Strengthening Social Worker-Client Relationships in Child Protective Services
Bibliographic record
Abstract
Few researchers have set out to explore parents’ feelings about their experiences with Child Protective Services (CPS) particularly as they relate to the relationship between workers and parents who come to the attention of CPS. Yet the worker-client relationship is a central aspect of social work intervention, contributing to positive case resolutions. Understanding aspects of this relationship can contribute to improved CPS. This article reports findings from a qualitative study that used in-depth interviews to explore the experiences of 61 parents who had involvement with CPS. 1 Parents appreciated workers who were caring, genuine, empathetic, exceptionally helpful, non-judgmental, and accepting. Negative qualities of workers identified by parents were being judgmental, cold and uncaring, poor listeners, critical, and insincere. Child protection interventions can result in greater actual and/or perceived power imbalances between the client and the worker compared to other social work interventions. Our findings, however, suggest that a positive alliance can be achieved within the context of the adversarial and complex nature of CPS. Possible ways to maintain relationships or rebuild ‘ruptured’ relationships are suggested.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.007 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".