What is CBCAP?
CBCAP stands for Community-Based Child Abuse Prevention.
It refers to specific types of child abuse prevention programs that exist in every state in the U.S.
What legislation supports CBCAP?
The key Federal legislation addressing prevention in child abuse and neglect is the Child Abuse Prevention and Treatment Act (CAPTA)
Originally enacted in 1974, this Act has been amended several times in the last 37 years and was most recently amended and reauthorized on December 10th, 2010, by the CAPTA Reauthorization Act of 2010 (P.L. 111-320).
Why were CBCAP programs created?
CBCAP programs were established by Title II of Capta and most recently reauthorized in December of 2010.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
The purpose of the CBCAP program is:
1
to support community-based efforts to develop, operate, expand, enhance, and coordinate initiatives, programs, and activities to prevent child abuse and neglect and to support the coordination of resources and activities to better strengthen and support families to reduce the likelihood of child abuse and neglect; and
2
to foster understanding, appreciation, and knowledge of diverse populations in order to effectively prevent and treat child abuse and neglect.
Why were CBCAP programs created?
CBCAP programs were established by Title II of Capta and most recently reauthorized in December of 2010.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
The purpose of the CBCAP program is:
1
to support community-based efforts to develop, operate, expand, enhance, and coordinate initiatives, programs, and activities to prevent child abuse and neglect and to support the coordination of resources and activities to better strengthen and support families to reduce the likelihood of child abuse and neglect; and
2
to foster understanding, appreciation, and knowledge of diverse populations in order to effectively prevent and treat child abuse and neglect.
More About CBCAP
What is the target population for CBCAP programs?
CBCAP programs should have some activities available to the general population such as public awareness and education about preventing child abuse and neglect. In addition, programs should also target services to vulnerable families that are at risk of abuse or neglect. These families include:
✦ Parents (all, new, teens, etc.)
✦ Parents and/or children with disabilities
✦ Racial and ethnic minorities
✦ Members of underserved or underrepresented groups
✦ Fathers
✦ Homeless families and those at risk of homelessness
✦ Unaccompanied homeless youth
✦ Adult former victims of child abuse and neglect or domestic violence
What events are held in support of CAPTA and CBCAP programs?
April is Child Abuse Prevention Month each year. There are downloadable resources on Child Abuse Prevention available in English and Spanish. You can read more about Child Abuse Prevention Month and download the free resources in English and Spanish by visiting the Child Welfare Information Gateway.
The Children’s Bureau also sponsors biennial conferences at which professionals and volunteers discuss a broad range of policy, research, program, and practice issues concerning the prevention, intervention, and treatment of child abuse and neglect. Roundtable discussions, poster, and plenary sessions, and workshops bring together many disciplines and perspectives to foster new working relationships, exchange information on research, and review practice issues and model programs.
CBCAP grantees are also required to attend an annual meeting each spring which provides grantees with valuable information and opportunities to network with other programs. This meeting is held as a pre-conference event at the National Conference on Child Abuse and Neglect on those years and as a stand-alone event in the alternate years. For more information on the event contact your TA Coordinator.
What services does FRIENDS provide?
FRIENDS supports CBCAP State Lead Agencies, their local network of public-private grantees and organizations, and Tribal partners by building their capacity to meet the requirements of CAPTA, Title II through the provision of Universal Capacity Building Services, Targeted/ Specialized Capacity Building Services, and Tailored and Intensive Services.
Tiers of Training and Technical Assistance (TTA)
More About CBCAP
Protective Factors Surveys
What are the Protective Factors Surveys?
The Protective Factors Survey (PFS) and the Protective Factors Survey, 2nd Edition (PFS-2), are designed for use with parents and caregivers participating in family support and child maltreatment prevention services. The Military Family PFS (PFS-MF) is an adaptation of the PFS-2 and is designed to be used with parents and caregivers who are part of the military and are accessing family support and child maltreatment prevention services either on- or off-base. The various tools assess multiple protective factors to prevent child abuse and neglect. All surveys are intended to help agencies and programs better assess changes in family protective factors – a primary focus of prevention work. To view the tools, see the tabs below.
What is a Logic Model?
A logic model is a map of your program. It is a simple, logical illustration of what you do, why you do it, and how you will know if you are successful.
There is a wide variety of logic model formats, but most have the same key components. The elements of a logic model will become more apparent as you go through the logic model building process. Although the process is laid out in a step by step fashion, you will find the need to “loopback” to make certain decisions made in later phases still match choices you made earlier.
Ideally, someone unfamiliar with your program should be able to pick up your one-page logic model and have a general understanding of the linkages between the services you provide and the desired outcomes you hope will be achieved.
Vision
What is a Vision Statement?
Begin the process of building a logic model with a statement that encapsulates the driving force behind the work you do. What do the families in your community want and value? What do you want for the families and community that you serve? Knowing and articulating the purpose behind your efforts will help keep you on course.
A truly inspired vision statement may not be measurable, at least not in the short-term, and your program doesn’t necessarily have to be responsible for single-handedly achieving it. Instead, your program may be contributing to its achievement. What is important is that your vision statement has meaning and is a true reflection of the spirit behind your actions.
Vision statements can be very diverse. Some examples are:
The vision statements in the above examples are ambitious. A 12-week parent education program cannot expect to have “all children ready for school by 6,” but if the program is successful, it should contribute to the vision of having all children ready for school by 6.
Most importantly, all policies and practices should be consistent with your vision.
Target Population
What is a target population?
The term “target population” refers to the people your program is designed to serve. For your program’s logic model, you will identify the people who will receive your services, being as specific as possible. Examples include “parents living in our county with a child under three,” “all parents of children with disabilities living in our town,” and “parents referred by CPS due to risk of out-of-home placements.”
What are the population needs?
What are the participants’ needs that this program intends to address? What social issue will your services help mitigate? Example; “We serve newly arrived immigrant families who are unfamiliar with the laws and customs in the United States. We recognize their need to understand the social, educational, and medical services available to their families and the laws that are related to parenting.”
Families already participating in your program are the best source of information about their own needs and aspirations. Be sure to reach out and listen to their ideas as you draft this section of the logic model. A parent leader serving on your logic model design team could also offer valuable insights into population needs.
Where can I find more information on target populations and population needs?
FRIENDS has developed a resource on target population and population needs, to view this information, click here.
Resources
What are resources?
Resources are what your program needs to run its activities or provide services. Some logic models refer to this section as “inputs”. What will you need to put into the program to make it run?
At any point in the process of developing a logic model, you may need to loop back and rethink previous steps. As you work through this section of your logic model, you may decide you do not have the resources necessary to provide services, and decisions will need to be made. Do you need to seek more funding? Serve fewer families? Select different services?
How do I organize the resources section?
You may want to identify the resources already secured as well as the resources that are being sought. You may also want to use this section to specify less tangible resources, such as relationships with partners. If it is essential to the delivery of services or programming, you should consider including it here.
Evaluation
Ideally, evaluation is treated as part of service delivery. A plan for evaluation should be built into any program that provides supportive services to children and families.
An evaluation plan specifies the activities, staff assignments, and timelines that will be followed to ensure programs are using data to better understand outcomes and to improve services.
Some prevention programs have the internal capacity to plan and implement an evaluation of their participant outcomes. However, some may need outside assistance for tasks such as data collection and analysis. Other programs may choose to contract with an evaluation consultant to help plan and implement the majority of their evaluation activities.
Evaluation planning starts with a logic model. If you haven’t developed a logic model or if you want to know more about them and their importance to the evaluation process, please go here.
Your evaluation plan should answer the following questions:
What data are needed to assess whether desired outcomes are being achieved?
✦ Are the outcomes and indicators on our logic model measurable?
✦ What tools will we use to collect the data (surveys, observations, etc.)?
✦ Do we have the tools? Do we need to purchase them?
✦ Do staff need training on administering the tools?
✦ What demographic information do we need? Do we already have access to it?
What process will be used to collect data?
✦ Do we need IRB approval to collect data?
✦ Do we have an informed consent form for the participants?
✦ When will the data be collected? Who will collect it?
✦ How much time is needed to collect data?
How will you manage your data?
✦ Where will data be stored?
✦ Who will enter data into a database or spreadsheets?
✦ What are the timelines for data entry?
What is your plan for making use of the data you gather?
✦ When will you meet to review the data?
✦ Who will present the data in a format for review? Tables, charts, etc.
✦ Who will report on finding and make recommendations?
✦ Who will receive your evaluation reports?