Need Categories

GUIDE TO NEED CATEGORIES – WHAT FITS BEST?

NOTE: The opposite or lack of some of these behaviors could be considered strengths instead of needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child..

• Aggression:  Is an overt, often harmful, social interaction with the intention of inflicting damage or other unpleasantness upon another individual.  It may occur either in retaliation or without provocation – it can by physical or verbal.
• Assault:  An unlawful physical attack upon another; an attempt or offer to do violence to another, with or without battery. Battery is a harmful or offensive touching of another.
• Attachment:  A strong feeling of affection or loyalty for someone or something.  For our children and youth, this will more likely be used when one is having difficulty making and maintaining emotional and physical connection. A child or youth with insecure attachment or an attachment disorder lacks the skills for building meaningful relationships.
• Criminal Activity:   An act committed in violation of law where the consequence of conviction by a court is punishment, especially where the punishment is a serious one such as imprisonment i.e. theft, dui, homicide, rape, arson, etc.  Can include “attempts” in such activities.
• Danger to Others:  Similar to aggression, assault and criminal activity. A person may be dangerous to self and others when he or she have recently threatened or attempted suicide or some serious bodily injury. He or she may have demonstrated danger of substantial and imminent harm to himself and/ or others through some recent act, attempt or threat of the same.
• Delinquencies:  Is participation in illegal behavior by minors that if committed as an adult would indicate incarceration, probation, etc. Examples of the illegal behavior performed by such delinquents includes: theft or stealing of property, breaking and entering, loitering, certain sexual offenses

• Developmental Delays/Disabilities:  In children these are delays in cognitive skills, language or speech, social and emotional skills functioning, fine and gross motor skills, etc. For adults we would look for Developmental disabilities which cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living"
• Discipline: The practice of training children to obey rules or a code of behavior, using punishment to correct disobedience: this would imply that discipline that is outside of the bounds of discipline and falls into the category of abuse would be used here.
• Domestic Violence:  Is a pattern of abusive behaviors in a romantic relationship or between family members. This may include abuse by a boyfriend, girlfriend, spouse or parent. The abusive behaviors can include physical, sexual, verbal and/or emotional abuse.
• Education:  This should be used when children and youth are behind in grade level, are exhibiting significant struggles with learning, truancy, behavioral issues within the educational setting and educational goals. This is also used to address needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. on the IL and Transition Plan for youth ages 14-17.
• Emotional Abuse:    Is any act including confinement, isolation, verbal assault, humiliation, intimidation, infantilization, or any other treatment which may diminish the sense of identity, dignity, and self-worth. May include chronic yelling or swearing, name calling or insults, mocking, threats and intimidation, ignoring or excluding, isolating, humiliating and blaming the victim.  Generally occurs between a parent or guardian and their child (re) but can occur between spouses and partners. This would also capture Psychological Abuse or harm.
• Employment:  The state of being employed through legal means.  As a need, it would mean lack of being employed, issues that interfere or impede employability, inconsistent employment, etc. Also used to address IL and Transition Planning needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child..
• Family Conflict:  Struggles or disagreements between parents, parent and child or other members of a family. Examples could include a child becoming an adolescent, an adolescent becoming an adult, etc.
• Family Extended:  An extended family is a family that extends beyond the nuclear family, consisting of aunts, uncles, and cousins all living nearby or in the same household. An example is a married couple that lives with either the husband or the wife's parents. The family changes from immediate household to extended household.
• Family Functioning:  How well does this family function as a family? Is respect of each other and their ideas and beliefs maintained?, are they considerate of each other?, is the home an emotionally safe environment?, is privacy of space, body and thoughts maintained?, is their accountability in the home (with the parents and the children/youth)?, how does the family express emotions?, how do they deal with conflict?, etc.
• Financial Resources:  Does the family have the financial means to provide adequately for the basic needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. of food, clothing, and shelter?  Do they have friends or family that helps out financially?  Do they have access to public assistance?  This need is also utilized when developing IL and Transition plans for our 14 -18 year olds.
• Fire Setting:  Are the behaviors “fireplay” or “firesetting”?  Fireplay is often used to convey a low level of intent to inflict harm and an absence of malice. Especially among children and adolescents, fireplay involves elements of curiosity and fascination. Fireplay damages are viewed as collateral and not maliciously inspired. Firesetting is decidedly different. Although the degree of malice may vary in firesetting behavior, the level of intent is higher than in fireplay. Juvenile firesetters are viewed as willful actors who consistently use fire as an instrument of purposeful action. Literature suggests that the use of fire by juveniles may indicate that fire can be both an instrument of power and serve as a weapon, as opposed to merely being a product of curiosity
• Grief/Loss:  Grief is a multifaceted response to loss, particularly to the loss of someone or something that has died, to which a bond or affection was formed. Although conventionally focused on the emotional response to loss, it also has physical, cognitive, behavioral, social, and philosophical dimensions.  There are different kinds of losses and they may be manifest in different ways.  Losses could include loss of a close friend, death of a friend, partner, classmate or colleague.  Serious illness in self or someone close to them, relationship breakup, death of a pet, changing jobs, loss of physical ability, loss of financial security, losing one’s parental rights, having the rights of a parent terminated, or any significant changes in one’s world and functioning.  Behavioral manifestations could include difficulty concentrating, feeling sad or depressed, being irritable or angry, feeling frustrated or misunderstood, experiencing anxiety, nervousness or fearfulness, escaping the reality of the loss through substance use or other harmful choices, being ambivalent , numb or lacking energy or motivation.
• Health Insurance:  Does the family have access to health insurance, either TennCare or private?  This is also a need to be used with our 17 – 18 years olds in transition planning.
• Home Maintenance:  A healthy home needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. to have sound structure, to be free of hazards, to provide adequate facilities for sleeping, personal hygiene, the preparation and storage of food, to be an environment for comfortable relaxation, for privacy and quiet, and to provide the facility for social exchange with friends, family and others.  The local environment is also important in determining such factors as fear of crime, access to local services and facilities and in promoting social interaction.  This category is used for our 17 and older youth as a part of their (IL) transition plan.
• Immigration:  This need would be used for children or youth who are undocumented. They were born in another country and were brought to the US illegally.  NOTE: may meet the standards for Special Immigrant Juvenile Status (SIJS). This category may also be used for our youth 14 and up as well as our youth and their (IL) transition plan.
• Independent Living Skills: For youth 14 and above to address skills as they relate to moving towards independence and adulthood.
• Job Functioning:  Do individuals have employment?, do they maintain steady employment?, do they stay at jobs long-term or change frequently?, do they keep getting fired from jobs? Category is used with our 17 and up in the (IL) transition plan.
• Marital Conflict: Reasons found in the marriage or relationship that create conflict i.e. Poor communication, lack of respect, different views on parenting, money management, priorities, interference from other family members or friends, resolution of differences, etc.
• Mental Health: Mental health describes ones social, emotional, and psychological health and well-being.  DSM diagnoses – treated or untreated?, out of control or managed?, how do they address the stressors in their lives? Category is used for our (IL) transition plans.
• Neglect:  Child neglect is defined as a type of maltreatment related to the failure to provide needed, age-appropriate care. Unlike physical and sexual abuse, neglect is usually typified by an ongoing pattern of inadequate care and is readily observed by individuals in close contact with the child. Once children are in school, personnel often notice indicators of child neglect such as poor hygiene, poor weight gain, inadequate medical care, or frequent absences from school. Professionals have defined four types of neglect: physical, emotional, educational, nutritional and medical.
• Other Behaviors:  To be used for all behaviors that do not meet the criteria for any of the other identified need categories.
• Other Self-Harm:  This item would be used to describe behavior not covered by either Suicide Risk or Self-Mutilation that places a child/youth at risk of physical injury.  This includes reckless and risk-taking behavior that may endanger them.  The child/youth may frequently exhibit significantly poor judgment that has the potential to place them in danger.
• Parenting:  Good parenting skills help children become healthy, productive and successful adults. The health of a growing child includes both physical and emotional health. One of the most common reasons for lack of parenting skills is low socioeconomic status. Parents living at or below the poverty line often have less access to parenting resources. A lack of parenting skills can be manifested in different ways for different people. Physical abuse shows a lack of coping skills on the parent’s part. Exposing children to violent, illegal or sexual behavior shows lack of insight into appropriate parenting. Excessive criticism or demeaning children are signs of having poor parenting skills. Parents with drug or alcohol addictions can benefit from treatment for these issues. Support groups and parenting classes can help parents improve parenting skills. If financially possible, therapy can help parents work through the issues that cause lack of parenting skills.  A category used for our older teens, if applicable, in their (IL) transition plans.
• Physical Abuse:  Any non-accidental physical injury or trauma inflicted by a parent, caretaker, relative or any other person responsible for the care, supervision or treatment of the child/youth. Could include a parent or caretaker’s failure to protect a child from another person who perpetrated physical abuse on a child/youth, injuries, marks and/or bruising that go beyond temporary redness or are in excess of age appropriate corporal punishment, violent behavior by the parent or caretaker that demonstrates a disregard for the presence of a child and could reasonably result in serious injury.  Striking a child in such a way that would result in internal injury.  Munchausen by Proxy Syndrome could be considered physical abuse or psychological abuse.  
• Physical Condition of the Home:  Are there conditions in the home that pose a physical risk to children? Is there running water or access to running water for cooking and bathing? Is there electricity or access to electricity to provide heat, air, and maintain food storage? Are there bugs or other hazards in the home that place children at risk? Is the residence solidly built with adequate functioning windows, proper exits, flooring, etc.?  Refer to Home Maintenance
• Physical Health:  Are the parents, children and/or youth physically healthy as evidences by lack of ongoing illness, physical disabilities that impact functioning?  Are there physical issues that require ongoing medical care, either in-home or out of home? Are medications a daily requirement to treat some aspect of health? Does physical health impact daily functioning?  Included in 17 and older youths (IL) transition plans.
• Preparation for Adult Living:  This is used for our 17 and older youth as they prepare to transition into adulthood.  Do they have the skills related to self-care, finding and maintaining employment, finding and maintaining a residence, have access to a vehicle or public transportation?  Do they have health insurance or know how to obtain it?  Do they have supports outside of family or DCS to rely on if needed?  Do they have the skills and tools needed to live as an independent adult?
• Relationship:  How are the domestic relationships functioning? Sibling relationships? Peer Relationships? Social Relationships? Are they positive and supportive or negative and destructive?  This is also used to address needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. on the IL and Transition Plan for youth ages 14-17.
• Residential Stability:  Does, can or has a parent/guardian been able to find a residence and reside there for a significant period of time?  Does the family continue to lose their housing due to lack of payment or disruptive or illegal behavior?  Do they reside with family, couch surf with friends, etc.?  This is also used to address needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. on the IL and Transition Plan for youth ages 14-17.
• Resources:  Do families have access to resources, such as money, food, clothing, and shelter. Do they have nurturing and supportive relationships with other family members? Do they have family members that can assist them physically, emotionally, educationally, and socially?  Are there community resources to assist in housing, clothing, shelter and other basic needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child.?  Does the family have the knowledge and ability to access these resources?  This is also used with our 17 and older in relation to (IL) transition planning.
• Runaway:   A runaway is a minor or a person under an arbitrary age, who has left their parent or legal guardian without permission, or has been dismissed by their parent and is considered by the local authorities to lack the capacity to live under his or her own accord. Runaways have an elevated risk of destructive behavior. Running away can increase the risk of delinquency for adolescents, and expose them to the risk of victimization.
• Safety:  Are situations, behaviors, emotions, motives, perceptions, or capacities present which can produce child maltreatment?  Vulnerability is the degree to which a child or youth cannot, on their own; avoid, negate, minimize or modify the impact of present or impending danger.  Protective capacities are family strengths or resources that reduce, control or prevent threats of maltreatment.
• Self-Mutilation:  Self-mutilation is a general term for a variety of forms of intentional self-harm without the wish to die. Cutting one's skin with razors or knives is the most common pattern of self-mutilation. Others include biting, hitting, or bruising oneself; picking or pulling at skin or hair; burning oneself with lighted cigarettes, or amputating parts of the body.
• Sexual Abuse: Sexual abuse is a general term for any type of sexual activity inflicted on a child by someone with whom the child is acquainted. Could also include explicit sexual acts; vaginal, oral, anal or digital penetration with or without the use of an object; touching, fondling, molestation or intentional contact with genitals, buttocks or breasts of child or perpetrator.  This also includes when an adolescent or adult instruct children to engage in such behaviors with each other. Indecent exposure and voyeurism; and intentionally exposing a child to sexually explicit material. Situations in which the motivation may or may not be sexual but there is a clear sexual component such as: taking pictures or videos of children engaging in sexual activities or sexually explicit poses; making children available to others for sexual purposes; use of child prostitution; and a caretaker having knowledge or reasonable suspicion of child sexual abuse and does not protect or intervene.
• Sexual Aggression: Sexual aggression is domestic and sexual violence as well as other behaviors which could cause someone to feel harassed, intimidated, or afraid. This includes but may not be limited to sexual assault, domestic violence, intimate partner violence, stalking, and harassment. 
• Sexual Offender:  A generic term for all persons convicted of crimes involving sex, including rape, molestation, sexual harassment, trafficking and pornography production or distribution.
• Sexual Reactive: These children relate to others in sexual ways because these are behaviors with which they are familiar. They have either watched or participated in sexual acts. They may also be victims of sexual abuse.  Other behaviors may include: acting out with children younger than themselves; having a knowledge of sexual things way beyond their age; simulates sexual activity with dolls, toys, other children and even adults; has no sense of boundaries, modesty, or privacy where their personal space is concerned; uses coercion, bribery, or force in what would appear to be otherwise normal sex play with same-age friends; uses objects, violence or weapons during a sex act; excessive masturbation and exposure; etc.
• Social Functioning:  The ability of a person to interact easily and successfully with other people.  This is also used to address needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. on the IL and Transition Plan for youth ages 14-17.
• Substance Use/Abuse:  Is a patterned use of a drug or other substance in which the user consumes the substance in amounts or with methods which are harmful to themselves or others, and is a form of substance-related disorder. The excessive use of a drug (such as alcohol, narcotics, or cocaine). The use of a drug without medical justification or prescription.  The use of these substances impacts functioning in at least one area of their life i.e. family, employment, health, relationships, parenting, etc.
• Suicide Risk: Risks that increase a person’s intent to commit suicide.  May include: family history of suicide; family history of child maltreatment; previous suicide attempt(s); history of mental disorders, particularly clinical depression; history of substance and alcohol abuse; feelings of hopelessness; belief that suicide is a noble resolution of a personal dilemma; isolation or feeling cut off from other people; loss (relational, social, work or financial); physical illness; easy access to lethal methods; barriers to accessing mental health treatment or an unwillingness to seek help because of a perceived stigma attached to mental health, substance abuse disorders or to suicidal thoughts.
• Support System:  A group of family, friends, colleagues, or professionals available to help a person when required.  Category to be used also with our 17 and older youths (IL) transition plans.
• Transportation:  An act, process, or instance of transporting or being transported.  Do families have the means, ability or funding to provider personal transportation or utilize public transportation? This is also used to address needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. on the IL and Transition Plan for youth ages 14-17.
• Trauma:  Is the direct or personal experience (by either an adult/parent or child/youth) of an event that involves actual or threatened death or serious injury, or other threat to a person’s physical integrity; or witnessing an event that involves death, injury, or a threat to the physical integrity of another person.  The persons’ response to the event must involve intense fear, helplessness or horror. May include: military combat, sexual or physical assault, torture, childhood sexual abuse, minor sex trafficking, disasters, robbery, being kidnapped or taken hostage, war, natural disasters, motor vehicle accidents, etc.
• Vocational:  The work that a person does or should be doing.  Generally requires certain skills and education. This may also be used to address needs Needs (formerly referred to as Concerns) are behaviors and risks displayed by the child or family. This should include the reasons for DCS involvement with the family/child. on the IL and Transition Plan for youth ages 14-17.

[CP02]