Food for Good Instructor Guide - Complete Appendices

Appendix A: Sample Instructor Guide for Modules 2 & 3

Busy B’s Training Academy 

Recognizing Signs of Abuse and Neglect in the Field 2 Instructor Guide

OVERVIEW

 
This one-day training was developed to assist Food for Good in preparing its volunteer cohort for the
serious issue of reporting suspected abuse and neglect while delivering food to program recipients. It
had previously come to the agency’s attention that volunteers were unsure of how to proceed when
faced with this challenging situation.

The training will cover three main objectives. Upon completion of the course, participants will be able
to perform the following:

1. Demonstrate a strengths-based approach to engaging and building rapport with families.
2. Recognize some common indicators of abuse and/or neglect in children and adults.
3. Identify NJ State resources and procedures for reporting suspected abuse.

The modules of the training day will include the following components:
● Module 1: Introductions and an ice breaker activity designed to get participants working
comfortably together
● Module 2: Building rapport with the families with whom we work
● Module 3: Common signs of abuse and neglect
● Module 4: State laws & agency policy regarding reporting of suspected abuse
● Module 5: Making referrals to community resources
● Module 6: Closing and final questions

The role of culture will frequently be discussed throughout the training, as a pre-course survey
determined that training participants are from a wide variety of backgrounds.

Recognizing Signs of Abuse and Neglect in the Field 3 Instructor Guide

Throughout this Instructor Guide, activities are arranged in the format presented below:

Time:​ Estimated time for MODULE​:​ T​ HE TOPIC OF THE LESSON
completion of the module
Objective:​ Knowledge, skills, and/or attitude addressed

Method​: How the content and/or activity will be delivered

Resources​: Resources required to deliver the content or facilitate an
activity (e.g., flip chart, handouts, PowerPoint slides, etc.)

Activity Instructions​: Specific information for the instructor on how to
present the activity

Teaching Points: M​ aterial to be presented

Activity Debrief/Discussion Questions​: A list of questions or statements
used to process an activity

TRAINER GUIDELINES

Trainers should allow participants to ask questions freely throughout the duration of the course. They
should be encouraged to contribute and practice what is presented so that they are more engaged in
the content and more likely to remember the important takeaways.

If a participant demonstrates a misunderstanding, the trainer should work to correct this but without
criticism. Support participants in the learning process by asking clarifying and thought-provoking
questions. Open-ended questions are more likely to lead to a rich conversation and simultaneously
model engagement skills for participants.

Trainers should encourage participants to draw on relevant lived experiences to further drive home
the concepts discussed during the training.

Recognizing Signs of Abuse and Neglect in the Field 4 Instructor Guide

AGENDA

 

Module 1: Introductions

Module 2: Building rapport with the families with whom we work

15-Minute Morning Break

Module 3: Common signs of abuse and neglect

One-Hour Lunch Break
Module 4: State laws & agency policy regarding reporting of
suspected abuse

15-Minute Afternoon Break

Module 5: Making referrals to community resources

Module 6: Closing and final questions

 
 
 
 
 
 
 
 

 

Recognizing Signs of Abuse and Neglect in the Field 5 Instructor Guide

SAMPLE CURRICULUM MODULES 

Time: MODULE 2: BUILDING RAPPORT WITH FAMILIES
60
minutes Objectives​: Participants will utilize self-appraisal and identify specific
skills and specific areas they would like to strengthen.

Methods:​ Individual activity, large group discussion, teaching points

Resources:​ “My Star Qualities” worksheet

Module Instructions​:

▪ Begin with the “My Star Qualities” exercise to allow Food for
Good volunteers to identify their strengths and areas for
improvement.

▪ Debrief the exercise with the discussion questions listed below. Be
sure to use the trainer notes to guide your discussion in a way
that is culturally competent.

▪ Finally, cover the teaching points regarding tips and techniques
for building relationships with families on the assigned Food for
Good delivery route.

“My Star Qualities” Exercise Instructions:

● Instruct participants to respond to the worksheet questions by
highlighting their best engagement skills and strengths. Participants
should consider what they do initially when they meet a family and
what they would do in ongoing work.

● Participants should work on this individually and not as a group. Allow
them 10 minutes to complete the worksheet, but do move about the
room to help them work through any areas that they may be
struggling with.

● The worksheet questions are as follows:

o What do you d​ o ​that is engaging when you first meet with a
family?

o How do you know that someone is engaged or not engaged;
what do you s​ ee or hear?​

Recognizing Signs of Abuse and Neglect in the Field 6 Instructor Guide

o What do you do if someone doesn’t respond positively to you?

● Trainer note: Participants should be assured that this is not a test, but
an opportunity to better understand themselves in relation to their
work with the families they will encounter every day. Be sure to
acknowledge that participants will have different levels of comfort
with how they would handle these interactions, and that is okay!
What we’re trying to do is learn to build strong relationships with our
families so that we can support them as needed.

● Debrief the activity w​ ith the following questions:

o Does anyone feel that more could be added to their toolbox?
Where would you like to improve your communication skills?

o Is there anything holding you back in terms of investing time
and energy into getting to know your families?

o Is there skepticism as to the value of truly focusing on
engaging?

o Are there concerns about crossing boundaries here?

● Trainer note: Participants come from a variety of cultural
backgrounds. There may be some who believe that the needs of the
families are none of their business. It is important to help them see
the value of communicating and to do so in a way that is comfortable
for their style of interaction. Challenge them to think about how they
have received support throughout their lifetime--was there someone
who showed concern or stepped in to make a difference? How did
they do this? Can the participant replicate this style of interaction to
help support someone else?

Teaching Points:

● Engagement is the process of c​ reating an environment of warmth,
empathy, genuineness, and competence that builds a relationship
and allows people to work collaboratively.

● The most important pieces of engagement for volunteers to consider
include being genuinely caring, compassionate, respectful, and
empathic. Utilizing listening skills will help to understand families and
hear their needs.

Recognizing Signs of Abuse and Neglect in the Field 7 Instructor Guide

● Pay attention to behaviors, body language, tone, and language as we
know that nonverbal communication can speak volumes!

● Have a conversation instead of conducting an interview. This allows a
more natural process for engagement.

Recognizing Signs of Abuse and Neglect in the Field 8 Instructor Guide

Time: MODULE 3: COMMON SIGNS OF ABUSE AND NEGLECT
90
minutes Objectives:​ Participants will be able to recognize some common
indicators of abuse and/or neglect in children and adults.

Methods: ​Lecture, case scenarios, small group discussions, large group
debrief

Resources​: Handouts on recognizing signs of abuse and neglect; State
Central Registry workflow

Module Instructions:​

▪ Begin by presenting the legal definitions of abuse and neglect as
well as the requirement to report suspected abuse and/or neglect
according to New Jersey’s mandated reporter laws.

▪ Explain the investigative process that follows a call to the State
Central Registry to reassure participants that reporting does not
mean a family will be torn apart.

▪ Facilitate the Reporting Scenario Exercise using the instructions
that follow.

▪ Distribute handouts on common signs of abuse and neglect and
use them to guide discussions and debriefing after each scenario.

▪ Conclude with the large group debriefing questions to gain a
better understanding of how the participants are feeling about
this content.

Teaching Points:

● What is child abuse and neglect? A child who is under the age of 18 is
considered to be abused or neglected when a parent or caregiver:
○ Inflicts or allows to be inflicted physical injury by other
than accidental means that creates substantial harm or
risk of substantial harm.
○ Fails to provide proper supervision or adequate food,
clothing, shelter, education or medical care although
financially able or assisted to do so.
○ Commits or allows to be committed an act of sexual abuse
against a child.

Recognizing Signs of Abuse and Neglect in the Field 9 Instructor Guide

Source: New Jersey Department of Education

● New Jersey law has a mandated reporter requirement. This means
that anyone who suspects incidents of child abuse or neglect are
occurring or have occurred is required by law to file a report.

● To report suspected child abuse and neglect, call the State Central
Registry at 877-NJ-ABUSE.

● To report suspected abuse or neglect of an adult, call the Adult
Protective Services office at 800-792-8820.

● The following State agencies may be contacted to investigate abuse
or neglect of an individual over age 18:
○ Division of Developmental Disabilities (NJ DHS)
○ Division of Mental Health Services (NJ DHS)

● In all cases, contact the local police department or call 911 in the
event of an emergency.

Exercise Instructions with Teaching Points:

● Tell participants that we will now take a look at some actual case
scenarios that volunteers in nonprofit agencies around the state have
encountered to think about what abuse and neglect looks like.

● Share the case scenarios below and ask groups how they would
proceed (Source: NJ DOE).

o You overhear Johnny, a 12 year-old, telling some other
children about how he was caught shoplifting over the
weekend and his father gave him a beating with his belt for it.
You don’t see and visible bruises or marks on him. You
mention it to Johnny’s father and he confirms that he did
indeed hit Johnny with a belt as punishment for shoplifting.
Johnny generally seems happy to see his father.

o Susan, a six-year-old girl, has a bruise on her cheek, her upper
arm, and her torso. She tells you that over the weekend she
fell down the stairs. Susan often has bruises on her upper
arms. Her mother confirms that she fell down the stairs—she
says Susan is a tomboy and is always falling down.

● Display the image of the man with coining marks. Ask participants
how they would proceed if they encountered someone with these
markings.

Recognizing Signs of Abuse and Neglect in the Field 10 Instructor Guide

● Distribute the handouts on recognizing signs of physical abuse.

● Point out that not everyone will agree on what constitutes abuse and
neglect. Different cultures consider adulthood to begin at different
ages. Discipline is viewed differently around the world.

● Reiterate that the State Central Registry will determine whether an
investigation is warranted or a family should be referred to other
community services.

● NOTE: Participants may have varying levels of comfort in discussing
these cases of abuse and neglect. The co-trainer should monitor the
temperature of the room and offer opportunities for participants to
step out if they are feeling uncomfortable. Additional debriefing may
be required if participants are reluctant to trust the State systems.

● Repeat these case scenario activities with the samples designed to
spark discussion around what is neglect:
o A child's parents cannot afford to get her the new prescription
glasses that she needs, so she continues to wear a pair that is
no longer effective.
o An 11-year-old named Stella is home alone every day after
school when you deliver breakfast and lunch. She says she is
alone until her mother comes home from work.
o An elderly grandmother and her school-age granddaughter
live together. You are delivering breakfast and notice that the
granddaughter is not ready for school. She tells you she needs
to stay home and take care of her grandmother today because
she is not feeling well.

● Distribute handouts on recognizing signs of neglect and discuss as a
large group.

● Repeat these case scenario activities with the samples designed to
spark discussion around emotional abuse:
o Lucy is a very shy, sensitive 7-year-old who has trouble getting
along with the other children. You ask her mother about it.
Her mother claims that Lucy is a “prima-donna” and
“stuck-up,” and it’s no wonder the other children don’t like
her. You overhear her mother ridiculing her in the parking lot,
telling her she is worthless and stupid.
o You deliver lunch to an immigrant family twice a week where
you primarily interact with the children. When you leave, you
hear the father telling his children that they are stupid, ugly
and worthless.

Recognizing Signs of Abuse and Neglect in the Field 11 Instructor Guide

● Distribute handouts on signs of emotional abuse and discuss as a
large group.

● Distribute the handouts on concrete resources to support
conversations around referrals to community agencies for ongoing
support.

Discussion Questions for Module Debrief:

➢ How are you feeling about the process that follows a call to report
suspected abuse or neglect?

➢ What was surprising to you in these activities? What was not
surprising?

Recognizing Signs of Abuse and Neglect in the Field 12 Instructor Guide

Appendix B: Worksheet for Module 2 on Engagement

MY STAR QUALITIES WORKSHEET

Let’s celebrate the skills you already bring to your work as a volunteer. Take a
few moments to think about the times in your life when you’ve played a
supportive role for someone. What did those encounters look like? Then answer
the questions that follow below:

What do you do that is engaging when you first meet with a family?

How do you know that someone is engaged or not engaged; what do you see or hear?

What do you do if someone doesn’t respond positively to you?

Note. Adapted from “Advanced Skills for Engaging and Teaming with Families” by New Jersey Child Welfare Training Partnership, 2017.
Food for Good Volunteer Training: Working to Recognize Abuse & Neglect

Appendix C: Handouts on Recognizing Signs of Abuse and Neglect

SIGNS OF PHYSICAL ABUSE

Observable Indicators

Unexplained or questionable bruises and welts:
● On face, lips, mouth
● On torso, back, buttocks, thighs
● In various stages of healing
● Clustered, forming regular patterns
● Reflecting shape of article used to inflict (electric cord, belt buckle)
● On several different surface areas
● Regularly appear after absence, weekend or vacation

Unexplained or questionable burns:
● Cigar, cigarette burns, especially on soles, palms, back or buttocks
● Immersion burns (sock-like, glove-like doughnut shaped on buttocks or genitalia)
● Patterned like electric burner, iron, etc.
● Rope burns on arms, legs, neck or torso

Unexplained or questionable fractures:
● To skull, nose, facial structure
● In various stages of healing
● Multiple or spiral fractures

Unexplained or questionable laceration or abrasions:
● To mouth, lips, gums, eyes
● To external genitalia

Behavioral Indicators ● Aggressiveness or withdrawal
● Reluctant to change clothes for PE
● Wary of adult contacts ● Frightened of parents
● Appearing uncomfortable with physical contact ● Afraid to go home
● Complaining of soreness or moving ● Seeking to stay late after school
● Reports injury by parents
uncomfortably
● Apprehensive when other children cry
● Behavioral extremes

Important Considerations

● Cuts and bruises caused from accidents normally occur in bony areas of the body (elbows, knees, etc.). Accidental
injuries to soft tissue areas (stomach, buttocks) are less likely.

● If an injury happens often, it is less likely to be an accident.
● If multiple injuries are present, especially if they are in different stages of healing, it is less likely to be an

accident.
● If a series of injuries appear in a pattern or resemble an object (electrical cord, wooden spoon, etc.) the injury may

have been inflicted.
● If the child's or caregiver's explanation for the injury is inconsistent with the injury, this is cause for suspicion.

Note​. Adapted from “Reporting Child Abuse and Neglect, What School Personnel Need To Do” by New Jersey Department of Education, 2007.
Food for Good Volunteer Training: Working to Recognize Abuse & Neglect

SIGNS OF PHYSICAL NEGLECT

Observable Indicators

● Consistent hunger, poor hygiene, inappropriate dress
● Consistent lack of supervision, especially in dangerous activities or long periods
● Frequent fatigue or listlessness
● Unattended physical problems or medical needs
● Abandonment

Behavioral Indicators

● Begging, stealing food
● Extended stays at school (arrive early & depart late)
● Falling asleep in class
● Noticeably poor hygiene
● Shunned by peers
● Clinging behavior
● Alcohol or drug abuse
● Delinquency (e.g. thefts)
● States there is no caregiver

Social/Emotional Indicators:

● Poor self-esteem
● Attachment difficulties
● Emotional neediness
● Social problems; reduced pro-social behaviors
● Difficulty setting personal boundaries
● Inability to say “no” to inappropriate requests (related to neediness for attention)
● Impaired initiative

Note.​ Adapted from “Reporting Child Abuse and Neglect, What School Personnel Need To Do” by New Jersey Department of Education, 2007.
Food for Good Volunteer Training: Working to Recognize Abuse & Neglect

SIGNS OF EMOTIONAL ABUSE

Emotional abuse and/or neglect is conduct by a child’s parent or caregiver toward the child which contributes
to, causes, allows or permits:

● Significant and/or persistent emotional pain, harm or impairment; and/or
● Significant vulnerability to or risk of such pain, harm or impairment; and/or
● Significant exacerbation of a child’s existing emotional pain or impairment.

Emotional Abuse is often difficult to prove. Conduct by a parent or caregiver may include acts, omissions or
patterns of acts/omissions. These may be immediately harmful or cumulatively harmful.

There must be injury to the intellectual, emotional or psychological development of a child as evidenced by
observable and substantial impairment in the child's ability to function within a normal range of performance
and behavior, with due regard to his or her culture.

Observable Indicators

(with a suggestion to be aware of s​ udden​ changes in behavior)

● Suicidal threats or gestures
● Running away episode(s)
● Behavior extremes: aggressive, demanding, fearful
● Significant sadness, self-denial, depression, low self-esteem, withdrawal
● Inability to form trusting relationships
● Habit disorders (sucking, biting, rocking, etc.)
● Phobias, obsessions, compulsions,
● Conduct disorders (antisocial, defiant, destructive, sociopathic, etc.)
● Neurotic traits (sleep disorders, speech disorders, inhibition of play)
● Inappropriately adult or infant-like
● Compliant/passive/regression

However, these may be attributable to organic disorders, or other mental health and psychiatric
disorders.

Note.​ Adapted from “Reporting Child Abuse and Neglect, What School Personnel Need To Do” by New Jersey Department of Education, 2007.
Food for Good Volunteer Training: Working to Recognize Abuse & Neglect

Appendix D: SCR Workflow

State Central  CPS Investigation 
Registry (SCR) assigned to 
Local Office
Workflow Child Protective Service 
Chart  (CPS)—Abuse and neglect  CPS Investigation 
assigned to 
DCP&P intervention concerns reported that 
warranted  meet NJ State statute  Institutional Abuse 
Investigation Unit
Child Welfare Service (CWS) 
(IAIU)
voluntary services to 
strengthen families and  CWS Assessment 
assigned to the Local 
reduce stressors 
Office

In‐coming call  Related Information  RI assigned to LO for 
received at SCR (RI) Information  follow up
received on active 
(Rev 10/16) cases RI assigned to IAIU 
for follow up

DCP&P intervention  Information &  Referrals to DCF 
is not warranted Referral (I&R) DCP&P  sister agencies: CSOC, 

intervention is not  DFCP, DOW & OOL 
warranted; callers 
Referrals to 
referred to  community agencies, 
community agencies 
law enforcement, 
or other entities  etc.

Supporting Strong Families and Communities in New Jersey 2014-2017 34

Appendix E: Prevention Programs and Initiatives in New Jersey

2NDFLOOR YOUTH HELPLINE
1-888-222-2228
www.2ndfloor.org
24 hours a day - 7 days a week
This is a youth helpline serving all youth and young adults in New Jersey. Youth who call are assisted with their daily life
challenges by professional staff and trained volunteers. Anonymity and confidentiality are assured except in life-threatening
situations. Youth that would rather type than talk can also get support via 2NDFLOOR's anonymous message board service.

ADOLESCENT PREGNANCY PREVENTION (APP)
www.nj.gov/dcf/families/school/pregnancy/
The Adolescent Pregnancy Prevention Initiative uses sex education, counseling and health services to reduce the birth rate
among teens in high school. Sixteen SBYS schools participate, with at least 60 young women and men served at each site.

CHILD CARE RESOURCE AND REFERRAL AGENCIES (CCR&R)
www.state.nj.us/humanservices/dfd/programs/child/ccrr/
Manage child care subsidy programs for low to middle income working families, families seeking self-sufficiency and
participating in Work First New Jersey (WFNJ), children under the supervision of DCP&P, children being cared for by relatives
(Kinship Care) and children needing child care before/after Department Of Education preschool services in designated school
districts

COUNTY WELFARE AGENCIES
Overview: http://www.state.nj.us/humanservices/clients/welfare/
List of agencies by county: http://www.state.nj.us/humanservices/dfd/programs/njsnap/cwa/
The County Welfare Agencies administer Work First New Jersey/Temporary Assistance for Needy Families and General
Assistance, NJ SNAP nutritional support, referral to child care services, and child support services. Additionally, they provide
adult health and protective services, refugee services, emergency assistance, NJ Family Care health coverage and
behavioral health assessments and services.

DISPLACED HOMEMAKER PROGRAM
www.nj.gov/dcf/women/displaced/
Through New Jersey's Displaced Homemaker (DH) programs, a participant may obtain or upgrade her skills for transition into
the paid labor market. New Jersey’s 15 DH programs provide participants with many personal, educational and career
development services toward achieving their goal of economic self-sufficiency.

DOMESTIC VIOLENCE SERVICES
www.state.nj.us/dcf/women/domestic/
Core services include a hot line, shelter services, counseling, advocacy and support. Last year, the hot line answered 87,309
calls and the shelter served 1,306 women and 1,423 children. Additionally, Domestic Violence Liaisons provided 9,500
consultations to child protective service workers.

o Peace: A Learned Solution – PALS
o Domestic Violence Liaisons – DVL

ENOUGH ABUSE CAMPAIGN – New Jersey
www.enoughabuse.org/states/new-jersey/
The goal of this initiative is to prevent child sexual abuse in New Jersey, beginning in Warren, Sussex, Mercer and Essex
Counties. The campaign educates adults and equips them with skills, communicates key prevention messages that parents
can share with their children, and advocates for prevention training and policies.

Supporting Strong Families and Communities in New Jersey 2014-2017 35

ESSEX PREGNANCY & PARENTING CONNECTION (EPPC)
www.essexpregnancyandparenting.org
This program links expectant and new parents in Essex County with free and voluntary home visiting and other family support
services. Services are evidence based and are intended to help children grow up to be healthy, school ready and safe.
EVIDENCE-BASED HOME VISITING
www.state.nj.us/dcf/families/early/visitation/
There are a total of 49 home visiting programs in New Jersey that follow one of three evidence-based models listed on the
national registry; Healthy Families, Parents as Teachers, and Nurse-Family Partnership. These programs have capacity for
serving 5,000 families and offer parenting skills and early intervention services for pregnant women and children up to age
five. The programs are:

o Healthy Families –New Jersey
o Home Instruction for Parents of Preschool Youngsters (HIPPY)
o Parents-As-Teachers
o Nurse-Family Partnership
FAMILY HELPLINE
1-800-THE-KIDS (843-5437)
24 hours a day - 7 days a week
If you're feeling stressed out, call the Family Helpline and work through your frustrations before a crisis occurs. You'll speak to
sensitive, trained volunteers of Parents Anonymous who provide empathic listening about parenting and refer you to
resources in your community.
FAMILY OUTREACH PROGRAM (FOP)
http://preventchildabusenj.org/programs/family-outreach/
The statewide Family Outreach Program assists over 25,000 families annually with goal setting, providing information on
referrals and resources, family coaching, child development awareness, and addressing any basic and significant family
needs.
FAMILY SUCCESS CENTERS (FSC)
www.state.nj.us/dcf/families/support/success/
There are 51 Family Success Centers (FSCs) across the state, served 60,000 individuals last year. FSCs are neighborhood
gathering places where any community member can find social support, information, and services including employment
support, parent education, health care, life skill training, parent/child activities, advocacy and housing.
FAMILY SUPPORT ORGANIZATIONS (FSO)
www.state.nj.us/dcf/families/support/support/
Family-run, county-based organizations that provide direct family-to-family peer support, education, advocacy and other
services to family members of children with emotional and behavioral problems.

FATHERHOOD PROGRAMS:
www.njchildsupport.org/Services-Programs/Fatherhood/Fatherhood/Directory-of-Fatherhood-Programs-in-New-Jersey.aspx/
Programs that encourage fathers to sustain or create strong, nurturing and healthy relationships with their children.
HEAD START http://eclkc.ohs.acf.hhs.gov/hslc/hs
EARLY HEAD START http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start
Head Start (for children ages 3 to 5) and Early Head Start (for infants, toddlers, and pregnant women) promote school
readiness by providing comprehensive educational, health, nutritional, and social services.

Supporting Strong Families and Communities in New Jersey 2014-2017 36

HUMAN TRAFFICKING AND COMMERCIAL SEXUAL EXPLOITATION OF CHILDREN (CSEC) PREVENTION
http://preventchildabusenj.org/programs/human-trafficking/
The My Life My Choice curriculum for adolescent girls ages 12-18 and the CAASE: Empowering Young Men curriculum for
adolescent boys/young men ages 12-18 are curricula organized in a group setting and are provided throughout the state.
PCANJ also offers various human trafficking trainings for professionals.
KINSHIP NAVIGATOR PROGRAM (KNP)
www.nj.gov/dcf/families/support/kinship/
Kinship caregivers are people who have taken on the responsibility of caring for their relatives' children. These children might
be the caregiver’s siblings, nieces, nephews, or, most often, grandchildren. By dialing 2-1-1, eligible Kinship caregivers can
get help addressing immediate problems, and they will also be referred to a local Kinship agency which will work with
caregivers to access additional services.
MOM2MOM
http://ubhc.rutgers.edu/mom2mom/program.htm
Mom2Mom offers a 24/7 helpline that is coordinated by the University of Medicine and Dentistry, New Jersey -
University Behavioral HealthCare. The helpline features peer support, telephone assessments to gauge depression
or anxiety, a network of referral services for mothers’ mental health needs, and support groups, for mothers of
children with special needs.
NJ 211
www.nj211.org
Information and referral for basic human needs, support for seniors and persons with disabilities, support for children, youth
and families, physical and mental health resources, employment supports, and hurricane response and recovery is available
24/7 by phone, text or on the web site.
NJ CHILD ASSAULT PREVENTION (NJCAP)
www.nj.gov/dcf/families/assault/
www.njcap.org/
NJCAP is a statewide community-based prevention program that seeks to reduce children’s vulnerability to abuse, neglect
and bullying by providing comprehensive prevention workshops for children, parents and school staff. NJCAP supervises 21
county CAP offices and over 200 program facilitators. The program is sponsored by the NJ Department of Children and
Families and supported by school districts across the state.
NJDCF and OTHER AGENCY HOTLINES/HELPLINES
www.state.nj.us/dcf/families/hotlines
Families can locate other helplines and resources that support families, children, and youth at this website. Families who
need adaptive hearing services can call 877-294-4536 TTY to access any hotline.

NJ DOMESTIC VIOLENCE HOTLINE
www.state.nj.us/dcf/women/domestic/
1-800-572-SAFE (7233)
24 hours a day - 7 days a week
This hotline serves domestic violence victims and others seeking information about domestic violence services.

Supporting Strong Families and Communities in New Jersey 2014-2017 37

NJ DEPARTMENT OF HEALTH - SPECIAL CHILD HEALTH SERVICES
http://nj.gov/health/fhs/sch/sccase.shtml
New Jersey has made a commitment to assist families caring for children with complex, long-term medical and developmental
disabilities. For these "special needs" children, prompt attention to their condition early in life helps assure they will lead
healthier lives when they are older. Two important programs help families with comprehensive management of multiple
programs and services:

o Early Intervention System serves children up to age three who have developmental delays or disabilities.
Call 888-653-4463.

o Case Management Units serve children up to age 21 who have special healthcare needs. Call 609-777-
7726.

NJ FAMILY HEALTH LINE
www.state.nj.us/health/fhs/primarycare/health_line.shtml
1-800-328-3838
This free hotline operates 24/7 and connects families to trained telephone counselors who provide information and referrals
on topics such as addiction during pregnancy, postpartum depression, and health screening and treatment.

NJ HELPS (ONE-STOP FOR 28 BENEFITS)
www.njhelps.gov/
The NJ Helps provide a “one-stop” shopping resource for the wide range of programs, information and services provided by
the Department of Human Services and its partners, to assist individuals, families and communities throughout the state. The
site includes information on more than 28 state and federal programs that can help seekers find housing, employment, child
care, health insurance, prescriptions and other services.

NJ PARENT LINK – THE EARLY CHILDHOOD PARENTING AND PROFESSIONAL RESOURCE CENTER
http://njparentlink.nj.gov/
A website that provides links to community, state and federal resources for parents as well as information on health and
wellness, child development and family support services.

NJ SELF-HELP CLEARINGHOUSE
www.njgroups.org/
NJ Self-Help Clearinghouse provides information about member-run self-help support groups where people facing the same
stressful situation come together to help each other.

PARENTS ANONYMOUS – New Jersey
www.pa-of-nj.org/
Parents Anonymous, an evidence-based family support and child abuse prevention program, provides 50 support groups
across New Jersey for parents. It also houses the Family Help Line, 1-800-THE-KIDS, the 24-hour live telephone support
and assistance line in operation for 33 years. Each year, over 10,000 parents receive support from the Family Help Line.

PARENT-TO-PARENT
www.spanadvocacy.org/content/nj-statewide-parent-parent
Parent-to-Parent is a statewide network of parents supporting families of children with developmental delays, disabilities, and
special health needs. Parent-to-Parent offers emotional support and information from trained parents who have experienced
the feelings and emotions involved in raising children who have developmental delays, disabilities, or other special health
needs.

Supporting Strong Families and Communities in New Jersey 2014-2017 38

SCHOOL-BASED YOUTH SERVICES PROGRAM
www.nj.gov/dcf/families/school/
Located in 67 high schools, 19 middle schools and six elementary schools and serving over 41,000 students last year, the
School-Based Youth Services Programs (SBYSP) provides mental health and substance abuse counseling, employment
services, pregnancy prevention, academic support and recreation. Prevention programs such as Parent-Linking-Program;
(PLP) and Adolescent Pregnancy Prevention (APP); Family Friendly Centers (FFC); Family Empower Program (FEP);
Newark School-Based Health Centers and the Prevent Juvenile Delinquency program are under the SBYSP umbrella.

STATEWIDE PARENT ADVOCACY NETWORK (SPAN)
www.spanadvocacy.org/ 1-800-654-SPAN (7726)
SPAN offers families and professionals information, resources, support and advocacy assistance addressing: effective parent
involvement, child care, general and special education, dropout and bullying prevention, child welfare, health care, mental
health, youth leadership, transition to adult life, incarcerated youth, military family support, and violence prevention among
many other services.

SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION (SAMHSA)
National Registry of Evidence-Based Programs and Practices-Parenting Programs
http://www.nrepp.samhsa.gov/SearchResultsNew.aspx?s=b&q=parenting
This link connects to parenting programs and offers a general overview and links to more detailed information on each
program.

PERIOD OF PURPLE CRYING PROGRAM
http://preventchildabusenj.org/purple/
The program engages the community surrounding the hospital to promote the prevention message aimed at understanding
the peaks of crying for newborns, the frustrating properties of crying and safe ways to cope with a crying baby.