigo o vecino para el cuidado de sus hijos) y salga
• El no poder dormir o querer dormir todo el tiempo por unas horas.
Una acumulación de estrés también puede contribuir • Desarrolle una red de apoyo. No tenga miedo de
a problemas de salud, incluyendo alergias, dolores pedir ayuda. Los niños mayores pueden poner la mesa.
de cuello o de espalda, dolores de cabeza, molestias Su esposo(a) o pareja podría encargarse de acostar
estomacales y tensión alta. a los niños un par de noches a la semana. Sus amigos
podrían recoger a sus niños en la escuela para darle
Lo que usted puede hacer un descanso.
Es importante aprender a manejar su estrés—para su
bien y el bien de sus hijos. Las siguientes sugerencias Recuerde: El aprender a manejar su
podrían ayudar:
estrés aumentará su felicidad y les
• Identifique lo que le causa estrés. Las causas enseñará a sus hijos que ¡ellos también
del estrés son diferentes para cada persona. Las
pueden manejar el estrés!
suyas podrían estar relacionadas con el dinero, el
trabajo, su ambiente (tráfico, crimen), su pareja, el
Esta hoja de consejos se creó con información de expertos de
comportamiento de sus hijos o asuntos de salud. organizaciones nacionales que trabajan para prevenir el maltrato de
menores y promover su bienestar. Usted puede descargar esta hoja
• Acepte lo que no puede cambiar. Pregúntese, de consejos y obtener más consejos sobre la crianza en https://www.
childwelfare.gov/topics/preventing/preventionmonth/resources/
“¿Puedo hacer alguna cosa al respecto?” Si la tip-sheets/ o llamando al 800.394.3366.
Managing Your
Finances
What’s Happening • Get a bank account. Check-cashing services

If you feel like your finances are out of control, you and payday loans charge high fees. One program
are not alone! Many people worry about money. While that helps people access free or low-cost checking
common, a daily struggle to pay bills creates stress that accounts is Bank On at http://www.joinbankon.org/#/
can harm your family life and your child’s well-being. about.
• Start saving. Individual development accounts (IDAs)
What You Might Be Seeing match your savings to help you reach a goal such as
buying a home, training for a new job, or starting a
Your family is said to have “financial stability” if you have: small business. Find an IDA program near you at
• The ability to pay bills on time http://cfed.org/programs/idas/directory_search/.
• A manageable amount of debt • Seek new employment opportunities. Work
readiness, vocational training, job placement, and
• A 3 to 6 month emergency fund to protect you against
career counseling programs can help you find and
loss of income
qualify for new opportunities that may pay better and
What You Can Do move you toward greater security.
No matter what your situation, you can take steps to

move your family toward greater financial stability. Remember: It is possible to achieve
• Know where your money goes. Track your family’s financial stability, even after a setback.
spending for a month, and balance your checkbook The steps you take today will help create
regularly. These steps will help you feel more in a brighter future for your family!
control and will help you create a realistic budget.
• Get organized. Make sure you know how much each * This tip sheet was adapted using information from the National
Foundation for Credit Counseling (http://www.nfcc.org/). At https://
person in your household gets paid and when. Know www.childwelfare.gov/topics/preventing/preventionmonth/
which bills need to be paid out of each paycheck. Keep resources/tip-sheets/, you can download this tip sheet and get more
parenting tips, or call 800.394.3366.
all bills in one place so they don’t get lost, and review
your finances often.
• Spend only what you make. Put away credit cards
and use cash instead. This will help ensure that you
buy only what you really need and want.
• Get help to stretch your budget. State and federal
programs include the Earned Income Tax Credit,
food stamps or the Special Supplemental Nutrition
Program for Women, Infants, and Children (WIC),
Temporary Assistance for Needy Families (TANF),
low-cost child care or housing, Head Start, and others.

Manejando
sus finanzas
Lo que está pasando • Obtenga ayuda para estirar su presupuesto.

Programas estatales y federales incluyen el Crédito
Si usted siente que sus finanzas están fuera de control, por Ingreso del Trabajo (EITC, por sus siglas en
¡no está solo! Muchas personas se preocupan por el inglés); cupones de comida o el Programa Especial de
dinero. Aunque sea común, la lucha diaria para pagar las Nutrición Suplementaria Para Mujeres, Bebés y Niños
cuentas crea estrés que puede ser dañino para su vida (WIC, sus siglas en inglés); el programa de Asistencia
familiar y el bienestar de su hijo. Temporal Para Familias Necesitadas (TANF sus siglas
en inglés); servicios de cuidado de menores o vivienda
Lo que usted podría estar a bajo costo; Head Start y otros.
observando • Búsquese una cuenta bancaria. Los servicios
Se puede decir que su familia tiene “estabilidad de cambio de cheques o préstamos de día de pago
financiera” si tiene: cobran cuotas altas. Un programa que ayuda a
personas a acceder a cuentas corrientes gratis o
• La habilidad de pagar las cuentas a tiempo
a bajo costo se llama Bank On, (solo disponible en
• Un monto de deuda manejable inglés) en http://joinbankon.org/about/.
• Un fondo de emergencia con suficiente para vivir de • Empiece a ahorrar. Cuentas de desarrollo individual
3–6 meses como protección en contra de la pérdida (IDA, por sus siglas en inglés) igualan sus ahorros para
de ingresos ayudarlo a alcanzar una meta como la compra de una
casa, entrenamiento para un trabajo nuevo, o empezar
Lo que usted puede hacer una pequeña empresa. Encuentre un programa de
Sea como sea su situación, usted puede tomar ciertos IDA cerca de usted en http://cfed.org/programs/idas/
pasos para llevar a su familia hacia una situación directory_search/ (solo disponible en inglés).
financiera más estable. • Busque nuevas oportunidades de empleo.
Programas de preparación para el empleo,
• Esté consciente de dónde va su dinero. Siga los
capacitación vocacional, contratación y orientación
gastos de su familia por un mes y mantenga al día su
profesional pueden ayudarlo a encontrar y a calificar
libreta bancaria. Estos pasos le ayudarán a sentirse
para nuevas oportunidades que podrían pagar mejor y
más en control y a crear un presupuesto razonable.
llevarlo hacia una situación financiera más segura.
• Organícese. Asegúrese de saber cuánto gana
cada persona en su hogar y cuándo le pagan. Sepa
cuáles recibos se tendrán que pagar de cada sueldo. Recuerde: Sí es posible lograr la
Mantenga sus recibos en un lugar central para que no estabilidad financiera, aun después de
se pierdan, y revise sus finanzas a menudo. un retraso. ¡Los pasos que tome hoy
• Gaste solamente lo que gane. Guarde sus tarjetas ayudarán a crear un futuro mejor para
de crédito y use dinero en efectivo. Esto ayudará a su familia!
asegurar que solamente compre lo que de verdad
necesita y quiere.
Esta hoja de consejos fue adaptada usando información de la Fundación Nacional Para el Asesoramiento Crediticio (National Foundation for
Credit Counseling, https://www.nfcc.org/). Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.
childwelfare.gov/topics/preventing/preventionmonth/resources/tip-sheets/ o llamando al 800.394.3366.
Bonding With
Your Baby
What’s Happening • Hold and touch your baby as much as possible. You
can keep him or her close with baby slings, pouches,
Attachment is a deep, lasting bond that develops or backpacks (for older babies).
between a caregiver and child during the baby’s first few • Use feeding, bathing, and diapering times to look into
years of life. This attachment is crucial to the growth of your baby’s eyes, smile, and talk to your baby.
a baby’s body and mind. Babies who have this bond and
• Read, sing, and play peek-a-boo. Babies love to hear
feel loved have a better chance to grow up to be adults
human voices and will try to imitate your voice and the
who trust others and know how to return affection.
sounds you make.
What You Might Be Seeing • As your baby gets a little older, try simple games and
toys. Once your baby can sit up, plan on spending lots
Most babies: of time on the floor with toys, puzzles, and books.
• Have brief periods of sleep, crying or fussing, and • If you feel you are having trouble bonding with your
quiet alertness many times each day infant, don’t wait to get help! Talk to your doctor or
• Often cry for long periods for no apparent reason your baby’s pediatrician as soon as you can.
• Love to be held and cuddled

• Respond to and imitate facial expressions
Remember: The best gift you can give
• Love soothing voices and respond to them with smiles
and small noises your baby is YOU. The love and attention
• Grow and develop every day
you give your baby now will stay with
him or her forever and will help your
• Learn new skills quickly and can outgrow difficult
behaviors in a matter of weeks
baby grow into a healthy and happy
child and adult.
What You Can Do
This tip sheet was created with information from experts in
No one knows your child like you do, so you are in the national organizations that work to prevent child maltreatment
best position to recognize and fulfill your child’s needs. topics/preventing/preventionmonth/resources/tip-sheets/, you
can download this tip sheet and get more parenting tips, or call
Parents who give lots of loving care and attention to their 800.394.3366.
babies help their babies develop a strong attachment.
Affection stimulates your child to grow, learn, connect
with others, and enjoy life.
Here are some ways to promote bonding:
• Respond when your baby cries. Try to understand
what he or she is saying to you. You can’t “spoil”
babies with too much attention—they need and
benefit from a parent’s loving care even when they
seem inconsolable.

Cómo fortalecer
los lazos de afecto
con su bebé
Lo que está pasando Éstas son algunas formas de promover la formación de
lazos afectivos:
El apego es un lazo profundo y duradero que se
desarrolla entre el proveedor de cuidados y el niño • Responda cuando su bebé llore. Trate de entender lo
durante los primeros años de vida del bebé. Este apego que él o ella le está diciendo. Los recién nacidos no se
es crucial para crecimiento del cuerpo y la mente del vuelven “consentidos” por exceso de atención—ellos
bebé. Aquellos bebés que cuentan con este lazo y que se necesitan del cariño de sus padres y se benefician de
sienten amados tienen mejores probabilidades de llegar a él, aun cuando parecieran ser inconsolables.
ser adultos que confían en los demás y que saben cómo • Tome en brazos, mime y toque a su bebé a menudo.
reciprocar el afecto. Puede mantener a su bebé cerca con canguros,
portabebés o mochilas especiales (para bebés
Lo que usted podría estar más grandes).
observando • Aproveche las horas de comida, de bañar y de cambio
La mayoría de los bebés: de pañales para mirar a su bebé directamente a los
• Tienen periodos breves en los que duermen, lloran, ojos, sonreírle y hablarle.
se quejan o están tranquilos y atentos muchas veces • Léale, cántele y juegue a que se esconde y aparece. A
por día los bebés les encanta oír voces humanas y tratarán de
• A menudo lloran por mucho tiempo sin imitar su voz y los sonidos que hace.
motivo aparente • En lo que su bebé se hace mayorcito, intenten jugar
• Les encanta que los mimen y abracen con juguetes y juegos sencillos. En lo que su bebé
pueda sentarse sin ayuda, planee pasar grandes
• Responden a las expresiones faciales y las imitan
cantidades de tiempo en el piso con juguetes,
• Les encantan las voces tranquilas y responden a ellas rompecabezas y libros.
con sonrisas y gorgoritos
• Si siente que está teniendo problemas para formar
• Crecen y se desarrollan todos los días lazos afectivos con su bebé, ¡no espere para obtener
• Aprenden nuevas habilidades rápidamente y pueden ayuda! Hable con su doctor o con el pediatra del bebé
superar comportamientos difíciles en cosa de unas tan pronto como sea posible.
pocas semanas
Recuerde: El mejor regalo que le puede
Lo que usted puede hacer
dar a su bebé es USTED MISMO. El amor y
Nadie conoce a su bebé mejor que usted, por lo que es
la atención que le dé ahora permanecerán
usted quien está en mejores condiciones para reconocer
y satisfacer las necesidades de su hijo. Los padres con él para siempre y le ayudarán a ser un
que ofrecen grandes cantidades de afecto y cariño a niño y adulto sano y feliz.
sus bebés ayudan a sus bebés a desarrollar un apego
sólido. El afecto estimula a su hijo a crecer, a aprender, a
conectarse con los demás y a disfrutar la vida.
Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover
su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/
Dealing With
Temper Tantrums
What’s Happening If you cannot prevent the tantrum, here are some tips for
dealing with it:
Two- and 3-year-olds have many skills, but controlling
their tempers is not one of them. Tantrums are common
• Say what you expect from your child and have
at this age because toddlers are becoming independent confidence that your child will behave.
and developing their own wants, needs, and ideas. • Remain calm. You are a role model for your child.
However, they are not yet able to express their wants and • Holding your child during a tantrum may help a
feelings with words. Take comfort in the fact that most younger child feel more secure and calm down
children outgrow tantrums by age 4. more quickly.
• Take your child to a quiet place where he or she can
What You Might Be Seeing calm down safely. Speak softly or play soft music.
Most toddlers: • Some children throw tantrums to seek attention. Try
• Love to say “No!” “Mine!” and “Do it myself!” ignoring the tantrum, but pay attention to your child
after he or she calms down.
• Test rules over and over to see how parents will react
• Resist overreacting to tantrums, and try to keep your
• Are not yet ready to share
sense of humor.
• Need lots of fun activities, play times, and
opportunities to explore the world
The U.S. Centers for Disease Control and Prevention
• Respond well to a routine for sleeping and eating (a website provides additional information and tips for
regular schedule) parents of toddlers and preschoolers at http://www.cdc.
• Like to imitate grownups and to “help” mom and dad gov/parents/essentials/index.html.
What You Can Do

It is often easier to prevent tantrums than to deal with Remember: When your child is having
them after they get going. Try these tips: a floor-thumping tantrum, the most
• Direct your child’s attention to something else. important thing you can do is remain
(“Wow, look at that fire engine!”) calm and wait it out. Do not let your
• Give your child a choice in small matters. (“Do you child’s behavior cause you to lose
want to eat peas or carrots?”) control too.
• Stick to a daily routine that balances fun activities with
enough rest and healthful food. This tip sheet was created with information from experts in
• Anticipate when your child will be disappointed. (“We and promote well-being. At https://www.childwelfare.gov/
are going to buy groceries for dinner. We won’t be can download this tip sheet and get more parenting tips, or call
800.394.3366.
buying cookies, but you can help me pick out some
fruit for later.”)
• Praise your child when he or she shows self-control
and expresses feelings with words.

Cómo lidiar con
los berrinches
Lo que está pasando • Anticipe lo que puede desilusionar a su hijo.

(“Vamos a comprar comida para la cena. Esta vez no
Los niños entre dos y tres años de edad tienen muchas
vamos a comprar galletitas pero, ¿me ayudas a elegir
habilidades, pero controlar sus temperamentos no es una
fruta para el postre?”)
de ellas. Los berrinches son comunes a esta edad porque
• Felicite a su hijo cuando se controle a sí mismo y
los niños pequeños están comenzando a independizarse
exprese sus sentimientos con palabras.
y están desarrollando sus propias ideas, necesidades y
deseos. Sin embargo, todavía no expresan sus deseos y Si no puede prevenir un berrinche, pruebe estas
sentimientos con palabras. Consuélese sabiendo que la sugerencias:
mayoría de los niños superan la etapa de los berrinches • Diga lo que espera de su hijo y confíe en que su hijo se
alrededor de los cuatro años de edad. comportará.
• No pierda la calma. Usted es el modelo a seguir para
Lo que usted podría estar su hijo.
observando • Sostener a su hijo durante un berrinche puede
La mayoría de los niños pequeños: ayudarlo a sentirse seguro y a calmarse más rápido.
• Lleve a su hijo a un lugar tranquilo para que se pueda
• Les encanta decir: ¡No!... ¡Mío!... y ¡Yo solo!
calmar de manera segura. Háblele en voz baja o ponga
• Ponen a prueba las reglas una y otra vez para ver
música suave.
cómo reaccionarán los padres
• Algunos niños tienen berrinches para llamar la
• No saben compartir todavía
atención. Intente ignorar el berrinche, pero préstele
• Necesitan muchas actividades divertidas, tiempo para
atención a su hijo después de que se haya calmado.
jugar y oportunidades para explorar el mundo
• Resista la tentación de sobre reaccionar a los
• Responden bien a las rutinas para comer y dormir (un
berrinches, y trate de no perder el sentido del humor.
horario regular)
• Les gusta imitar a los “grandes” y “ayudar” a mami y El sitio web de los Centros para el Control y la Prevención
a papi de Enfermedades ofrece información y consejos
adicionales para los padres de niños pequeños y en edad
Lo que usted puede hacer preescolar, disponible en inglés (http://www.cdc.gov/
A menudo es más fácil prevenir un berrinche que tener parents/essentials/index.html) y español (https://www.
que lidiar con ellos una vez que comienzan. Intente poner cdc.gov/parents/spanish/essentials/index.html).
estos consejos en práctica:
• Ayude a su hijo a concentrarse en otra cosa. (“¡Mira
Recuerde: Incluso cuando el niño
ese camión de bomberos!”)
• Deje que su hijo tome decisiones sobre cosas
hace un berrinche en pleno piso, lo
pequeñas. (“¿Quieres comer chícharos o zanahorias?”) mejor que puede hacer es guardar la
• Siga una rutina diaria de actividades divertidas, con calma y esperar. No permita que el
suficiente descanso y comida sana. comportamiento de su hijo le haga perder
el control.
Parenting Your
School-Age Child
What’s Happening • Support their growing bodies. Children this age

still need nutritious meals (especially breakfast) and 10
Children ages 6–12 go through big changes. As they hours of sleep each night.
spend more time at school and away from home, they are • Limit time spent watching TV, playing video
working to develop an identity of their own. Their bodies games, or using the computer. Monitor Internet
are growing stronger and changing quickly, a process that use for safety, and encourage your children to
will continue through puberty and the teen years. They participate in hobbies and sports.
are learning to control their feelings, use reason, and
• Be involved with your children’s school. Talk to
solve problems. Yet children in this age group still need
their teachers and attend parents’ night and school
rules and structure and, most of all, their parents’ love
conferences. Show that school is important to you by
and support.
providing a quiet space for homework, volunteering in
your child’s school, and celebrating your child’s
What You Might Be Seeing hard work.
Normal school-age children: • Offer support and understanding when your
• Mature unevenly. Their bodies may be growing, but child has problems with peers. Explore ways to
they are still capable of having temper tantrums and resolve conflicts, but do not interfere. If your child
need reminders to take baths and brush their teeth. is being bullied at school, alert school staff and work
with them to keep your child safe.
• See things in black and white. They are concerned
about fairness and rules. • Don’t wait for your children to learn about sex,
alcohol, and drugs from peers. Educate yourself
• Are capable of doing chores and homework more
and talk to your children about your values. Help them
independently but may need you to remind and teach
practice ways to resist peer pressure.
them (not do it for them).
• Get distracted easily and may lack organizational skills.
• Develop deeper relationships with peers and care
Remember: Talk to your children and
deeply about “fitting in.”
listen to what they have to say. School-
What You Can Do age children may sometimes act like they
don’t care what their parents say, but
• Model the behavior you want to see. Your children
they still want your love, attention,
are watching and learning from you. Meet your
responsibilities, follow house rules, and communicate
and guidance!
with respect.
• Make a few important rules and enforce them national organizations that work to prevent child maltreatment
every time. Remember, children want freedom, so topics/preventing/preventionmonth/resources/tip-sheets/, you
give them choices in smaller matters (e.g., clothing, can download this tip sheet and get more parenting tips, or call
800.394.3366.
room decorations).
• Talk to children about what you expect. Post
rules and routines where everyone can see them.
Fewer “grey areas” mean less to argue about.

Cómo criar a su hijo
en edad escolar
Lo que está pasando • Hable con sus hijos sobre sus expectativas.
Coloque las reglas y las rutinas donde todos puedan
Los niños con edades entre 6 y 12 años atraviesan por
verlas. Mientras menos “áreas grises” hayan, menores
grandes cambios. A medida que pasan más tiempo en la
serán las discusiones.
escuela y fuera de casa, ellos trabajan para desarrollar una • Apoye sus cuerpos en crecimiento. Los niños
identidad propia. Sus cuerpos están creciendo, haciéndose
a esta edad aún necesitan de comidas nutritivas
más fuertes y cambiando rápidamente, un proceso que
(especialmente el desayuno) y 10 horas de sueño
continuará con la pubertad y la adolescencia. Ellos están
todas las noches.
aprendiendo a controlar sus sentimientos, a usar su • Limite el tiempo que pasan viendo televisión,
raciocinio y a resolver problemas. Y aun así, los niños en este
jugando con videojuegos o usando la
grupo etario todavía necesitan de normas y estructura, y
computadora. Vigile el uso de la Internet por motivos
más que nada, del amor y apoyo de sus padres.
de seguridad y aliente a sus hijos a participar en
pasatiempos (“hobbies”) y deportes.
Lo que usted podría estar • Participe en la escuela de sus hijos. Hable con sus
observando maestros y asista a las noches para padres y conferencias
Los niños normales en edad escolar: escolares. Demuestre que la escuela es importante para
• Maduran a diferentes ritmos. Sus cuerpos podrán usted ofreciendo un espacio tranquilo para hacer la tarea,
estar creciendo, pero ellos aún son capaces de ofreciéndose de voluntario en la escuela de su hijo y
tener berrinches y de necesitar ser recordados de celebrando el arduo trabajo de su hijo.
ducharse y cepillarse los dientes. • Ofrezca apoyo y comprensión cuando su hijo
• Ven las cosas en blanco y negro. Se preocupan por la tenga problemas con sus compañeros. Explore
equidad y las reglas. maneras de resolver conflictos, pero no interfiera.
• Son capaces de hacer labores domésticas y tareas Si su hijo está siendo intimidado u hostilizado en la
escolares más independientemente pero podrán escuela, alerte al personal de la escuela y trabaje con
necesitar que usted les recuerde y les enseñe (no ellos para mantener a su hijo seguro.
que lo haga por ellos). • No espere a que sus hijos aprendan sobre el
• Se distraen fácilmente y pueden no tener habilidades sexo, el alcohol o las drogas de sus compañeros.
de organización. Aprenda sobre los temas y hable con sus hijos sobre
• Desarrollan relaciones más profundas con sus sus valores. Ayúdelos a practicar formas de resistir la
compañeros y les importa mucho el “pertenecer”. presión de sus compañeros.
Lo que usted puede hacer Recuerde: Hable con sus hijos y

• Modele el comportamiento que desea ver. Sus
hijos lo están observando y están aprendiendo de escuche lo que tienen que decir. Los
usted. Cumpla con sus responsabilidades, siga las niños en edad escolar a veces pueden
reglas de la casa y comuníquese con respeto. actuar como si no les importara lo que
• Establezca unas pocas reglas importantes y sus padres dicen, ¡pero ellos aún desean
hágalas cumplir siempre. Recuerde, los niños
desean libertad, así que deles opciones en asuntos
su amor, atención y orientación!
menores (por ejemplo, la ropa, la decoración de
sus habitaciones).
Connecting With
Your Teen
What’s Happening • Get involved, be involved, and stay involved.

Go to games and practices when you can. Ask about
Many teens spend less time with their families than homework and school projects. Learn about your
they did as younger children. As they become more teen’s favorite websites and apps. Look for chances to
independent and learn to think for themselves, join in your teen’s latest hobby.
relationships with friends become very important. • Get to know your child’s friends. Knowing your
Sometimes it may feel like your teen doesn’t need you child’s friends is an important way to connect with
anymore. But teens still need their parents’ love, support, your teen. Make your home a welcoming place for
and guidance. your teen and his or her friends.
Be interested. Make it clear that you care about your
What You Might Be Seeing
•
teen’s ideas, feelings, and experiences. If you listen to
Normal teens: what he or she is saying, you’ll get a better sense of
the guidance and support needed. Get to know your
• Crave independence
teen’s friends and their parents, too, when possible.
• Question rules and authority
• Set clear limits. Teens still need your guidance,
• Test limits but you can involve your teen in setting rules and
• Can be impulsive consequences. Make sure consequences are related to
• Make mature decisions at times and childish ones at the behavior, and be consistent in following through.
other times Choose your battles. Try to provide choices in the
matters that are less important.
What You Can Do
Simple, everyday activities can reinforce the connection
between you and your teen. Make room in your schedule Remember: Your words and actions help
for special times as often as you can, but also take your teen feel secure. Don’t forget to say
advantage of routine activities to show that and show how much you love your teen!
you care.
Tips to keep in mind: national organizations that work to prevent child maltreatment
• Have family meals. If it’s impossible to do every topics/preventing/preventionmonth/resources/tip-sheets/, you
night, schedule a regular weekly family dinner night 800.394.3366.
that accommodates your child’s schedule.
• Share “ordinary” time. Look for everyday
opportunities to bond with your teen. Even times
spent driving or walking the dog together offer
chances for your teen to talk about what’s on his or
her mind.

Cómo relacionarse con
su hijo adolescente
Lo que está pasando • Participe y manténgase involucrado en la

vida de su hijo. Asista a los juegos y las prácticas
Muchos adolescentes comparten menos tiempo con
deportivas cada vez que pueda. Pregúntele sobre
sus familias que cuando eran menores. Conforme se
las tareas y los proyectos escolares. Aprenda acerca
hacen más independientes y aprenden a pensar por
de los sitios web y las aplicaciones favoritas de su
sí mismos, las relaciones con sus amigos se hacen
hijo. Busque oportunidades para enterarse sobre y
más importantes. A veces puede parecer que su hijo
participar en la última actividad favorita de su hijo.
adolescente ya no lo necesita. Pero en realidad los
adolescentes siguen necesitando el amor, el apoyo y • Conozca a los amigos de su hijo. Saber quiénes son
los consejos de sus padres. sus amigos es una forma importante de conectarse
con su hijo adolescente. Haga que su hogar sea un
Lo que usted podría estar sitio acogedor para su hijo adolescente y sus amigos.
observando • Demuestre interés. Demuestre claramente que
Los adolescentes normales: se interesa por las ideas, los sentimientos y las
experiencias de su hijo. Si pone atención a lo que su
• Desean independizarse
hijo le dice, tendrá una mejor idea de la orientación y
• Cuestionan las reglas y la autoridad apoyo que necesita. Conozca a los amigos de su hijo y,
• Ponen a prueba los límites de ser posible, también a sus padres.
• Pueden ser impulsivos • Establezca límites claros. Los adolescentes aún
necesitan de su orientación, pero usted puede
• A veces toman decisiones maduras, y otras veces
involucrar a su hijo a la hora de establecer las reglas
toman decisiones infantiles
y las consecuencias por no seguirlas. Asegúrese
Lo que usted puede hacer de que las consecuencias tengan que ver con el
comportamiento, y sea consecuente a la hora de
Actividades cotidianas simples pueden reforzar la
aplicarlas. Escoja sus batallas. Ofrezca varias opciones
conexión entre usted y su hijo adolescente. Dedique
cuando se trate de situaciones de menor importancia.
tiempo para compartir ocasiones especiales con su
hijo siempre que pueda, pero también aproveche las
actividades rutinarias para demostrarle que le interesa. Recuerde: Sus palabras y sus acciones
Algunos consejos a tener en mente: ayudan a que su hijo adolescente se
• Coma con la familia. Si no pueden comer juntos sienta seguro. ¡No se olvide de decir y
todos los días, aparte un día de la semana para la cena demostrarle a su hijo adolescente cuánto
familiar que tome en cuenta el calendario de su hijo. lo quiere!
• Compartan tiempo “ordinario”. Busque
oportunidades diarias para acercarse a su hijo
adolescente. Aun el tiempo que pasan juntos
en el auto o sacando a caminar al perro ofrece
oportunidades para que su hijo adolescente hable
sobre lo que piensa y siente.
promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/
preventing/preventionmonth/resources/tip-sheets/ o llamando al 800.394.3366.
Parenting Your Child
With Developmental
Delays and Disabilities
What’s Happening • At your child’s screening, if you don’t understand
the words used to describe your child, be sure to ask
Children develop at different rates. But there are some “What does that mean?”
skills that children are expected to develop by certain
ages. When children do not reach these milestones within
Next Steps
the expected timeframe (or at all), parents and caregivers • If your child is diagnosed with a developmental delay
may worry. or disability, remember that you are not alone. Seek
out other families of children with special needs,
What You Might Be Seeing including those with your child’s disability. Find or
start a support group.
Parents and primary caregivers are in the best position to
• Learn about your child’s special needs and options
see any problems with their child’s development that may
for treatment. Begin treatment as early as possible so
require action. Some differences between children are
your child can make the best possible progress.
normal, but others may be signs of developmental delays
or disabilities. These can occur in any of the following • Ask your doctor for referrals to professionals and
areas: agencies that will help your child. Some services for
your child may also benefit your entire family.
• Using large groups of muscles to roll over, sit up,
stand, walk, run, etc. Ongoing Strategies
• Using hands to eat, draw, dress, play, or write • Take a break when you need it. Give yourself time to
• Speaking, using gestures, and understanding what connect with supportive family members and friends.
others say You will be a better champion for your child when you
take the time to care of yourself.
• Thinking skills such as learning, understanding,
problem-solving, and remembering • Don’t let your child’s challenges become your family’s
entire focus. Seeing your child grow and develop as
• Relating to family, friends, and teachers; cooperating;
part of the family is one of the great pleasures of
and responding to the feelings of others
being a parent.
What You Can Do
First Steps Remember: You are your child’s best
• If you are worried about your child, tell someone advocate. Trust your feelings, be
who can help you get answers. Don’t accept others confident, and take action!
dismissing your concerns. You know your child and are
his or her best advocate. This tip sheet was created with information from experts in
• If your child starts to not be able to do things he and promote well-being. At https://www.childwelfare.gov/
or she could do in the past, have him or her seen can download this tip sheet and get more parenting tips, or call
by a doctor right away. Ask for a “developmental 800.394.3366.
screening.”

Cómo criar a su hijo con
retrasos de desarrollo y
discapacidades
Lo que está pasando • Si el niño comienza a no poder hacer cosas que podía
hacer antes, llévelo de inmediato a un médico y pida
Los niños se desarrollan a diferentes ritmos. Sin embargo,
que se haga una evaluación de desarrollo (en inglés,
hay capacidades o hitos de desarrollo que se espera que
un “developmental screening”).
los niños desarrollen a determinadas edades. Cuando
los niños no alcanzan los hitos dentro de los marcos de • Durante la evaluación, si usted no entiende la
tiempo esperados o cuando sencillamente no ocurren, los terminología utilizada para evaluar o describir a su
padres y los proveedores de cuidado pueden preocuparse. hijo, asegúrese de preguntar “¿Qué significa eso?”
Próximos pasos
Lo que usted podría estar
observando • Si a su hijo se le diagnostica un retraso en el desarrollo
o una discapacidad, recuerde que no está solo. Busque
Los padres y proveedores de cuidado primarios están
otras familias de niños con necesidades especiales,
en la mejor situación para notar cualquier problema que
incluyendo aquellos niños con la discapacidad que
esté ocurriendo en el desarrollo de su hijo y que pueda
tiene su hijo. Encuentre o inicie un grupo de apoyo.
requerir una acción. Algunas diferencias entre los niños
son normales, pero otras pueden ser señales de retrasos
• Aprenda sobre las necesidades especiales de su hijo
en el desarrollo o de discapacidades. Estas pueden y las opciones para su tratamiento. Comience con los
ocurrir en cualquiera de las siguientes áreas: tratamientos tan pronto como sea posible, de modo
que su niño pueda hacer el mejor progreso posible.
• Usar grupos mayores de músculos para darse la
• Pídale a su médico que lo remitan a profesionales y
vuelta, sentarse, pararse, caminar, correr, etc.
agencias que ayudarán a su hijo. Algunos servicios para
• Usar las manos para comer, dibujar, vestirse, escribir
su hijo también pueden beneficiar a toda su familia.
o jugar
• Hablar, usar gestos y comprender lo que los Estrategias continuas
demás dicen • Tómese un descanso cuando lo necesite. Otórguese
• Habilidades de pensamiento incluyendo el aprendizaje, tiempo para conectar con miembros de su familia y
la comprensión, la resolución de problemas y la amigos que lo apoyen. Podrá ayudar mejor a su hijo si
memoria toma el tiempo para cuidarse a sí mismo.
• Relacionarse con la familia, los amigos y los maestros; • No deje que los desafíos que enfrenta su hijo se
cooperar y responder a los sentimientos de otros conviertan en el único enfoque de su familia. Ver a su
hijo crecer y desarrollarse como parte de la familia es
Lo que usted puede hacer uno de los mayores placeres de ser padre.
Primeros pasos
Recuerde: Usted es el mejor defensor
• Si está preocupado por su hijo, dígaselo a alguien que
de su hijo. ¡Confíe en sus sentimientos,
pueda ayudarle a obtener respuestas. No acepte que
otros descarten sus preocupaciones. Usted conoce a siéntase seguro y actúe!
su hijo y es su mejor defensor.
Ten Ways to Be
a Better Dad
What’s Happening
Involved fathers can help children lead lives that are happier, healthier, and more successful than children whose fathers are
absent or uninvolved. Fathers who spend time with their children increase the chances that their children will succeed in
school, have fewer behavior problems, and experience better self-esteem and well-being.
What You Can Do 6. Be a teacher. A father who teaches his children

about right and wrong and encourages them to do
1. Respect your children’s mother. When children their best will see his children make good choices.
see their parents respecting each other, they are Involved fathers use everyday examples to teach the
more likely to feel that they are also accepted and basic lessons of life.
respected. 7. Eat together as a family. Sharing a meal together
2. Spend time with your children. If you always can be an important part of healthy family life. It
seem too busy for your children, they will feel gives children the chance to talk about what they are
neglected no matter what you say. Set aside time to doing, and it is a good time for fathers to listen
spend with your children. and give advice.
3. Earn the right to be heard. Begin talking with 8. Read to your children. Begin reading to your
your kids when they are very young, and talk to children when they are very young. Instilling a love
them about all kinds of things. Listen to their ideas for reading is one of the best ways to ensure they will
and problems. have a lifetime of personal and career growth.
4. Discipline with love. All children need guidance 9. Show affection. Children need the security that
and discipline, not as punishment, but to set comes from knowing they are wanted, accepted, and
reasonable limits and help children learn from loved by their family. Showing affection every day is
natural or logical consequences. Fathers who the best way to let your children know that you
discipline in a calm, fair, and nonviolent manner show love them.
their love. 10. Realize that a father’s job is never done. Even
5. Be a role model. Fathers are role models whether after children are grown and leave home, they will
they realize it or not. A girl with a loving father grows still look to their fathers for wisdom and advice.
up knowing she deserves to be treated with respect. Fatherhood lasts a lifetime.
Fathers can teach sons what is important in life by
demonstrating honesty, humility, and responsibility. Adapted from the National Fatherhood Initiative (http://www.
fatherhood.org/). At https://www.childwelfare.gov/topics/
preventing/preventionmonth/resources/tip-sheets/, you can
download this tip sheet and get more parenting tips, or call
800.394.3366.

Diez maneras de ser
un mejor padre
Lo que está pasando

Los padres que participan en las vidas de sus hijos pueden ayudarlos a tener vidas más saludables, felices y
exitosas que las de aquellos niños cuyos padres se ausentan o no participan en sus vidas. Cuando los padres
dedican tiempo a sus hijos, éstos tienen más probabilidades de sobresalir en la escuela, tener menos problemas de
comportamiento y experimentar mejor autoestima y bienestar.

1. Respete a la madre de sus hijos. Cuando los 6. Sea un buen maestro. Los padres que enseñan
niños ven que sus padres se respetan, es más sus hijos la diferencia entre el bien y el mal,
probable que ellos también sientan que son animándolos a poner su mejor esfuerzo, se sentirán
aceptados y respetados. recompensados cuando sus hijos tomen buenas
2. Dedique tiempo a sus hijos. Si siempre está decisiones. Los padres involucrados usan ejemplos
muy ocupado para encargarse de sus hijos, tarde o comunes y de todos los días para enseñar las
temprano se sentirán abandonados sin importar lo lecciones básicas de la vida.
que les diga. Deje tiempo libre para dedicarse a 7. Coma con la familia. Comer en familia puede
sus hijos. ser una parte importante de una vida familiar
3. Gánese el derecho de ser escuchado. Empiece a saludable. La comida con la familia da a los niños la
platicar con sus hijos desde muy pequeños y hábleles oportunidad de hablar sobre sus actividades, y los
de muchas cosas. Escuche sus ideas y sus problemas. padres, a su vez, pueden escucharlos y aconsejarlos.
4. Imponga disciplina, pero con amor. Todos 8. Lea con sus hijos. Lea con sus hijos desde
los niños necesitan orientación y disciplina, pero pequeños. Cultivar el amor por la lectura es una
no como un castigo, sino para establecer límites de las mejores formas de asegurar que tengan
razonables y para ayudar a los niños a aprender una vida rica y llena de posibilidades personales y
consecuencias lógicas y naturales. Los padres que profesionales.
disciplinan a sus hijos de forma tranquila, justa y sin 9. Demuestre afecto. Los niños necesitan sentirse
violencia demuestran su amor. seguros sabiendo que son queridos, aceptados
5. Sea un padre modelo. Quieran o no, los padres y amados por su familia. Demostrar afecto
dan el ejemplo a sus hijos. Una niña con un padre diariamente es la mejor forma de dejar saber a sus
cariñoso y respetuoso crece con la idea de que hijos que los ama.
merece ser respetada. Los padres les enseñan a sus 10. Comprenda que el trabajo de un padre nunca
hijos las cosas importantes de la vida al demostrar termina. Aun después de que los niños crezcan y se
humildad, honestidad y responsabilidad. vayan de casa seguirán respetando los consejos y la
sabiduría de sus padres. Un padre es para toda
la vida.
Adaptado del National Fatherhood Initiative (http://www.fatherhood.org/). Usted puede descargar esta hoja de consejos y obtener más consejos
sobre la crianza en https://www.childwelfare.gov/topics/preventing/preventionmonth/resources/tip-sheets/ o llamando al 800.394.3366.
Building Resilience in
Children and Teens
What’s Happening
All youth face difficulties, which can range from traumatic losses to everyday disappointments. The ability to cope and recover
(or “bounce back”) after a setback is important to their success. Experts call this “resilience,” and it’s a skill that can be learned.
What You Can Do • Teach self-care. Many challenges are easier to face
when we eat well and get enough exercise and rest.
You can help your children develop resilience by taking Self-care can also mean taking a break from worrying
the following steps: to relax or have some fun.
• Model a positive outlook. Children will learn from • Help others. Empower your child by giving
your ability to bounce back from difficulties. When her opportunities to help out at home or do
faced with a challenge yourself, model an “I can do age-appropriate volunteer work for her school,
it” attitude. Remind yourself and your child that the neighborhood, or place of worship.
current problem is temporary and “things will
get better.” For More Information
• Build confidence. Comment frequently on what
For more about building resilience, see the following:
your child does well. Point out when he demonstrates
qualities such as kindness, persistence, and integrity. • Building Resilience (American Academy of Pediatrics):
https://www.healthychildren.org/English/healthy-living/
• Build connections. Create a strong, loving family
emotional-wellness/Building-Resilience/Pages/default.
and encourage your child to make good friends. This
aspx
will help ensure that she has plenty of support in times
of trouble. • Resilience Guide for Parents and Teachers (American
Psychological Association): http://www.apa.org/
• Encourage goal-setting. Teach children to set
helpcenter/resilience.aspx
realistic goals and work toward them one step at
a time. Even small steps can build confidence
and resilience. Remember: With your help and support,
• See challenges as learning opportunities. Tough children can learn to be more resilient.
times are often when we learn the most. Resist the
urge to solve your child’s problem for him—this can This tip sheet was created with information from experts in
send a message that you don’t believe he can handle and promote well-being. At https://www.childwelfare.gov/
it. Instead offer love and support, and show faith in can download this tip sheet and get more parenting tips, or call
800.394.3366.
his ability to cope. Remind him of times when he has
solved problems successfully in the past.

Cómo desarrollar
resiliencia en los
niños y adolescentes
Lo que está pasando su hijo de lidiar con sus problemas. Recuérdele a su
hijo las ocasiones pasadas cuando él pudo solucionar
Todos los jóvenes enfrentan desafíos, y estos pueden
sus propios problemas.
variar desde pérdidas traumáticas a decepciones
cotidianas. La capacidad de lidiar con y recuperarse • Enseñe la importancia de cuidarse a sí mismo.
después de un revés es importante para sus futuros. Los Es más fácil lidiar con muchos de los desafíos de
expertos llaman a esto “resiliencia”, y es una habilidad la vida cuando comemos y descansamos bien y
que se puede aprender. hacemos suficiente ejercicio. Cuidarse a sí mismo
también puede significar tomar un descanso de la
Lo que usted puede hacer preocupación para relajar y divertirse.
Puede ayudar a sus hijos a desarrollar resiliencia tomando • Ayude a otros. Fortalezca a su hijo dándole
los siguientes pasos: oportunidades para ayudar en la casa o hacer un
• Modele una perspectiva positiva. Los niños voluntariado (apropiado para su edad) en su escuela,
aprenderán de la capacidad de sus padres de vecindario o lugar de adoración.
recuperarse de las dificultades. Cuándo esté
Para más información
enfrentando un desafío, modele una actitud positiva.
Recuerde a sí mismo y a su hijo que el problema actual Para aprender más acerca de cómo desarrollar la
es solo temporal y que “todo se mejorará”. resiliencia, vea los siguientes sitios web:
• Cree confianza. Comente con frecuencia sobre lo • Fomentar resiliencia (Building Resilience) (American
que su hijo hace bien. Note cuando él o ella demuestre Academy of Pediatrics):
atributos como la bondad, persistencia e integridad. Español: https://www.healthychildren.org/spanish/
healthy-living/emotional-wellness/building-resilience/
• Cree conexiones. Cree una familia fuerte y amorosa
paginas/default.aspx
y anime a su hijo a hacer buenas amistades. Esto
Inglés: https://www.healthychildren.org/English/
ayudará a asegurar que su hijo tenga buenos apoyos
healthy-living/emotional-wellness/Building-Resilience/
en tiempos de dificultad.
Pages/default.aspx
• Aliente el establecimiento de metas. Enséñele a
• Guía de resiliencia para padres y maestros
los niños a fijar metas realistas y trabajar paso a paso
(Resilience Guide for Parents and Teachers)
hasta cumplirlas. Hasta los pasos pequeños pueden
(American Psychological Association):
aumentar la confianza y resiliencia.
Español: http://www.apa.org/centrodeapoyo/guia.aspx
• Vea los desafíos como oportunidades de Inglés: http://www.apa.org/helpcenter/resilience.aspx
aprendizaje. A menudo es durante los tiempos
difíciles cuándo más aprendemos. Resista el deseo de
arreglarle los problemas a su hijo, pues esto podría Recuerde: Con su ayuda, los niños
darle a su hijo la impresión que usted no cree en sus pueden aprender a aumentar su
habilidades de manejar el asunto. Más bien, ofrézcale resiliencia.
su amor y apoyo y demuestre su fe en la habilidad de
Teen Parents...
You’re Not Alone!
What’s Happening • Find ways to reduce stress. Take a break while

someone reliable cares for your baby. Take a walk with
Being a parent is a 24-hour-a-day job, and sometimes it the baby in a stroller, or rest while your baby naps. A
can feel overwhelming. You may be juggling the demands social worker or nurse can help you learn other ways
of a baby, your family, school, and work. Chances are to manage stress.
you’re not able to do all of the things you enjoyed before • Become a regular at baby-friendly places in your
your baby was born. community. The playground and story time at the
local library are great places to bond with your baby
Many Teen Parents while getting to know other parents.
Sometimes Feel • Finish school. Even though it may be difficult,
finishing high school (or getting a GED) is one of the
• Confused and uncertain—about their future or most important things you can do to help your baby
their skills as a parent and yourself. A diploma will help you get a better
• Overwhelmed—they don’t know where to begin or job or take the next step in your education, such as
they feel like giving up vocational training or college.
• Angry—at the baby’s other parent, their friends, or • Improve your parenting skills. Don’t be afraid to
even their baby ask for advice from experienced parents. Classes for
• Lonely—as though they are the only person dealing parents can also help you build on what you already
with so many problems know about raising a happy, healthy child.
• Depressed—sad and unable to manage • Call a help line. Most states have help lines for
their problems parents. Parents Anonymous® Inc. runs a National
Parent Helpline (1.855.4A PARENT) for parents who
These feelings do not mean you are a bad parent!
need help or parenting advice.
What You Can Do

Every parent needs support sometimes. If you think
Remember: Stay in contact with friends
stress may be affecting how you treat your baby, it’s time
to find some help. Try the following:
and family who support you and make
you feel good about yourself. Help is just
• Join a support group. A group for young moms or
dads could give you time with new friends who have
a phone call away!
lives similar to yours. Your children can play with other
children, and you can talk about your problems with national organizations that work to prevent child maltreatment
people who understand. Look on the Internet (e.g., and promote well-being. At https://www.childwelfare.gov/
Meetup.com, Yahoo! groups) or call your local social can download this tip sheet and get more parenting tips, or call
800.394.3366.
services agency for information about support groups
in your community.

Hay muchos padres
adolescentes como
usted
Lo que está pasando • Encuentre maneras de reducir el estrés. Tome
un descanso mientras alguien de confianza cuida a
Ser padre o madre es un trabajo de 24 horas al día, y a veces
su bebé. Vaya a caminar con su bebé en la carriola, o
puede ser abrumador. Es probable que usted tenga que
descanse mientras su bebé duerme. Una enfermera o
cuidar a un bebé y ocuparse de la familia además de ir a la
trabajador social le pueden ayudar a aprender otras
escuela y al trabajo. Quizás ya no tenga tiempo para hacer
formas de reducir el estrés.
todo lo que le gustaba hacer antes de que naciera el bebé.
• Visite regularmente los sitios aptos para bebés
Muchos padres adolescentes a disponibles en su comunidad. Los parques
infantiles y las horas de cuenta cuentos en la biblioteca
veces se sienten...
local son lugares excelentes donde conectarse con su
• Confundidos o indecisos—sobre su futuro o su bebé al mismo tiempo que conoce a otras mamás.
habilidad como padre o madre
• Termine la escuela. Aunque pueda ser difícil,
• Abrumados—por no saber dónde empezar, o por terminar la preparatoria o “high school” (u obtener
sentirse con ganas de renunciar a todo un diploma de equivalencia general, o “GED”) es
• Enojados—con el otro padre del bebé, sus amigos o una de las cosas más importantes que puede hacer
hasta con el bebé para ayudarse a sí misma y a su bebé. Un diploma
• Solitarios—como si fueran la única persona que le ayudará a encontrar un mejor trabajo o a tomar
enfrenta tantos problemas el siguiente paso con sus estudios (como la escuela
vocacional o la universidad).
• Deprimidos—tristes e incapaces de enfrentar
sus problemas • Adquiera más experiencia de crianza. No tenga
miedo de pedir consejos a los padres con más
¡Experimentar estos sentimientos no quiere decir que sea
experiencia. Las clases para los padres también le
un mal padre o una mala madre!
pueden ayudar a expandir lo que ya sabe sobre cómo
criar a un niño sano y feliz.
• Llame a un número de apoyo. Casi todos los
Todos los padres necesitan apoyo tarde o temprano.
estados tienen números de teléfono para ayudar a
Si usted cree que el estrés puede estar afectando la
los padres. Parents Anonymous® Inc. tiene una línea
manera en que trata a su bebé, es hora de buscar ayuda.
telefónica de ayuda, National Parent Helpline
Considere estas opciones:
(1.855.4A PARENT), para padres que necesitan ayuda
• Encuentre un grupo de apoyo. Un grupo
o consejos acerca de la crianza de niños.
para madres y padres jóvenes le podría dar una
oportunidad de pasar tiempo con nuevos amigos
que tienen vidas similares a la suya. Sus hijos pueden Recuerde: Manténgase en contacto con
jugar con otros niños, y usted puede hablar de sus sus familiares y amigos que lo apoyan
problemas con personas que lo entiendan. Busque por y le hacen sentir bien. ¡Usted puede
Internet (por ejemplo, en sitios web como Meetup.
encontrar ayuda solo marcando un
com o a través de grupos en Yahoo!) o llame a su
agencia local de servicios sociales para obtener más teléfono!
información sobre los grupos de apoyo en
su comunidad.
Raising Your Kin
What’s Happening • Reward positive behavior. When children make

mistakes, focus on teaching rather than punishing.
No matter why or how they came to live with you, your • Be as involved with their school as you can, and
relative’s children will benefit from being in your home. encourage your children to participate in school
When children cannot be with their parents, living with a activities.
family member may provide:
This is a big job, and you may need help from your
• Fewer moves from place to place community. Here are some suggestions:
• The comfort of a familiar language, culture, and • Help with housing or other bills, clothing, or school
family history supplies may be available in your community to help
• A chance to stay with siblings you meet the children’s needs.
• More contact with their parents, depending on • Join or start a support group in your neighborhood.
the situation Often there are local kinship caregivers
support groups.
What You Might Be Seeing • Ask for help and referrals from a church leader,
the counselor at the children’s school, or a social
Despite these benefits, the children will face some unique
services agency.
challenges:
• If necessary, get professional help to address any
• They may feel insecure and unsure that you will take
special needs your relative’s children may have, such as
care of them.
medical care, mental health care, or special education.
• They may act out or challenge you. Use respite care if it is available.
• They will miss their parents. For more information on support for kin raising children,
• They may be anxious or depressed. visit Information Gateway’s About Kinship Care web
• They may seem young or act too old for their ages. section at http://www.childwelfare.gov/topics/outofhome/
kinship/about/.
What You Can Do
Remember: Parenting a relative’s child
It will take time for your relative’s children to feel safe and
secure in their new home with you. You can encourage
brings special challenges and special
these good feelings in a number of ways: joys. Do not hesitate to ask for help or
• Set up a daily routine of mealtimes, bedtime, and
seek services in your community for
other activities. yourself and your children.
• Help the children feel “at home” by creating a space
just for them. Allow them to bring comfort items from national organizations that work to prevent child maltreatment
home, such as bedding, stuffed animals, and photos topics/preventing/preventionmonth/resources/tip-sheets/, you
or posters. can download this tip sheet and get more parenting tips, or call
800.394.3366.
• Talk to the children, and listen when they talk to you.
• Set up a few rules and explain your expectations.
Then, enforce the rules consistently.

Cómo criar a
sus parientes
Lo que está pasando • Participe en su escuela en la medida que pueda

y aliente a los niños a participar en actividades
Sin importar por qué o cómo vinieron a vivir con usted,
escolares.
los hijos de su pariente se beneficiarán de estar en su
Este es un trabajo arduo y es posible que usted necesite
hogar. Cuando los niños no pueden estar con sus padres,
ayuda de su comunidad. Estas son algunas sugerencias:
vivir con un pariente les puede dar:
• Menos mudanzas de un lugar a otro
• Es posible que exista ayuda con el pago de vivienda y
otras cuentas, ropa o útiles escolares, disponible en su
• El consuelo de compartir un idioma, una cultura y una
comunidad para ayudarle a satisfacer las necesidades
historia familiar en común
de los niños.
• La oportunidad de quedarse con sus hermanos
• Únase a un grupo de apoyo en su vecindario o ayude
• Más contacto con sus padres, dependiendo de
a crear uno. A menudo existen grupos locales para
la situación
aquellos que proveen cuidados a sus parientes.
Lo que usted podría estar • Pida ayuda y remisiones de parte de un líder religioso,
observando del consejero de la escuela de los niños o de una
agencia de servicios sociales.
A pesar de estos beneficios, los niños enfrentarán
• De ser necesario, obtenga ayuda profesional para
desafíos particulares. Ellos:
lidiar con las necesidades especiales que puedan
• Podrán sentirse inseguros y no saber con certeza si
tener los hijos de su pariente, como atención médica,
usted los va a cuidar
atención de la salud mental o educación especial. Use
• Podrán portarse mal o desafiarlo servicios de apoyo para el cuidado de los niños si se
• Extrañarán a sus padres encuentran disponibles.
• Podrán estar ansiosos o deprimidos Para más información en inglés acerca de apoyo para
• Podrán no comportarse de acuerdo con su edad personas criando a los hijos de sus parientes, visite la
sección About Kinship Care (Criando a los hijos de sus
Lo que usted puede hacer parientes) en el sitio web de Child Welfare Information
Tomará tiempo para que los hijos de su pariente se sientan Gateway en https://www.childwelfare.gov/topics/
seguros y a salvo en su nuevo hogar con usted. Usted puede outofhome/kinship/about/.
alentar estos buenos sentimientos en una variedad de formas:
• Establezca una rutina diaria de comidas, actividades y Recuerde: Criar al hijo de un pariente
horas de irse a la cama. trae consigo desafíos y alegrías
• Ayude a los niños a sentirse “en casa” creando un sitio especiales. No dude en pedir ayuda o
especial sólo para ellos.
buscar servicios en su comunidad para
• Hable con ellos y escúchelos cuando le hablan.
usted y sus niños.
• Establezca unas pocas reglas y explique sus
expectativas. Haga que se cumplan las reglas sin falta.
• Recompense el buen comportamiento. Cuando
los niños cometan errores, concéntrese en enseñar
en lugar de castigar.
Military Families
What’s Happening • Share information about community resources

that provide support in times of need. Ask
Military families live in almost every community. Some military parents what would help them most when
parents in the military are on active duty and wear a they are facing a military-related separation, and help
uniform every day. Others may be in the National Guard them to connect with these supports early.
or Reserves and only wear a uniform when they are called • Help military parents and the other caregivers
to active duty. in their family understand how transitions,
separation, and anxiety can affect their child’s
What You Might See behavior. Knowing that acting out or withdrawing are
normal can make these challenges easier to deal with.
All military families face unique stresses that can make
the difficult job of parenting even harder: • Invite military children in your neighborhood
to share their thoughts and feelings about
• The military parent must deal with periodic absences
the separations and transitions they may be
and the stresses associated with preparing for duty or
experiencing. If you plan activities for children in
reentering civilian life.
your community, remember to include a way for
• Children must adjust to a parent being away from children with a faraway parent to participate.
the family (and, in some cases, in harm’s way) and
For more information on supporting military families,
then to the parent’s reintegration into the family.
please visit Child Welfare Information Gateway’s web
Many military children also deal with frequent moves,
section, Working With Military Families, at https://www.
changing schools, and new caretakers. childwelfare.gov/topics/systemwide/diverse-populations/
• A spouse, partner, or extended family member may military/.
face new and increased responsibilities while a military
parent is away.
Remember: Military families need to
feel supported and included in their
What You Can Do
neighborhoods and communities. You
• Express appreciation for the family’s service can help!
to our country. Invite parents and children to share
their positive experiences of military life. This tip sheet was created with information from experts in
• Get to know your military neighbors, and promote well-being. At https://www.childwelfare.gov/
particularly if they serve in the National Guard topics/preventing/preventionmonth/resources/tip-sheets/, you
or Reserves. Include them in neighborhood and 800.394.3366.
community activities. Don’t wait for your neighbor to

ask for help—offer to mow the grass, share a meal,
help with small household repairs, or care for the
children for a few hours.

Familias militares
Lo que está pasando comida, ayudar en pequeñas reparaciones del hogar o

a cuidar a los niños por algunas horas.
En casi todas las comunidades viven familias militares.
Algunos padres en las fuerzas militares pueden • Comparta información sobre los recursos
encontrarse en servicio activo y vestir su uniforme todos comunitarios que ofrecen apoyo en momentos
los días. Otros padres pueden pertenecer a la Guardia de necesidad. Pregunte a los padres militares qué
Nacional o a las Reservas del Ejército y usar un uniforme apoyos pueden ayudarlos más cuando enfrentan una
solamente cuando son llamados al servicio activo. separación relacionada con las actividades militares y
ayúdelos a ponerse en contacto con estos apoyos de
Lo que usted podría estar manera temprana.
observando • Ayude a los padres militares y a los demás
Todas las familias militares enfrentan tensiones proveedores de cuidado de la familia a entender
específicas que pueden hacer que el difícil trabajo de cómo las transiciones, la separación y la
crianza sea aún más difícil: ansiedad pueden afectar el comportamiento
de su hijo. Entender que esos cambios de
• El padre militar debe lidiar con ausencias periódicas
comportamiento y sus manifestaciones o retraimiento
y el estrés asociado con prepararse para el servicio
son normales puede hacer que sea más fácil manejar
activo o para volver a integrarse a la vida civil.
estos desafíos.
• Los niños deben ajustarse a tener un padre lejos de • Invite a los niños de familias militares en su
la familia (y, en algunos casos, en peligro) y luego a
vecindario a compartir sus pensamientos
la reintegración del padre a la familia. Muchos niños
y sentimientos sobre las separaciones y
de familias militares también lidian con mudanzas y
transiciones que puedan estar experimentando.
cambios de escuela frecuentes, y adaptarse a nuevos
Si planifica actividades para niños en su comunidad,
proveedores de cuidados.
recuérdese de crear una manera en la que un niño con
• El cónyuge, pareja o miembro de la familia extendida un padre distante pueda participar.
puede tener que enfrentar nuevas y mayores respon-
Para más información en inglés acerca de apoyo para
sabilidades mientras que el padre militar está ausente.
familias militares, visite la sección Working With Military
Families (Trabajando con familias militares) en el sitio
web de Child Welfare Information Gateway en https://
• Exprese agradecimiento por el servicio que la www.childwelfare.gov/topics/systemwide/diverse-
familia brinda a nuestro país. Invite a los padres y populations/military/.
a los hijos a compartir sus experiencias positivas de la
vida militar.
Recuerde: Las familias militares
• Acérquese y conozca a sus vecinos militares, en
necesitan sentirse apoyadas e incluidas
particular si sirven en la Guardia Nacional o las
Reservas. Inclúyalos en actividades comunitarias
en sus vecindarios y comunidades.
y del vecindario. No espere a que su vecino le pida ¡Usted puede ayudar!
ayuda: ofrézcase a cortar el césped, compartir una
Support After
an Adoption
Why You Might Need Support Finding Services

Adopting a child is a joyful event. However, adoption It is important to find service providers who understand
also involves loss for all of those involved and comes adoption-related issues and how to help adoptive
with a unique set of family issues. Like all children, those families. To find effective adoption support and
who are adopted may face difficulties with emotions, preservation services in your community, ask one or
development, friendships, or school. Even parents who more of the following:
are well prepared to adopt can have feelings they did • Other adoptive parents and local support groups
not expect. Challenges are a normal part of the • Your adoption agency
adoption process. • Your doctor or your child’s doctor
Your employer’s human resources department or
Adoption Support and
•
employee assistance program (EAP)
Preservation Services • Your state postadoption services contact, which you
can find through the National Adoption and Foster
Can Help Care Directory—now available as a mobile app (Go to
https://www.childwelfare.gov/nfcad/ and check the box
• Children and youth process feelings of loss or grief for “State Foster Care and Adoption Officials.”)
related to the adoption. • The Adoption Assistance by State Database, which
• Parents build trust and attachment with their children. includes information about services for after adoption:
• Families heal from childhood trauma. https://www.childwelfare.gov/topics/adoption/adopt
• Older children and youth explore questions of identity assistance/
(“Who am I? How am I like and different from
my parents?”).
• Children find ways to succeed in school. Remember: Every family has ups
• Children and families learn more effective ways to and downs. Adoption support and
respond to stress. preservation services can help your
• Children and adoptive parents navigate safe and
positive connections with birth relatives. family enjoy the ups and survive
• Prevent crises that can result in adoption disruption the downs.
or “rehoming.”
Types of Services Child Welfare Information Gateway offers a

factsheet for families that describes some of the
Different types of adoption support and preservation
issues that may arise after an adoption is finalized,
services exist in many communities. These can include
the different types of adoption support and
the following: preservation services available, and how and where
• Mental health counseling or therapy families can obtain services. The factsheet also
• Support groups for parents or youth (in person or explains what parents can do if quality services are
online; for all adoptive families or specific to the child’s not readily available to them and includes a list of
culture or special needs) additional resources. Access the factsheet, Finding
• Workshops, seminars, and publications
and Using Postadoption Services, at https://www.
• Camps and other social events for children, parents,
childwelfare.gov/pubs/f-postadoption/.
and families
• Birth parent search and reunion support
• Educational support This tip sheet was created with information from experts in
• Respite care and promote well-being. At https://www.childwelfare.gov/
800.394.3366.

Apoyo después
de la adopción
Por qué puede necesitar apoyo Tipos de servicios

La adopción de un niño es un evento lleno de alegría. Sin Muchas comunidades tienen una variedad de servicios
embargo, la adopción también implica un elemento de pérdida postadoptivos, incluyendo los siguientes:
para todas las personas involucradas. Además, trae consigo • Consejería para la salud mental o terapia
un conjunto único de asuntos familiares. Como todos los • Grupos de apoyo para padres o jóvenes (en persona o en
niños, los niños que han sido adoptados pueden enfrentar línea; para todas las familias adoptivas o grupos con enfoque
dificultades emocionales, de desarrollo, con amistades o cultural o para las necesidades especiales del niño)
escolares. Hasta los padres que están bien preparados para la • Talleres, cursillos y publicaciones
adopción pueden tener sentimientos no esperados. Es normal • Campamentos y otros eventos sociales para los niños, los
tener que enfrentar ciertos desafíos durante el proceso de padres y las familias
adopción. • Apoyo para el proceso de búsqueda y reunión con los
padres biológicos
Los servicios postadoptivos pueden • Apoyo académico
ayudar a: • Servicios de apoyo para el cuidado de los niños/cuidados
• Los niños y los jóvenes a analizar y procesar sentimientos de alivio de respiro
de pérdida o tristeza relacionados con la adopción
• Los padres a fomentar sentimientos de confianza y apego Cómo encontrar servicios
con sus hijos Es importante encontrar proveedores de servicios que
• Las familias a recuperarse de un trauma infantil tengan conocimiento sobre asuntos relacionados con la
• Los niños mayores y a los adolescentes a explorar adopción y que sepan cómo ayudar a familias adoptivas. Para
preguntas acerca de sus identidades (“¿Quién soy? ¿De encontrar servicios postadoptivos eficaces en su comunidad,
qué maneras soy parecido o diferente a mis padres?”) consulte con:
• Los niños a encontrar el éxito en la escuela • Otros padres adoptivos y grupos locales de apoyo
• Los niños y las familias a aprender estrategias más eficaces • Su agencia de adopción
para enfrentar el estrés • Su doctor o el doctor de su hijo
• Los niños y los padres adoptivos a manejar conexiones • El departamento de servicios humanos o el programa de
positivas y seguras con parientes biológicos asistencia al empleado (“employee assistance program” o
• Prevenir las crisis que pueden resultar en la interrupción EAP, por sus siglas en inglés) de su empleador
de la adopción, conocido como “rehoming” en inglés • El contacto de servicios postadoptivos en su estado
(Visite https://www.childwelfare.gov/nfcad/ y seleccione la
opción “State Foster Care and Adoption Officials”).
• El Adoption Assistance by State Database (la Base
de Datos Para Asistencia Adoptiva por Estado) tiene
La hoja informativa de Child Welfare Information información sobre servicios postadoptivos disponibles en
Gateway llamada Finding and Using Postadoption cada estado. (Visite https://www.childwelfare.gov/topics/
Services (Cómo encontrar y utilizar servicios adoption/adopt-assistance/; solo disponible en inglés).
postadoptivos) describe algunos de los asuntos
que pueden ocurrir después de una adopción, los
Recuerde: Todas las familias tienen
diferentes tipos de servicios postadoptivos y cómo y
dónde se pueden obtener estos servicios. Esta hoja momentos buenos y momentos difíciles. Los
informativa también explica lo que los padres pueden servicios postadoptivos pueden ayudar a su
hacer si no existen servicios postadoptivos de calidad familia a disfrutar los momentos buenos y
en su área e incluye una lista de recursos adicionales.
enfrentar los difíciles.
Encuentre esta hoja informativa (solo disponible
en inglés) en https://www.childwelfare.gov/pubs/f- Esta hoja de consejos se creó con información de expertos de
organizaciones nacionales que trabajan para prevenir el maltrato de
postadoption/. menores y promover su bienestar. Usted puede descargar esta hoja
de consejos y obtener más consejos sobre la crianza en https://www.
childwelfare.gov/topics/preventing/preventionmonth/resources/tip-
sheets/ o llamando al 800.394.3366.
Preventing Child
Sexual Abuse
What You Can Do • Monitor children’s use of technology, including cell

phones, social networking sites, and messaging.
To prevent child sexual abuse, it is important to keep the Review contact lists regularly and ask about any
focus on adult responsibility while teaching children people you don’t recognize.
skills to help them protect themselves. Consider the • Trust your instincts! If you feel uneasy about leaving
following tips: your child with someone, don’t do it. If you are
• Take an active role in your children’s lives. Learn concerned about possible sexual abuse, ask questions.
about their activities and people with whom they are • If your child tells you that he or she has been abused,
involved. Stay alert for possible problems. stay calm, listen carefully, and never blame the child.
• Watch for “grooming” behaviors in adults who spend Thank your child for telling you. Report the abuse
time with your child. Warning signs may include right away.
frequently finding ways to be alone with your child,
ignoring your child’s need for privacy (e.g., in the Remember: You can help protect your
bathroom), or giving gifts or money for no children from sexual abuse by being
particular occasion.
active in their lives and teaching them
• Ensure that organizations, groups, and teams that safety skills.
your children are involved with minimize one-on-one
time between children and adults. Ask how staff and
volunteers are screened and supervised.
• Make sure your children know that they can talk to you Signs of Possible Sexual Abuse
about anything that bothers or confuses them. The following may indicate sexual abuse and
should not be ignored:
• Teach children accurate names of private body parts
and the difference between touches that are “okay”
• Unexplained pain, itching, redness, or bleeding
in the genital area
and “not okay.”
• Increased nightmares or bedwetting
• Empower children to make decisions about their
• Withdrawn behavior or appearing to be in
bodies by allowing them age-appropriate privacy and
a trance
encouraging them to say “no” when they do not want
• Angry outbursts or sudden mood swings
to touch or be touched by others—even in
nonsexual ways.
• Loss of appetite or difficulty swallowing
• Anxiety or depression
• Teach children to take care of their own bodies (e.g.,
bathing or using the bathroom) so they do not have to
• Sudden, unexplained avoidance of certain
people or places
rely on adults or older children for help.
• Sexual knowledge, language, or behavior that is
• Educate children about the difference between good unusual for the child’s age
secrets (such as birthday surprises) and bad secrets
(those that make the child feel unsafe
or uncomfortable). This tip sheet was created using information from Prevent Child
Abuse America, the National Child Traumatic Stress Network,
the Enough Abuse Campaign, and Stop It Now. At https://www.
childwelfare.gov/topics/preventing/preventionmonth/resources/
tip-sheets/, you can download this tip sheet and get more parenting
tips, or call 800.394.3366.

Cómo prevenir
el abuso sexual
de menores
Lo que usted puede hacer • ¡Confié en sus propios instintos! Si se siente incómodo
dejando a su hijo con alguien, no lo haga. Si está
Para prevenir el abuso sexual de menores, es importante preocupado por la posibilidad de abuso sexual, haga
mantener el enfoque en la responsabilidad adulta mientras preguntas.
les enseña a los niños las habilidades que necesitan para
ayudar a protegerse. Considere los siguientes consejos:
• Si su hijo le dice que fue o está siendo abusado,
manténgase calmado, escuche con cuidado y nunca
• Juegue un papel activo en la vida de sus hijos. Aprenda
culpe a su hijo por lo que le pasó. Agradézcale a su hijo
sobre sus actividades y las personas con quienes pasan por haberle dicho. Reporte el abuso lo antes posible.
tiempo. Esté atento en caso de que hayan problemas.
• Esté atento a los comportamientos de “preparación”
o acoso sexual en los adultos que pasan tiempo con su Indicios de posible abuso sexual
hijo. Indicios pueden incluir un adulto que busca maneras
de estar a solas con su hijo con frecuencia, que ignora Lo siguientes factores pueden ser indicios de abuso
la necesidad de privacidad de su hijo (por ejemplo, en el sexual y no deben ser ignorados:
baño) o le da regalos o dinero a su hijo sin razón particular. • Dolor, picazón, enrojecimiento o sangre
• Asegure que las organizaciones, los grupos y los inexplicable en el área genital
equipos con los cuales está involucrado su hijo eviten • Un aumento en pesadillas o el niño moja la cama
que los niños y los adultos pasen mucho tiempo con más frecuencia
individual a solas. Pregunte sobre cómo seleccionan y • Comportamiento introvertido o tímido o la
supervisan el personal y los voluntarios. apariencia de estar en trance
• Hágales saber a sus hijos que pueden hablar con usted • Explosiones de ira o cambios bruscos de humor
acerca de cualquier cosa que les esté molestando o • Pérdida de apetito o dificultad para tragar
causando confusión. • Ansiedad o depresión
• Enséñeles a sus hijos los nombres correctos de las
• El querer evitar a ciertas personas o lugares de
partes privadas del cuerpo y la diferencia entre el
pronto y sin explicación
contacto apropiado e inapropiado.
• Conocimientos sobre asuntos, lenguaje o
• Deles a sus hijos el poder de decisión sobre sus
comportamientos sexuales inusuales para un
cuerpos permitiéndoles un nivel de privacidad
niño de su edad
apropiado a sus edades, y anímelos a decir “no”
cuando no quieran tocar a alguien o que alguien los
toque, incluso en formas no sexuales.
• Enséñeles a sus hijos a cuidar de sus propios cuerpos Recuerde: Usted puede ayudar a proteger
(por ejemplo, bañándose o usando el baño) para que
a sus hijos del abuso sexual jugando un
no tengan que depender de adultos o niños mayores
para ayuda. papel activo en sus vidas y enseñándoles
• Eduque a los niños sobre la diferencia entre los habilidades de seguridad.
secretos buenos (como una fiesta de sorpresa) y
los secretos malos (secretos que los hacen sentir en Esta hoja de consejos fue adaptada usando información de Prevent
peligro o incomodos). Child Abuse America, la Red Nacional Para el Estrés Traumático
Infantil (National Child Traumatic Stress Network), la campaña
• Supervise a sus hijos en cuanto al uso de tecnología, Enough Abuse Campaign y Stop It Now. Usted puede descargar
esta hoja de consejos y encontrar más consejos sobre la crianza en
incluyendo sus teléfonos celulares, sitios de redes https://www.childwelfare.gov/topics/preventing/preventionmonth/
sociales por Internet y mensajes de texto. Revise resources/tip-sheets/ o llamando al 800.394.3366.
sus listas de contactos con frecuencia y pregúnteles
acerca de cualquier persona que no conozca.
Parenting After
Domestic Violence
What’s Happening • Talk about it. Be willing to listen to your children talk
about what has happened and how they feel. Tell them
When one person in a relationship uses any kind of abuse the truth when they ask questions. Reassure them that
to control the other, this is domestic violence. You may you are working to keep your family safe.
have recently left a relationship that is abusive, or you • Help your children develop relationships. Positive
may still be in one. Your children may have heard or seen relationships with peers and other supportive adults
the abuse, or they may have been targets themselves. can help your children manage stress and stay strong
Living with domestic violence takes a toll on all family and happy.
members. Your children may still feel afraid, even if the • Celebrate their strengths. Find the things your
danger is past. But with your help, they can find ways to children are good at. Encourage them in school and
cope with stress, be safe, and heal. other activities.

Remember: You are the most important
Some children living with abuse do not show signs person in your children’s lives. Your
of stress. Others struggle at home, at school, or in
the community.
children need to know that you are there
for them, you love them, and you will do
You may notice increased fear or anger, clinging, difficulty
sleeping, or tantrums. If the abuse goes on for a long all you can to keep them safe.
time, children can experience more serious problems, like
depression or anxiety, skipping school, or using drugs.
What You Can Do If you are in danger, contact:
A strong relationship with a caring, nonviolent parent is

• 911 for emergency police assistance
important to help your children grow up in a positive way. • The National Domestic Violence Hotline
You can help them by taking the following steps: (1.800.799.7233) for safety planning and
referrals to local help
• Plan for safety. If you are still in an abusive situation,
make a safety plan with your children. Teach them Other resources:
how to call 911, where to go for help, and never to get • Resources for Families (Child Welfare
in the middle of an adult fight. Local domestic violence Information Gateway): https://childwelfare.gov/
advocates can help you plan! topics/systemwide/domviolence/resources/
• Take care of yourself. Finding ways to cope with • National Network to End Domestic Violence:
your own stress is good for you and for your children. https://nnedv.org/
Make time to connect with friends, exercise, listen to • National Child Traumatic Stress Network: http://
music, take a bath, or do something else that helps www.nctsn.org/content/resources
you relax and refocus.
• Futures Without Violence: http://www.
• Help your children feel secure. Keep your kids futureswithoutviolence.org/
close to you when you can, and give them lots of eye
contact, kisses, and hugs. Play together, even if just
for a few minutes at a time. Provide routines such as
bedtime reading and regular meal times. national organizations that work to prevent child maltreatment
• Stay calm. Children who have lived with violence will topics/preventing/preventionmonth/resources/tip-sheets/, you
sometimes act in ways that make life more chaotic. can download this tip sheet and get more parenting tips, or call
800.394.3366.
Set clear limits and follow through, but keep your
voice calm. Get help if you need it.

La crianza de
niños después de la
violencia domestica
Lo que está pasando • Hable con sus hijos. Esté dispuesta a escuchar a sus
hijos hablar acerca de lo que ha sucedido y cómo se
La violencia domestica ocurre cuando una persona en una sienten a respecto. Dígales la verdad cuando le hagan
relación usa cualquier tipo de abuso para controlar a la preguntas. Asegúreles que usted está trabajando para
otra persona. Es posible que usted haya recién dejado una mantener a su familia segura.
relación abusiva, o puede ser que todavía está sufriendo la • Ayude a sus hijos a desarrollar relaciones. Las
violencia doméstica. Sus hijos pueden haber escuchado o relaciones positivas con sus pares y otros adultos
visto el abuso, o pueden ellos mismos haber sido blancos que les ofrezcan apoyo pueden ayudar a sus hijos a
del abuso. manejar el estrés y mantenerse fuertes y felices.
Vivir con la violencia domestica puede tener graves efectos • Celebre sus fortalezas. Encuentre actividades que
sobre todos los miembros de la familia. Aun después de que les gusten a sus hijos y en las cuales se destaquen.
haya pasado el peligro, sus hijos pueden seguir sintiendo Anímelos en sus estudios y otras actividades.
miedo. Sin embargo, con su ayuda, sus hijos pueden aprender a
manejar el estrés, mantenerse a salvo y sanar.
Recuerde: Usted es la persona más
Lo que usted podría estar observando importante en la vida de sus hijos. Ellos
Algunos niños sufriendo de abuso no demuestran señales necesitan saber que usted los apoya y
de estrés. Otros tienen dificultades en el hogar, la escuela o
su comunidad. los ama, y que hará todo lo que pueda
Puede que note en un niño un aumento en sentimientos de para mantenerlos a salvo.
miedo o ira, apego o dependencia, dificultad para dormir o
berrinches. Si el abuso continúa por mucho tiempo, los niños
pueden experimentar problemas más serios como la depresión Si usted se encuentra en peligro, contacte a:
o ansiedad, faltar a la escuela o el uso de drogas. • 9-1-1 por teléfono para asistencia de emergencia
Lo que usted puede hacer de la policía
Para asegurar que sus hijos se formen de manera positiva, • Línea nacional contra la violencia doméstica
es importante que tengan una buena relación con un padre (National Domestic Violence Hotline)
o una madre cariñoso/a y no violento/a. Puede ayudar a sus (1.800.799.7233) para ayuda con un plan de
hijos tomando los siguientes pasos: seguridad y referencias a ayuda en su local
• Planee para la seguridad. Si usted todavía está Otros recursos:
sufriendo una relación abusiva, debe formular un plan • Child Welfare Information Gateway—Resources
de seguridad con sus hijos. Enséñeles cómo llamar a for Families (Recursos para familias) solo
números de emergencia como el 9-1-1, dónde ir para
buscar ayuda y que nunca deben meterse en medio disponible en inglés: https://childwelfare.gov/
de una pelea entre adultos. ¡Representantes locales de topics/systemwide/domviolence/resources/
apoyo a personas sufriendo violencia domestica pueden • National Network to End Domestic Violence
ayudarle a planear! (en inglés): http://nnedv.org
• Cuide de sí mismo. Encontrando maneras de lidiar con • National Child Traumatic Stress Network
su propio estrés le hace bien a usted y a sus hijos. Haga Hojas informativas en inglés: http://www.nctsn.
tiempo para conectarse con sus amigos, hacer ejercicio, org/content/resources
escuchar música, tomarse un buen baño o hace cualquier Recursos en español: http://www.nctsn.org/
otra cosa que le ayude a relajar y enfocarse.
resources/audiences/Informaci%C3%B3n-en-
• Ayude a sus hijos a sentirse seguros. Mantenga a sus
Espa%C3%B1ol
hijos cerca cuando pueda, mírelos a los ojos, deles muchos
• Futures Without Violence (en inglés):
besos y abrazos. Jueguen juntos, aunque sea por unos
minutos a la vez. Póngales rutinas como una hora de leer http://promising.futureswithoutviolence.org/
cuentos antes de dormir y un horario fijo para las comidas.
• Mantenga la calma. Los niños que han sufrido Esta hoja de consejos se creó con información de expertos de
violencia a veces pueden actuar de manera caótica. organizaciones nacionales que trabajan para prevenir el maltrato de
menores y promover su bienestar. Usted puede descargar esta hoja
Póngales límites claros y fijos, pero mantenga una voz de consejos y obtener más consejos sobre la crianza en https://www.
tranquila. Busque ayuda cuando sea necesario. childwelfare.gov/topics/preventing/preventionmonth/resources/
tip-sheets/ o llamando al 800.394.3366.
Helping Your Child
Heal From Trauma
What’s Happening
• Encourage (don’t force) children to talk about
Trauma is an emotional response to an intense event that
their feelings. Tell children it is normal to have many
threatens or causes harm, either physical or emotional.
feelings after a trauma. Listen to their stories, take
Trauma can occur as a result of a natural disaster (such
their reactions seriously, correct any misinformation
as an earthquake or flood), violence, or abuse. Seeing
about the traumatic event, and reassure them that
violence happen, even if you are not the victim, also may
what happened was not their fault.
cause trauma.
• Provide extra attention, comfort, and
Trauma can have a lasting effect on brain development
encouragement. Spending time together as a family
in children. If not addressed, it can lead to trouble with
may help children feel safe. Younger children may
school, relationships, or drugs and alcohol.
want extra hugs or cuddling. Follow their lead and be
patient if they seem needy.
• Teach children to relax. Encourage them to
Children’s reactions to traumatic events vary with practice slow breathing, listen to calming music, or say
age, culture, and personality. Some children show the positive things (“That was scary, but I’m safe now”).
following signs of trauma: • Be aware of your own response to trauma.
• Startling easily and having difficulty calming down Parents’ history of trauma and feelings about their
• Behaviors common to younger children (e.g., thumb child’s experience can influence how they cope. Seek
sucking, bed wetting, fear of the dark, clinging support if you need it.
to caregivers) • Remember that everyone heals differently
• Tantrums, aggression, or fighting from trauma. Respecting each child’s own course of
recovery is important.
• Becoming quiet and withdrawn, wanting to be
left alone • Find help when needed. If your child’s problems
last more than a few weeks, or if they get worse
• Wanting to talk about the traumatic event all the time,
rather than better, ask for help. Find a mental health
or denying that it happened
professional who knows proven strategies to help
• Changes in eating or sleeping (sleeping all the time, children cope with trauma.
not sleeping, nightmares)
• Frequent headaches or stomachaches
Remember: With patience and

What You Can Do
support, families can heal and recover
Try the following to help your child heal from trauma: from trauma.
• Help your child feel safe. Stay calm and keep a
regular routine for meals, play time, and bedtime.
This tip sheet was adapted using information from the Office of
Prepare children in advance for any changes or Juvenile Justice and Delinquency Prevention’s former Safe Start
Center. At https://www.childwelfare.gov/topics/preventing/
new experiences. preventionmonth/resources/tip-sheets/, you can download this tip
sheet and get more parenting tips, or call 800.394.3366.

Ayudando a su hijo a
curarse del trauma
Lo que está pasando a los niños por adelantado para cualquier cambio o
experiencia nueva.
El trauma es una reacción emocional a un evento intenso
amenazante o que causa daño, ya sea físico o emocional. • Aliente (pero no obligue) a los niños a hablar
El trauma puede ocurrir a causa de un desastre natural acerca de sus sentimientos. Dígales a los niños
(como un terremoto o una inundación), la violencia o el que es normal tener muchos sentimientos después
abuso. Incluso, el presenciar la violencia, aunque usted no de sufrir un trauma. Escuche sus cuentos, tome en
sea la víctima, también puede causar trauma. serio sus reacciones, corrija cualquier información
incorrecta con respecto al evento traumático y
El trauma puede tener un efecto duradero en el
asegúreles que ellos no tienen la culpa de lo que
desarrollo cerebral de los niños. Si no es tratado, puede
sucedió.
llegar a causar problemas en la escuela, en relaciones o
• Provéales atención adicional, consuelo y ánimo.
con drogas y alcohol.
Pasar tiempo en familia podría ayudar a los niños
Lo que usted podría estar a sentirse seguros. Los niños más jóvenes podrán
querer más abrazos y cariño. Siga sus pistas y tenga
observando paciencia si parecen necesitar de atención.
Las reacciones de los niños a eventos traumáticos varían
• Enséñeles a los niños a relajarse. Anímelos a
según sus edades, culturas y personalidades. Algunos
practicar la respiración honda, escuchar música
niños demuestran las siguientes señales de trauma:
calmada o decir cosas positivas (“Eso me dio miedo,
• Asustándose fácilmente y teniendo dificultad con pero ahora estoy bien”).
volver a calmarse • Esté consciente de su propia reacción al trauma.
• Comportamientos comunes en niños más jóvenes La historia de trauma de los padres y sus sentimientos
(por ejemplo, chupándose el dedo, mojando la cama, acerca de las experiencias de sus hijos pueden
miedo a la oscuridad, apegándose demasiado a sus influenciar la manera en que los niños manejan el
proveedores de cuidado) trauma. Busque apoyo si lo necesita.
• Berrinches, agresión o pelear con otros • Recuerde que todas las personas se recuperan
• Volviéndose callado y retraído, queriendo estar solo de maneras diferentes del trauma. Es importante
respetar el proceso de recuperación de cada niño.
• Queriendo hablar acerca del evento traumático todo
el tiempo, o negando que sucedió • Encuentre ayuda cuando la necesite. Si los
problemas de su hijo duran por más de unas semanas,
• Cambios en su alimentación o sueño (durmiendo todo
o si empiezan a empeorar en vez de mejorarse, pida
el tiempo, el no dormir, pesadillas)
ayuda. Encuentre un profesional de salud mental
• Dolores de cabeza o de estómago frecuentes capacitado en métodos comprobados de ayudar a los
niños a lidiar con el trauma.
Intente lo siguiente para ayudar a su hijo a recuperarse Recuerde: Con paciencia y apoyo, las
de un trauma: familias pueden sanar y recuperarse
• Ayude a su hijo a sentirse seguro. Permanezca del trauma.
calmado y mantenga una rutina regular para las
comidas, la hora de jugar y la hora de dormir. Prepare
Este contenido ha sido adaptado del antiguo Safe Start Center del Office of Juvenile Justice and Delinquency Prevention. Usted puede descargar esta
hoja de consejos y encontrar más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/preventionmonth/resources/tip-
sheets/ o llamando al 800.394.3366.
Human Trafficking:
Protecting Our Youth
What’s Happening
Human trafficking is a form of modern slavery. It includes both sex trafficking and forced labor. Youth with difficult family
situations or histories of trauma, including those in foster care, can be at greater risk.
States are required to consider any child who is identified as a victim of sex trafficking or severe forms of trafficking (as defined
in the Trafficking Victims Protection Act) as a victim of “child abuse and neglect” and “sexual abuse.” The term “sex trafficking”
means the recruitment, harboring, transportation, provision, or obtaining of a person for the purpose of a commercial sex
act. The term “severe forms of trafficking in persons” means sex trafficking in which a commercial sex act is induced by force,
fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age.
Any child under age 18 engaged in commercial sex is a victim • Working unusually long hours and being paid very little
of sex trafficking even if the youth’s participation is not • Living at a workplace or with the employer, or living with
forced or coerced. This includes: many people in a small space
Prostitution
What You Can Do
•
• Pornography
• Stripping • Be aware of recruiting tactics. Traffickers target
Human trafficking also includes forced labor. Common victims through social media websites, telephone chat
examples involve: lines, afterschool programs, at shopping malls and bus
depots, in clubs, or through friends and acquaintances.
• Selling illegal drugs
Ask questions about your youth’s friends—especially new
• Hair and nail salons
friends and those who appear to be significantly older.
• Begging
Monitor computer use and know where he or she
• Farm work
hangs out. Traffickers may also be family members or
• Door-to-door sales crews (e.g., magazines)
even peers.
• Au pairs and nannies
• Domestic work • Understand that trafficked youth are victims, not
• Restaurant work criminals. If a person has been forced to commit illegal
acts, he or she is a victim and is not guilty of a crime. Help
What You Might Be Seeing the youth understand that he or she will not be punished
for seeking help.
Cases of human trafficking have been reported in all 50
states. Victims can be children or adults, U.S. citizens or
• Report suspected trafficking. The following are
foreign nationals, male or female. Children as young as 9 actions you can take if you think a youth may be involved
years old may be at risk. in trafficking:
Signs that a child or youth may be involved in human • If the youth is in immediate danger, call your local
police department or emergency access number
trafficking include the following:
(e.g., 911).
• Frequent, unexplained absences from school
• To report suspected human trafficking, call
• Running away from home
the National Human Trafficking Hotline at
• Unexplained bruises or scars, withdrawn behavior, or
1.888.373.7888, text BeFree (233733), or submit a tip
anxiety/fear
online at https://humantraffickinghotline.org/.
• Knowledge of sexual situations or terms beyond what is
normal for the child’s age • To report a sexually exploited or abused minor,
• Signs of drug addiction call the National Center for Missing & Exploited
• Sudden changes in clothes, friends, or access to money Children at 1.800.THE.LOST or report online at
• Having a “boyfriend” or “girlfriend” who is noticeably http://www.missingkids.org/cybertipline.
older and/or controlling This tip sheet was created using information from experts in national
• Expressing concern for family members’ safety if he or organizations that work to prevent child maltreatment and promote
well-being. At https://www.childwelfare.gov/topics/preventing/
she shares too much information preventionmonth/resources/tip-sheets/, you can download this tip sheet
and get more parenting tips, or call 800.394.3366.

La trata de personas:
cómo proteger a
nuestros jóvenes
Lo que está pasando • Tiene un “novio” o una “novia” que es claramente
mayor que y/o controla al niño o la niña
La trata de personas es una forma de esclavitud • Se preocupa por el bienestar de sus familiares si
moderna, e incluye tanto la trata con fines de explotación
comparte demasiada información
sexual y el trabajo forzoso. Los jóvenes que están
viviendo situaciones difíciles en sus hogares o que • Trabaja largas horas (fuera de lo normal) y le pagan
han experimentado trauma, incluyendo los jóvenes en muy poco
cuidado de crianza, pueden estar a mayor riesgo. • Vive en su lugar de trabajo o con su empleador, o vive
Cualquier niño menor de 18 años de edad involucrado en con muchas personas en un espacio pequeño
el comercio sexual o actos sexuales a cambio de algún
pago es una víctima de trata sexual, aun si el joven no fue Lo que usted puede hacer
forzado o coaccionado. Esto incluye: • Esté consciente de las tácticas de reclutamiento.
• La prostitución Los traficantes encuentran sus víctimas a través
• El desnudarse, “stripping” o “striptease” en inglés de sitios web de los medios sociales, líneas de
• Pornografía chatear por teléfono, programas después de las
clases/extraescolares, en centros comerciales y
La trata de personas también incluye el trabajo forzoso, paradas de buses, en clubs o a través de amistades
lo cual puede involucrar: y personas conocidas. Pregúntele a su hijo acerca
• La venta de drogas ilegales de sus amistades, particularmente amigos nuevos o
• La mendicidad forzada amigos que parezcan ser bastante mayor que su hijo.
• Grupos de vendedores a domicilio/puerta en puerta Supervise el uso de la computadora y esté pendiente
(por ejemplo, que vendan revistas) de dónde pasa tiempo su hijo. Los traficantes también
• El trabajo de restaurante pueden ser familiares o hasta compañeros/pares.
• Salones de belleza o manicura • Entienda que los jóvenes que han sido víctimas
de la trata de personas son realmente víctimas,
• El trabajo agrícola
y no delincuentes. Si una persona ha sido obligada
• El trabajo como au pair o niñera a cometer actos ilegales, esa persona es una víctima y
• El empleo domestico no es culpable de un delito. Ayude al joven a entender
que no será castigado por buscar ayuda.
Lo que usted podría estar • Denuncie casos de posible trata de personas.
Puede hacer lo siguiente si piensa que un joven está
observando involucrado en la trata de personas:
Se han reportado casos de trata de personas en todos • Si el joven está en peligro inmediato, llame a
los 50 estados. Las víctimas pueden ser niños o adultos, su departamento de policía local o número de
ciudadanos estadounidenses o extranjeros, hombres o emergencia (por ejemplo, al 911).
mujeres. Los niños de tan solo 9 años de edad pueden
estar en riesgo. • Para denunciar un posible caso de trata de
personas, llame el National Human Trafficking
Lo siguientes indicios pueden señalar que un niño está
Resource Center (el Centro Nacional de
involucrado en la trata de personas.
Recursos Sobre la Trata de Personas) al
El niño/la niña: 1.888.373.7888 (hay intérpretes disponibles),
• Falta a clase con frecuencia y sin explicación mande un mensaje de texto a “BeFree” (233733)
• Se escapa de casa o presente una denuncia en línea aquí: https://
humantraffickinghotline.org/obtenga-ayuda
• Tiene moretones o cicatrices sin explicaciones,
comportamientos introvertidos o ansiedad/miedo • Para denunciar la explotación o el abuso sexual
• Tiene conocimiento de situaciones o términos de un menor, llame el Centro Nacional Para
sexuales no apropiados para su edad Menores Desaparecidos y Explotados (National
Center for Missing & Exploited Children) al
• Demuestra indicios de adicción a las drogas 1.800.843.5678 o presente una denuncia en línea
• Demuestra cambios abruptos en su ropa, amistades o aquí: http://esp.missingkids.org/cybertipline
acceso a dinero
Chapter 6: Resources
National Child Abuse Prevention Partners

The following is a list of the National Child Abuse Prevention Partners. More information about national
organizations that work to promote well-being in children, families, and communities, including contact
information, is available on the Child Welfare Information Gateway website at https://www.childwelfare.
gov/topics/preventing/overview/relatedorgs/.
American Academy of Pediatrics (AAP) National Center on Shaken Baby Syndrome

American Professional Society on the Abuse of (NCSBS)
Children (APSAC) National Child Abuse and Neglect Technical
American Psychological Association Assistance and Strategic Dissemination Center
(CANTASD)
Annie E. Casey Foundation
National Children’s Alliance (NCA)
ARCH National Respite Network and Resource
Center National Court Appointed Special Advocate
Association (National CASA)
Capacity Building Center for States
National Exchange Club (NEC) Foundation
Center for the Study of Social Policy (CSSP)
National Family Preservation Network (NFPN)
Chapin Hall Center for Children at the
University of Chicago National Fatherhood Initiative® (NFI)
Child Welfare Information Gateway National Indian Child Welfare Association

(NICWA)
Child Welfare League of America (CWLA)
National Network of Family Support and
Circle of Parents®
Strengthening Networks
Darkness to Light
National Resource Center for Healthy Marriage
Doris Duke Charitable Foundation and Families (NRCHMF)
FRIENDS National Center for Community-Based National Responsible Fatherhood Clearinghouse
Child Abuse Prevention (CBCAP) (NRFC)
The Full Frame Initiative Nurse-Family Partnership
Gundersen National Child Protection Training Parents Anonymous® Inc.
Center
Parents as Teachers
Infant Massage USA
Prevent Child Abuse America (PCA)
National Alliance of Children’s Trust and
Search Institute
Prevention Funds
Stop It Now!
National Association for the Education of Young
Children (NAEYC) UNICEF
National Association of Pediatric Nurse ZERO TO THREE

Practitioners (NAPNAP)
National Center for Children in Poverty (NCCP)

Federal Interagency Work Group on Child Abuse and Neglect
The Office on Child Abuse and Neglect within the Children’s Bureau leads and coordinates the Federal
Interagency Work Group on Child Abuse and Neglect.
Please visit the websites for these agencies to see how their programs support child abuse prevention in
your community. More information about the Work Group and its members, including contact information,
can be found on the Children’s Bureau website at http://www.acf.hhs.gov/programs/cb/fediawg.
U.S. Department of Health Office for Civil Rights (OCR)

and Human Services (HHS) Administration for Community Living (ACL),
OCR
Children’s Bureau, Administration on Children,
Administration on Intellectual and
Youth and Families
Developmental Disabilities, ACL, OCR
Office on Child Abuse and Neglect, Children’s
Bureau (CB), Administration on Children, Office of Minority Health
Youth and Families (ACYF), Administration for
Children and Families (ACF) Centers for Disease Control and Prevention
(CDC)
Child Welfare Information Gateway,
Division of Human Development and Disability,
CB, ACYF, ACF
National Center on Birth Defects and
National Child Abuse and Neglect Technical
Developmental Disabilities (NCBDDD)
Assistance and Strategic Dissemination Center
Division of Violence Prevention, National Center
(CANTASD)
for Injury Prevention and Control, CDC
Division of Program Implementation,
CB, ACYF, ACF Health Resources and Services Administration
Division of Research and Innovation, (HRSA)
CB, ACYF, ACF Maternal and Child Health Bureau (MCHB)
Division of Child, Adolescent and Family
Office of the Assistant Secretary for
Health, MCHB, HRSA
Planning and Evaluation (ASPE)
Division of Home Visiting and Early Childhood
Administration for Children and Families (ACF)* Systems, MCHB, HRSA
Office of Child Care, ACF Division of Services for Children with Special
Office of Child Support Enforcement, ACF Health Care Needs, MCHB, HRSA
Office of Head Start, ACF Division of EMSC and Injury and Violence
Office of Planning, Research and Evaluation Prevention
(OPRE), ACF
Indian Health Service (IHS)
Division of Child and Family Development, Office of Clinical and Preventive Services
OPRE (OCPS), IHS
Office of Refugee Resettlement, ACF Division of Behavioral Health, OCPS, IHS
Family and Youth Services Bureau (FYSB) Division of Clinical and Community Services,
Family Violence Prevention and Services OCPS, IHS
Program, FYSB, ACYF, ACF Division of Nursing Services, OCPS, IHS
Office of Data, Analysis, Research and Division of Environmental Health Services,
Evaluation, FYSB, ACYF, ACF Office of Environmental Health and
Engineering, IHS
* An agency organizational chart can be found on the ACF website at https://www.acf.hhs.gov/about/offices.
National Institutes of Health (NIH) U.S. Department of Education
Office of Behavioral and Social Sciences Office of Special Education Programs, Office of
Research, NIH Special Education and Rehabilitative Services
National Institute of Child Health and Human
U.S. Department of Housing and Urban
Development (NICHD)
Development
Child Development and Behavior Branch,
NICHD, NIH U.S. Interagency Council on Homelessness
Pediatric Trauma and Critical Illness Branch, U.S. Department of the Interior
NICHD, NIH Office of Indian Services, Bureau of Indian
National Institute on Drug Abuse (NIDA), NIH Affairs
Division of Epidemiology, Services and U.S. Department of Justice
Prevention Research (NIDA)
Child and Adolescent Services Research Office of Justice Programs (OJP)
Program, National Institute of Mental Health, Office for Victims of Crime, OJP
NIH Office of Juvenile Justice and Delinquency
Prevention (OJJDP)
Substance Abuse and Mental Health Services
Child Protection Division, OJJDP, OJP
Administration (SAMHSA)
Center for Mental Health Services, SAMHSA Division of Innovation and Research, OJJDP,
OJP
Center for Substance Abuse Prevention,
SAMHSA National Institute of Justice (NIJ)
Center for Substance Abuse Treatment, Bureau of Justice Statistics
SAMHSA
Office on Violence Against Women
Office of the Assistant Secretary for Health
U.S. Department of State
(OASH)
Office of Trafficking in Persons
Office of the Surgeon General, OASH
U.S. Office of Personnel Management
U.S. Agency for International Development
Family-Friendly Workplace Advocacy Office
U.S. Department of Agriculture
Food and Nutrition Service (FNS)
Child Nutrition Division, FNS
Food Distribution Division, FNS
National Institute of Food and Agriculture
(NIFA)
Division of Family and Consumer Sciences,
NIFA
U.S. Department of Defense

Family Advocacy Program, Office of Family
Policy/Children and Youth, Military
Community and Family Policy, Office of the
Deputy Under Secretary of Defense

U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Children’s Bureau
www.acf.hhs.gov/programs/cb
A Service of the Children’s Bureau/ACYF FRIENDS National Center for

330 C Street SW - 3rd Floor Community-Based Child Abuse Prevention
Washington, D.C. 20024 800 Eastowne Drive, Suite 105
800.394.3366 Chapel Hill, NC 27514
Email: [email protected] 919.490.5577
www.childwelfare.gov www.friendsnrc.org

2018 Child Abuse Prevention Resource Guide

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2018 PREVENTION

PROTECTING CHILDREN WORKING WITH FAMILIES COMMUNITY PARTNERS

/Elaine Voces Stedt/

Elaine Voces Stedt, M.S.W.

2018 Prevention Resource Guide i

Chapter 1: Strengthening Individuals, Families, and Communities ...................................... 3

Chapter 2: Working With Families Using the Protective Factors ......................................... 12

Chapter 3: Using Protective Factors as a

Chapter 4: Protecting Children ..............................................................................................................37

Chapter 5: Tip Sheets for Parents and Caregivers ........................................................................ 51

2018 Prevention Resource Guide iii

Chapter 6: Resources ................................................................................................................................... 97

What’s Inside about why child abuse occurs, risk factors,

2018 Prevention Resource Guide 1

2018 Prevention Resource Guide 3

Social Ecological Model for Preventing

CDC’s Essentials for Childhood model identifies

• Parental resilience • Youth resilience

2018 Prevention Resource Guide 5

2018 Prevention Resource Guide 7

Approach to The focus is directly on sharing The focus is on using the

Be Strong Families: The Community Café:

• Oregon’s Project LAUNCH funded eight Strengthening Families

2018 Prevention Resource Guide 9

2018 Prevention Resource Guide 11

As children grow, nurturing by parents and

For more information:

2018 Prevention Resource Guide 13

For more information:

Sallye R. Longshore, M.S., Ed.S.

2018 Prevention Resource Guide 15

Words to live by: Flexibility and inner

CBCAP State Example: Maryland Family Network

For more information:

2018 Prevention Resource Guide 17

Being new to a community, recently divorced,

CBCAP State Example: Montana Children’s Trust Fund

For more information:

2018 Prevention Resource Guide 19

Partnering with parents to identify and access

When needed services do not exist in your

CBCAP State Example: California Department of Social Services

For more information:

Robert Bradshaw, M.P.A.

2018 Prevention Resource Guide 21

CBCAP State Example: North Carolina Division of Social Services

For more information:

2018 Prevention Resource Guide 23

Asking questions is an important part of Nurturing and Attachment

• Focus on the parents’ own hopes and goals for

2018 Prevention Resource Guide 25

• Nurturing and attachment

What other kinds of support might help strengthen this family?

• Nurturing and attachment

• Knowledge of parenting and child development

• Concrete support for families

• Social and emotional competence of children

What other kinds of support might help strengthen this family?

2018 Prevention Resource Guide 27

Resources for Working With Community Partners