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Workforce & Training - Results (37 Publications)

Title: The Perspective of the Consumer: Foster Children Tell Us What They Need (Chapter 4 in Foster Care Therapist Handbook: Relational Approaches to the Children and Their Families).
Author(s): Whiting, Jason B.;Seita, John.
Published: 2008
Available from: Child Welfare League of America (CWLA)
http://www.cwla.org/
2345 Crystal Drive, Suite 250
Arlington, VA 22202
Abstract: This chapter discusses how the thinking processes of foster children shape their reality and then reviews how the experiences of foster care are often confusing, traumatic, and emotionally provocative. Finally, the perspectives of foster children are shared, along with tips for professionals for talking with foster children. 37 references.

Title: Foster Care Therapist Handbook: Relational Approaches to the Children and Their Families.
Author(s): Lee, Robert E.;Whiting, Jason B.
Published: 2008
Available from: Child Welfare League of America (CWLA)
http://www.cwla.org/
2345 Crystal Drive, Suite 250
Arlington, VA 22202
Abstract: Intended for agency therapists and caseworkers, this handbook offers strategies and guidelines for providing family therapy to children in foster care and their biological and foster families. Part 1 considers the culture and environment of foster care. Chapter 1 discusses characteristics of foster children, children with special needs, and relational approaches to the whole family and the larger system. The importance of considering the larger setting in which foster children and their families are situated is addressed in Chapter 2, including discerning whose cooperation needs to be recruited and the sequencing of interventions and their goals. Following chapters consider diversity and child welfare, the needs of foster children from the child's perspective, and understanding ambiguous loss. Part 2 focuses on specific applications of relational therapy to clinical situations. Each chapter describes an approach and gives clinical illustrations of how to do it. Chapters address: young children in foster care, parent-child therapy for traumatized young children in foster care, developmentally appropriate family therapy, using an integrative approach involving the biological and foster family systems, using an integrative approach for kinship placements, creative ways to strengthen family bonds, intervening with foster parents of infants, supporting the work of foster parents, and redressing experiences of injustice in child abuse and neglect. The final part discusses providing family therapy in specialized situations, including dealing with sexualized acting out in the foster environment, combating a family culture of violence, and working with substance-abusing families. Numerous references.

Title: The Perspectives of the Social Workers, Children and Parents on Kinship Care (Chapter 9 in Kinship Care: Fostering Effective Family and Friends Placements).
Author(s): Farmer, Elaine.;Moyers, Sue.
Published: 2008
Available from: Jessica Kingsley Publishers
http://www.jkp.com
400 Market St.
Suite 400
Philadelphia, PA 19106
Abstract: Based on data from interviews with social workers responsible for 16 children in kinship care in the United Kingdom, the children, and six parents, this chapter examines explores experiences with kinship placements. Findings indicate social workers had strong views on both the advantages and disadvantages of kinship care, some children did not understand why they were living with kin but felt close to their kin carers, and all of the parents felt their children were well cared for.

Title: Building Identity: A Training Programme.
Author(s): Cairns, Kate.;Fursland, Eileen.
Published: 2008
Available from: British Association for Adoption & Fostering (BAAF)
http://www.baaf.org.uk/
Skyline House, 200 Union Street
London SE1 0LX
Abstract: This training book and accompanying CD-ROM are designed to enable carers and social workers help children in care overcome disruptive early experiences and boost their identity and self-esteem. It is designed to work with groups of between 8 and 20 participants and is made up of four courses covering various aspects of identity and contact. The training material contains PowerPoint presentations for each of the four courses. The courses address: identity and child development, including sessions on identity, diversity, and infant attachment, and enabling traumatized children to form a strong sense of identity and to celebrate diversity; life story work, including sessions on child development and the creation of narrative and enabling traumatized children to form a strong and positive personal narrative; family ties and working with issues in the care of siblings, including sessions on the complexity of sibling relationships and assessment and planning; and issues of identity and stability, including sessions on understanding the complexity of contact and making child-centered contact plans. The book contains instructions for conducting the training, reproductions of the PowerPoint slide presentations for each of the four courses, supplementary materials to help the trainer, suggested training exercises, and suggested group discussion questions. The CD-ROM contains the PowerPoint presentations and a set of handouts. 15 references.

Title: Project: Developing Professional Careers in Child Welfare. Final Report. January 28, 2008.
Author(s): Wehrmann, Kathryn Conley.
Published: 2008
Available from: Children's Bureau
http://www.acf.hhs.gov/programs/cb/
Administration on Children, Youth and Families
1250 Maryland Avenue, SW, Eighth Floor
Washington, DC 20024
Abstract: This final report highlights the activities and accomplishments of a federally funded program designed to contribute to a stronger, more professional child welfare workforce in Illinois. Project: Developing Professional Careers in Child Welfare prepared graduate students in the Illinois State University's School of Social Work for professional careers through partnerships with the Illinois Department of Children and Family Services as well as purchase-of-service child welfare agencies. By the conclusion of the project 22 trainees had been placed in child welfare placements and at least 20 are employed in child welfare agencies in Illinois. Project staff worked with the Illinois Department of Children and Family Services to incorporate recommended strategies for assisting potential recruits for the project in assessing their suitability for the child welfare field, and to incorporate child welfare competencies into the MSW curriculum when appropriate and through special seminars designed for program recruits. In addition, coursework was strengthened by having contemporary topics in child welfare practice be presented by representatives from the practice community. Finally, instruction on the cognitive apprenticeship teaching model was provided to both field instructors and traineeship recipients to help both students and field instructors move away from the expectation that students come into their field placements able to directly apply what they have heard in class. 2 references.

Title: Supervisors as Safety Decision Makers [Website].
Published: 2008
Available from: Action for Child Protection
http://www.actionchildprotection.org/
2101 Sardis Road North, Suite 204
Charlotte, NC 28227
Document available online at: http://www.actionchildprotection.org/featured_initiatives/supervisors.php
Abstract: This website highlights the Supervisors as Safety Decision Makers project, a project funded by four States to develop a rigorous competency building program that focuses exclusively on safety intervention concepts essential to effective safety intervention and safety decision making. The program is currently being designed by ACTION for Child Protection and is anticipated to be completed by the fall of 2008. The program will combine 24 hours of on-site classroom learning with 90 hours of off-site individualized assignments over a four month period. Information is provided on the concept of the program, program design, objectives of the program, conceptualization of the program as a boot camp training program for supervisors, components of the program, and the importance of supervisor competency in safety decision making.

Title: Visiting Children in Foster Care: Messages from the Practice Field.
Published: 2008
Journal Name: CASCW Practice Notes
21, Summer 2008, p. 1-8
Available from: Center for Advanced Studies in Child Welfare
http://ssw.che.umn.edu/cascw/
School of Social Work
205 Peters Hall
1404 Gortner Avenue

St. Paul, MN 55108
Printable version (PDF): http://cehd.umn.edu/SSW/cascw/attributes/PDF/practicenotes/PracticeNote-21.pdf
Abstract: This issue brief for social workers in Minnesota explores the link between positive outcomes for children in foster care and visits from a social worker, and offers recommendations for the field. Information is provided on the legislative requirements of a foster care visit, answers to questions about arranging foster care visits, and tasks that should be accomplished in the first visit. Practice prompts that can be used by social workers to introduced themselves to children of different ages are given, as well as practice guidelines for developing a relationship with a child in foster care, engaging the child, preparing the child for transition, visiting adolescents with a history of disruptive placements, and preparing older youth for independent living. Guidelines for documentation are also listed. 3 references.

Title: Introducing a New Tool to Enhance Monthly Agency Visits [Monthly Foster Care Contact Record].
Published: 2008
Journal Name: Fostering Perspectives: Views on Foster Care in North Carolina
v. 12, 2, June 2008, 4 html p.
Available from: Fostering Perspectives
http://www.fosteringperspectives.org/
c/o John McMahon
Jordan Institute for Families
1459 Sand Hill Rd.
No. 6
Candler, NC 28715
Document available online at: http://www.fosteringperspectives.org/fpv12n2/visits.htm
Abstract: The importance of social worker visits to foster homes is explained and a tool is described that can be used by North Carolina social workers to enhance foster care home visits. The Monthly Foster Care Contact Record is a 4-page, 7-item tool designed to be a guide for monthly visits. It prompts county Department of Social Services agency staff to address key areas when they visit children in care and their foster parents. The tool was successfully field tested for four months by 25 child-placing agencies working with 884 foster children. Strategies for using the tool are discussed.

Title: Fostering the Child Witness of Domestic Violence.
Author(s): Williams, Crystalle.
Published: 2008
Journal Name: Fostering Perspectives: Views on Foster Care in North Carolina
v. 12, 2, June 2008, 8 html p.
Available from: Fostering Perspectives
http://www.fosteringperspectives.org/
c/o John McMahon
Jordan Institute for Families
1459 Sand Hill Rd.
No. 6
Candler, NC 28715
Document available online at: http://www.fosteringperspectives.org/fpv12n2/williams.htm
Abstract: Designed for foster parents, this brief discusses the experiences of children who have witnessed domestic violence, how the violence can impact them, and strategies foster parents can use to help such children. The different roles children adopt when coping with domestic violence are explained, as well as factors that booster the resiliency in children. Foster parents are cautioned about what they should not say when talking to a victim or witness of abuse, and information is provided on identifying a child witness of domestic violence and modeling non-violent relationships.

Title: The Use of TeleCAM as a Remote Web-Based Application for Child Maltreatment Assessment, Peer Review, and Case Documentation.
Author(s): Thraen, Iona Maria.;Frasier, Lori.;Cochella, Chris.;Yaffe, Joanne.;Goede, Patricia.
Published: 2008
Journal Name: Child Maltreatment
v. 13, 4, November 2008, p. 368-376
Available from: Sage Publications
http://www.sagepub.com
2455 Teller Road
Thousand Oaks, CA 91320
Abstract: Approximately 1 million children are physically or sexually abused each year in the United States. Accurate diagnosis of these children and subsequent extensive legal intervention requires a thorough clinical assessment as well as legal documentation. A Web-based application developed for the remote sharing of child maltreatment assessment among multiple child protection providers is presented. Usability data was collected from medical personnel at three remote Utah Children's Advocacy Centers (CACs) and one urban tertiary children's hospital. Qualitative findings are summarized and satisfaction differences are reported between remote sites and their referral tertiary center. (Author abstract)

Title: Building Capacity in Child Welfare Systems: Domestic Violence Specialized Positions.
Author(s): Rosewater, Ann.
Published: 2008
Available from: Greenbook Initiative
http://thegreenbook.ncjfcj.org/
National Council of Juvenile and Family Court Judges
Family Violence Department
P.O. Box 8970
Reno, NV 89507
Printable version (PDF): http://www.thegreenbook.info/documents/BuildingCaps.pdf
Abstract: The co-occurrence of child abuse and neglect and domestic violence is discussed and the emergence of the domestic violence specialized positions model is described. Domestic violence specialist jobs are intended to serve as a bridge and a translator across philosophies and procedures, laws and loyalties, individuals and organizations, government responsibilities, and community concerns regarding child welfare and domestic violence. Three primary functions are identified within the model: client support and advocacy, systems change, and batterer's compliance. Each of these functions is explained and the experience of Massachusetts in incorporating expertise about domestic violence into its child welfare agency is shared. The role, responsibilities, and competencies of domestic violence specialists in each of the three functions are listed and information is provided on funding the positions, expectations for the position, confidentiality, and unintended consequences. Appendices include job descriptions.

Title: For Our Own Safety: Examining the Safety of High-Risk Interventions for Children and Young People.
Author(s): Nunno, Michael A.;Day, David M.;Bullard, Lloyd B.
Published: 2008
Available from: Child Welfare League of America (CWLA)
http://www.cwla.org/
2345 Crystal Drive, Suite 250
Arlington, VA 22202
Abstract: Intended for use by professionals who want to address the impact of aggression and violence in residential care, this book examines the legal, ethical, and historical uses of physical restraints and seclusion. It is derived from papers and presentations of an international symposium entitled "Examining the Safety of High-Risk Interventions for Children and Young People," that took place at Cornell University in New York on June 1-4, 2005. Following an introduction, Part 1 discusses the perspectives of young people and staff in residential establishments in Scotland on the positive as well as negative aspects of physical restraints. Part 2 focuses on theoretical and historical issues related to physical restraints and the seclusion of children and youth. Part 3 analyzes the literature on physically restraining patients and discusses whether physical restraints meet the criteria of acceptable risk. Various aspects of risk in relation to prone restraint are also addressed. Chapters in Part 4 center on reducing restraints through organizational change and include the experiences of residential facilities that have changed their programs. Topics addressed include: adopting a public health model to reduce violence and restraints in children's residential care facilities, the role of leadership in organizational and cultural change to reduce seclusions and restraints, organizational interventions to reduce physical interventions, and techniques that were used to reduce the use of restraints and seclusion. Part 5 discusses legal issues relating to the use of restraints and the reach of liability for physical restraints. A concluding chapter reviews key child, staff, organizational, and societal and cultural factors that complicate the issues of physical restraints and seclusion. Numerous references.

Title: Calculating Child Welfare Separation, Replacement, and Training Costs.
Author(s): Dorch, Edwina.;McCarthy, Mary L.;Denofrio, Daniel.
Published: 2008
Journal Name: Social work in public health
v. 23, 6, 2008, p. 39-54
Available from: Taylor & Francis Group, LLC
http://www.taylorandfrancis.com
325 Chestnut Street
Suite 800
Philadelphia, PA 19106
Abstract: Across the country, incoming child welfare caseworkers have an average tenure of 2 years, and states are being evaluated on the quality of caseworker training programs and their ability to provide child welfare services that meet federally mandated outcomes. Policy makers do not know the cost of workforce turnover and replacement or the cost of training child welfare workers. The objectives of the study were to (1) obtain the separation, replacement, and training (SRT) costs for four counties in a major Northeastern state; (2) compare the SRT costs for the three different child welfare pre-service training models; (3) incorporate hidden intercounty transfer and tuition reimbursement cost; and (4) extrapolate the four-county average SRT costs to statewide average SRT costs. Results revealed that one pre-service training model was more than the state tuition for a 4-year bachelor's degree. Further, additional costs were incurred if new caseworkers transferred to another county and/or used Title IV-B tuition reimbursement funds in the first few years of employment. (Author abstract)

Title: The Child Welfare Profession's Perception of Residential Care for Children.
Author(s): Owens, Larry W.
Published: 2008
Journal Name: Residential treatment for children and youth : the official journal of the American Association of Children's Residential Centers.
v. 25, 1, 2008, p. 17-37
Available from: Taylor & Francis Group, LLC
http://www.taylorandfrancis.com
325 Chestnut Street
Suite 800
Philadelphia, PA 19106
Abstract: This research study explored the Child Welfare League of America's (CWLA) perception of residential care for children, as a reflection of the child welfare profession as a whole. A content analysis of CWLA's national conference programs and the journal Child Welfare from 1997 to 2006 found that the profession emphasizes family foster care and community-based services and devotes minimal attention to residential care. The child welfare profession is encouraged to dialogue and more critically examine the role of residential care within the cluster of services for children. (Author abstract)

Title: Practice with Children and Their Families: A Specialty of Clinical Social Work.
Author(s): Cunningham, Joyce M.;Booth, Robert A. Jr.
Published: 2008
Journal Name: Child and Adolescent Social Work Journal
v. 25, 5, October 2008, p. 347-365
Available from: Springer
http://www.springer.com/
233 Spring Street
New York, NY 10013
Abstract: This paper focuses on clinical social work practice with children and their families at the expert level, in which the practitioner's proficiency may be measured in terms of competence. The specialist is expected to have attained high levels of expertise in children's developmental stages, in types of problems and disorders, in knowledge of settings, and in intervention approaches and techniques. The paper describes specific knowledge and skills, or competencies, by which the specialist applies theory, principles, and methods to meet the bio-psychosocial needs of children and their families. (Author abstract)

Title: The Case for Relational Therapy with Young Children in Foster Care (Chapter 6 in Foster Care Therapist Handbook: Relational Approaches to the Children and Their Families).
Author(s): Lee, Robert E.;Stacks, Ann M.
Published: 2008
Available from: Child Welfare League of America (CWLA)
http://www.cwla.org/
2345 Crystal Drive, Suite 250
Arlington, VA 22202
Abstract: This chapter discusses the need for foster care therapeutic interventions to focus on the parent-child relationship itself, and provide parents insight into the connection between their own relationship histories and their relationship with their children. The benefits of providing family therapy during supervised visitation are explained and an illustration is given in which court-ordered family visitation provided an opportunity for relational assessment and interventions. 35 references.

Title: Learning from the Research (Chapter 6 in For Our Own Safety: Examining the Safety of High-Risk Interventions for Children and Young People).
Author(s): Holden, Martha.;Curry, Dale.
Published: 2008
Available from: Child Welfare League of America (CWLA)
http://www.cwla.org/
2345 Crystal Drive, Suite 250
Arlington, VA 22202
Abstract: This chapter outlines how the Residential Child Care Project (RCCP) team took lessons learned from a study that found little agreement among the Therapeutic Crisis Intervention (TCI) trainers on what errors were severe, moderate, or unacceptable when scoring individual performance on conducting physical restraint techniques, and applied these findings and other relevant research to the redevelopment of the TCI training curriculum. Guidelines are shared that were established for TCI trainers to follow to improve their participants' skill mastery, retention, and effective transfer of learning. 2 tables and 36 references.

Title: Reducing the Use of Seclusion and Restraint in a Day School Program (Chapter 11 in For Our Own Safety: Examining the Safety of High-Risk Interventions for Children and Young People).
Author(s): Ryan, Joseph B.;Peterson, Reece L.;Tetreault, George.;Hagen, Emily van der.
Published: 2008
Available from: Child Welfare League of America (CWLA)
http://www.cwla.org/
2345 Crystal Drive, Suite 250
Arlington, VA 22202
Abstract: This chapter explores the use of physical restraints and seclusion in special education settings, particularly in classrooms that serve students with emotional or behavioral disorders (EBD). It reviews the history and types of restraints and time-outs used in education, and shares findings from a study on the effectiveness of providing staff training in de-escalation procedures in a special day school for students with EBD. Results indicate the training was effective in reducing both seclusion and restraint procedures. 2 tables, 17 references.

Title: Post-Secondary Education and Training Support Utilization by Students from Foster Care: Findings from Scholarship Recipient Interviews.
Author(s): Sim, Kelly E.;Emerson, John.;O'Brien, Kirk.;Pecora, Peter J.;Silva, Letitia.
Published: 2008
Journal Name: Journal of Public Child Welfare
v. 2, 1, 2008, p. 109-129
Available from: Taylor & Francis Group, LLC
http://www.taylorandfrancis.com
325 Chestnut Street
Suite 800
Philadelphia, PA 19106
Abstract: The United States federal government estimated that 513,000 children were in foster care as of September 30, 2005. Neglected or abused children are at higher risk for school failure at the secondary and post-secondary levels. Because educational achievement is a powerful determinant of future life success, the educational needs of current and former foster care youth is of particular concern. In the present study, 115 former foster care youth enrolled currently or formerly in Casey Family Programs' (Casey) Continuing Education and Job Training (CEJT) scholarship program were surveyed to explore the kinds of supports and services they utilized as part of their continuing education. It was found that program completers reported utilizing academic and financial assistance the least, while non-completers reported using academic help the most. Additionally, findings suggest that informal supports such as foster or birth family and friends were utilized most for academic and emotional assistance. Meanwhile, formal supports such as the school/institution, foster care agency resources, and community resources were utilized most for financial and medical/dental assistance. Policy and practice recommendations for post-secondary support professionals are discussed. (Author abstract)

Title: Grant Projects Focus on Workforce and Recuitment and Retention.
Published: 2008
Available from: Child Welfare Information Gateway
http://www.childwelfare.gov
Children's Bureau/ACYF
1250 Maryland Avenue, SW
Eighth Floor
Washington, DC 20024
Abstract: This resource paper discusses the eight projects funded by 5-year Children's Bureau grants, beginning in 2003, for "Developing Models of Effective Child Welfare Staff Recruitment and Retention Training." The paper looks at some of the cluster's early findings, as well as anecdotal evidence for the projects' effectiveness. Early findings are discussed in the areas of the hiring process, improvements in the workplace culture, training, technology optimization, and customized solutions. (Author abstract)

Title: Clinical Training of MFTs for Adoption, Foster Care, and Child Development Settings: A Comparative Survey of CACREP, COAMFTE, and CSWE Accredited Programs.
Author(s): Weir, Kyle N.;Fife, Stephen T.;Whiting, Jason B.;Blazewick, Alicia.
Published: 2008
Journal Name: Journal of family psychotherapy : the official journal of the International Family Therapy Association.
v. 19, 1, 2008, p. 277-290
Available from: Taylor & Francis Group, LLC
http://www.taylorandfrancis.com
325 Chestnut Street
Suite 800
Philadelphia, PA 19106
Abstract: Marriage and family therapists (MFTs) are well prepared to work with clinical issues related to adoption, foster care, and child welfare. Yet, it is unclear how many MFTs see these as viable career opportunities, and it is also unclear if typical clinical training includes content in these areas. Surveys were sent to Commission for Accreditation for Marriage and Family Therapy Education (COAMFTE), Council for Accreditation of Counseling and Related Educational Programs (CACREP), and Council of Social Work Education (CSWE) clinical training programs to assess levels of training in three content areas: adoption, foster care, and child development. Results indicated that many graduates from COAMFTE accredited programs enter adoption and foster care work settings. Although COAMFTE graduates are well trained in child development, most MFTs, social workers, and counselors lack specific training in adoption and foster care. This study has curricular, funding, and mental health parity implications. (Author abstract)

Title: Evidence-Based Practice or Practice-Based Evidence: What Is Happening With MEPA and Current Adoption Practices?
Author(s): Mapp, Susan C.;Boutté-Queen, Needha.;Erich, Stephen Arch.;Taylor, Patricia.
Published: 2008
Journal Name: Families in Society
v. 89, 3, July-September 2008, p. 375-384
Available from: Families in Society
http://www.familiesinsociety.org
11700 West Lake Park Drive
Milwaukee, WI 53224-3099
Abstract: The Multiethnic Placement Act (MEPA) and Interethnic Placement Act (IEPA) were passed in an attempt to eliminate race as a barrier to adoption. The purposes of the current research were to discover what child welfare social workers know about MEPA and IEPA, their views about the usefulness of the acts in addressing race issues in adoption, and how these two acts have affected their child placement practices. A randomized nationwide survey of social workers in child welfare had 261 respondents. Respondents seemed knowledgeable about the acts, but they remained uncertain about their intended purpose and lacked knowledge about research on transracial adoption (TRA). The majority of respondents indicated race is a continuing factor in adoptive placements. (Author abstract)

Title: Indian Child Welfare Act (ICWA) Online Training Course Website.
Published: 2008
Available from: National Indian Child Welfare Association (NICWA)
http://www.nicwa.org/
5100 S.W. Macadam Avenue, Suite 300
Portland, OR 97239
Document available online at: http://www.nicwa.org/icwa_course/
Abstract: This course presents the provisions of the Indian Child Welfare Act of 1978 (ICWA) in the order a child welfare worker might encounter them in an ICWA case. The course provides an explanation of the law in non-legal language and outlines the recommended performance steps associated with effective social work practice. Information is provided both to support practice and to ensure appropriate case records.

Audience: The audience for this program is anyone involved in the out-of-home placement of American Indian children throughout the United States, including: Social workers from tribal social service agencies, including staff social workers, executive directors, and members of boards of directors; State and county social workers, including staff social workers, supervisors, and training personnel; Social work professors and students.

Course Objectives: After completing this course, learners should be able to: Explain the circumstances that have shaped American Indian child welfare policies; Explain the purpose of ICWA; Explain ICWA and the Adoption and Safe Families Act (ASFA) principles of good social work; Use the ICWA performance path to handle a simulated case situation. (Author abstract modified)

Title: Geographic Location and Social Work Supervision in Child Welfare.
Author(s): Schmidt, Glen.
Published: 2008
Journal Name: Journal of Public Child Welfare
v. 2, 1, 2008, p. 91-108
Available from: Taylor & Francis Group, LLC
http://www.taylorandfrancis.com
325 Chestnut Street
Suite 800
Philadelphia, PA 19106
Abstract: Although the idea of person in the environment is a dominant paradigm in social work, the concept of environment does not emphasize the idea of geographic location. This qualitative research explores social work supervision of child welfare workers from the perspective of geographic place. Ten supervisors from urban communities and 12 supervisors from northern remote communities were interviewed to assess the challenges, strengths, weaknesses, threats, and opportunities they associated with their work. The northern supervisors commented on a number of factors that they perceived to be different from supervision in an urban setting. (Author abstract)

Title: Informing Child Welfare Policy and Practice: Using Knowledge Discovery and Data Mining Technology via a Dynamic Web Site.
Author(s): Duncan, Dean F.;Kum, Hye-Chung.;Weigensberg, Elizabeth Caplick.;Flair, Kimberly A.;Stewart, C. Joy.
Published: 2008
Journal Name: Child Maltreatment
v. 13, 4, November 2008, p. 383-391
Available from: Sage Publications
http://www.sagepub.com
2455 Teller Road
Thousand Oaks, CA 91320
Abstract: Proper management and implementation of an effective child welfare agency requires the constant use of information about the experiences and outcomes of children involved in the system, emphasizing the need for comprehensive, timely, and accurate data. In the past 20 years, there have been many advances in technology that can maximize the potential of administrative data to promote better evaluation and management in the field of child welfare. Specifically, this article discusses the use of knowledge discovery and data mining (KDD), which makes it possible to create longitudinal data files from administrative data sources, extract valuable knowledge, and make the information available via a user-friendly public Web site. This article demonstrates a successful project in North Carolina where knowledge discovery and data mining technology was used to develop a comprehensive set of child welfare outcomes available through a public Web site to facilitate information sharing of child welfare data to improve policy and practice. (Author abstract)

Title: Line Worker, Supervisor, and Manager Perceptions of Supervisory Practices and Tasks in Child Welfare.
Author(s): Clark, Sherrill.;Gilman, Elizabeth.;Jacquet, Susan.;Johnson, Barrett.;Mathias, Chris.;Paris, Rebecca.;Zeitler, Leslie.
Published: 2008
Journal Name: Journal of Public Child Welfare
v. 2, 1, 2008, p. 3-32
Available from: Taylor & Francis Group, LLC
http://www.taylorandfrancis.com
325 Chestnut Street
Suite 800
Philadelphia, PA 19106
Abstract: This article reports on the results of the Survey of Supervisory Practices and Roles, which was administered to a representative sample of line workers, supervisors, and managers (n = 1000) in 14 counties in one state to examine the essential roles, practices, and tasks for excellent supervisory practice in child welfare. Significant differences were noted between line workers, supervisors, and managers as to what practices and tasks are essential for excellent supervisory practice. The study suggests a broader definition of supervision than the traditional role of monitoring and accountability. (Author abstract)

Title: An Overview of Immigration Issues and Child Welfare from a Social Worker's Perspective.
Published: 2007
Available from: Family to Family California
http://www.f2f.ca.gov/ , CA
Printable version (PDF): http://www.f2f.ca.gov/res/pdf/BeyondTheBench.pdf
Abstract: This brief summarizes information on the different strategies California social services agencies are using to provide services to immigrant children and their families. It lists the types of services provided by the Special Immigrant Status (SIS) Unit of the Los Angeles Department of Children and Family Services (DCFS) and describes key strategies the unit has used to be successful. Information is also provided on the special role of the Immigration Liaison in the Department of Children and Family Services in Fresno County. The liaison promotes a community based system of best practice that includes both community based and international cooperation to improve the lives of children and families. Outreach initiatives used by the Department of Family and Children?s Services in Santa Clara County to assist immigrant families are also highlighted.

Title: Report on Survey and Interviews Conducted in Preparation for the September Think Tank on Child Protection Conflict Resolution.
Author(s): Mayer, Bernie.;Kathol, Joan.
Published: 2007
Available from: Association of Family and Conciliation Courts
http://www.afccnet.org/
6525 Grand Teton Plaza
Madison, WI 53719
Printable version (PDF): http://www.afccnet.org/pdfs/Think%20Tank%20Report%20on%20Survey%20and%20Interviews.pdf
Abstract: In order to consolidate the lessons learned about conflict resolution in child protection during the past 25 years a group of concerned organizations and individuals have organized a two-day Think Tank planned for September 2007 in Columbus, Ohio. In order to make the most of those two days, an on-line survey was conducted of 110 child protection professionals, along with 14 follow-up phone interviews. The surveys and interviews were completed from June-August 2007. Based on the survey, the typical child protection mediation (CPM) program has been in existence between 1 and 10 years (74%), conducts over 51 mediations a year (52%), is court administered (66%), and serviced by court mediators (40%) or private mediators (27%). Only 13% of the mediators volunteer their services. The professional background of mediators is diverse, although having child welfare or counseling background seems especially likely. A high percentage of programs report that CP mediators are likely to have experience as family mediators. Mediations are likely to last 2 to 3 hours (average for 78% of programs) and are likely to be concluded in one session (67%) and very unlikely to last more than two sessions (9%). Typical mediations will involve parents, child protection workers, agency lawyers, children's guardians (GAL), and parent?s lawyers. Children, other family members, representatives of other agencies, foster parents, and child protection supervisors occasionally attend, but not on a regular basis, and in a substantial minority of programs only rarely attend. While some programs provide extensive opportunity for the parents to meet with the mediator before the session (41%), most do not, and of those that do not, most (56%) do not provide other pre-mediation education services either. Additional findings are discussed on obstacles to successful CPM and strategies for overcoming challenges. (Author abstract modified)

Title: CWLA Standards of Excellence for Health Care Services for Children in Out-of-Home Care, Revised Edition.
Published: 2007
Available from: Child Welfare League of America (CWLA)
http://www.cwla.org/
2345 Crystal Drive, Suite 250
Arlington, VA 22202
Abstract: CWLA Standards of Excellence for Health Care Services for Children in Out-of-Home Care describe best practices for the planning, provision, and evaluation of health care services for children in out-of-home care. They address the needs of children for physical, dental, and mental health services as well as developmental services and describes how out-of-home care providers and child welfare workers, working in collaboration with health care providers, can meet those needs.These standards describe: (1) The principles that provide the framework for the provision of health care services for children in out-of-home care; (2) The process for assessing the health care needs of children; (3) The range of health care services that children in out-of-home care may require; (4) The programmatic components needed for the effective organization and administration of health care services for children in out of home care; and (5) The role of community support in ensuring that the health care needs of children and families are met. (Author abstract)

Title: Wisconsin Pre-Placement Training for Foster Parents [Trainer and Participant Manuals].
Published: 2007
Available from: Foster Care and Adoption Resource Center
http://www.wifostercareandadoption.org/
6682 West Greenfield Suite 310
West Allis, WI 53214
Printable version (PDF): http://www.wifostercareandadoption.org/library/383/training.zip
Abstract: These trainer and participant manuals are designed to be used to prepare prospective foster parents in Wisconsin. The material presented is divided into three sections. The first section addresses agency systems, laws, and processes. Information is provided on the basic needs of children in out-of-home care, the safety and permanence goals of the child welfare system, legal processes, the rights of individuals in the child welfare system, and roles and responsibilities of foster parents. The second section focuses on system expectations of foster parents, including expectations relating to nurturing care and discipline, transportation, maintaining family connectedness, confidentiality, and safety. The final section includes information needed by foster parents and addresses cultural competence, child development, feelings of grief and loss, the effects of fostering on families, and reimbursement for care. The materials also include PowerPoint presentation slides and tips for trainers for implementing training for groups and for individual families, for putting together training manuals for participants, and for evaluation of the training.

Title: How To Handle A Child Abuse Case: A Manual for Attorneys Representing Children -- Support Center for Child Advocates Volunteer Training Workshop. Philadelphia November 7, 2007.
Published: 2007
Available from: Pennsylvania Bar Institute
http://www.pbi.org
5080 Ritter Rd.
Mechanicsburg, PE 17055
Abstract: This manual is designed to assist the child advocate in representing child clients in a variety of legal and administrative forums in Philadelphia. The first chapter is a general introduction to the Child Advocates program and practices. It reviews players in the child welfare system, expectations of a Child Advocate lawyer and social worker team, standards and procedures for confidential communications, and the role of the child advocate. Following chapters describe the three types of cases Child Advocates generally handle: dependency, criminal, and domestic relations. Each of the chapters provides a detailed discussion of the law and a guide to practice in these types of cases. Chapter 5 provides a glossary of the many different services available to children and families involved with these cases. Chapter 6 includes a PowerPoint presentation describing the Children's Crisis Treatment Center, and Chapter 7 provides a guide to improving educational opportunities for court-involved youth. Federal legislation addressing children with special needs is reviewed and implications for practices are discussed. The final chapter contains several appendices that include standards of practice for lawyers who represent children in abuse and neglect cases, a protocol for handling cases of older youth, and sample petitions and orders.

Title: Integrated Case Management: A User's Guide.
Published: 2006
Available from: British Columbia Ministry for Children and Families
http://www.gov.bc.ca/mcf/
PO Box 9770 Stn Prov Govt

Victoria, BC V8W 9S5
Printable version (PDF): http://www.mcf.gov.bc.ca/icm/pdfs/icm_user_guide_2006.pdf
Abstract: The guide outlines principles and practices for integrated case management and provides direction for the process of integrated case management. It begins by reviewing the following principles of integrated case management: client-centered service, building on strengths, recognizing diversity, collaboration, mutual respect, participation, accountability, a holistic approach, continuity, planning for transitions, and least intrusive and intensive intervention. The next section describes the roles and responsibilities of members of an integrated case management team. The different steps in the process of integrated case management are then outlined, from planning for the first team meeting through to final evaluation. The guide also explores some of the most challenging areas in providing integrated case management that require particular attention, including strategies to use when working with aboriginal youth and in protecting the privacy of clients. Appendices include a glossary and useful forms for implementing in integrated case management.

Title: Preparing Social Workers for Child Welfare Practice: An Innovative University-Agency Learning Collaborative.
Author(s): Whipple, Ellen E.;Solomon-Jozwia, Sherri.;Williams-Hecksel, Cheryl.;Abrams, L. Annette.;Bates, Laura.
Published: 2006
Journal Name: Social Work Education
v. 25, 1, February 2006, p. 92-107
Available from: Routledge -- Taylor and Francis Group
http://www.routledge.com
7625 Empire Drive
Florence, KY 41042
Abstract: This paper describes the evolution of a university-community child welfare learning collaborative based on an adaptation of the teaching hospital concept. This partnership between an agency providing a range of child and family welfare services and two university units, the school of social work and outreach, was intended to accomplish multiple agency, university and community goals: implement best practices in the agency, enhance social work education, increase staff resources in child welfare, influence public policy, and improve the lives of children and families in the child welfare system. The major strategy was 'Grand Rounds' modeled after the system used to train medical students through multiple transactions with experts in a clinical setting. The first year was very successful, with students, agency staff and faculty giving the sessions high ratings in content, quality and utility. One key to the success of the initiative was that it was an agency-driven process and was based on working relationships of mutual respect and trust. Building such relationships takes both time and effort. Future challenges will include garnering the resources, both human and financial, to sustain the collaboration over time. (Author abstract)

Title: Developing Supervisory Competency In Safety Intervention Decision Making: A Meticulous Individualized Learning Program.
Published: 2006
Available from: Action for Child Protection
http://www.actionchildprotection.org/
2101 Sardis Road North, Suite 204
Charlotte, NC 28227
Printable version (PDF): http://actionchildprotection.org/documents/2008/pdf/2nd_Concept_Paper_State_Revised.pdf
Abstract: This paper describes a competency development program for supervisors concerned with safety intervention. The program has been developed by several States and consists of 7 hours of pre-training requirements, 4 6-hour face-to-face classroom experiences, and 6 6-hour off-site assignments interspersed between and related to on-site classroom events. The program will provide a total of 49 hours of individualized learning. Off-site assignments will occur online as well as use direct application responsibilities. Each training group consists of 8 participants that remains together for the entire program and is facilitated by an expert trainer-consultant. To successfully pass the learning program, participants will complete a written and verbal test which demonstrates their expertise. An outline of the course is provided, as well as information on the design of the curriculum, web-based off-site learning, certification, and implementation process.

Title: Staff Screening Tool Kit.
Published: 2004
Available from: Nonprofit Risk Management Center
http://www.nonprofitrisk.org
1001 Connecticut Ave. NW
Suite 410
Washington, DC 20036
Printable version (PDF): http://nationalserviceresources.org/files/legacy/filemanager/download/ProgramMgmt/Staff_Screen_tool.pdf
Abstract: This publication is designed to assist nonprofits in screening paid and volunteer staff. It begins by providing a checklist that organizations can use to design a staff screening process. It reviews the objectives of screening, risks that a staff member may pose to a nonprofit's clientele, organization, and applicants, and techniques for tailoring the screening process to address risk factors. A matrix is provided that illustrates the child sexual abuse risk exposure. Chapter 2 reviews legal issues pertaining to screening and risk management strategies for legal screening, and Chapter 3 discusses the use of position descriptions and selection criteria to select the most qualified individual for a particular vacancy in the nonprofit and eliminate applicants who constitute a possible threat to service recipients, other staff, and to the organization. Chapter 4 focuses on recruitment and applications and discusses the construction of application forms and the kinds of information organizations should require in order to make informed decisions. Chapter 5 presents information about important interview goals, interviewing techniques, and risk management-related questions and issues germane to conducting interviews. The following chapter offers tips on checking references of staff members who will work with vulnerable populations or in other positions of trust within a nonprofit organization. Chapter 7 considers record checks and discusses the kinds of information available, the sources of the information, and applicable laws regarding use of the information. Other screening techniques are covered in Chapter 8, along with their application and misapplications in the screening process. The final chapter discusses how nonprofit organizations can use the various staff screening tools presented to customize a search, including the position descriptions, applications, interviews, reference checks, record checks, and other screening techniques. Chapters include checklists and a Tools section that contains sample forms and other useful information. 26 references.

Title: Recognizing Child Abuse and Neglect : A Guide for School Employees.
Published: 2002
Available from: Virginia Department of Social Services
http://www.dss.state.va.us/
7 North Eighth Street
Richmond, VA 23219
Printable version (PDF): http://www.dss.virginia.gov/files/division/dfs/cps/publications/B032-01-0035-01-eng.pdf
Abstract: Designed for public and private school employees, this guide reviews the definitions of child abuse and neglect, explains reporting requirements, and lists physical and emotional symptoms for physical abuse, physical neglect, sexual abuse, and emotional maltreatment. Guidelines are provided for talking to a child about abuse or neglect following a disclosure of maltreatment.

Title: Guide to Careers in Child and Family Policy.
Author(s): Chase-Lansdale, Lindsay.;Gordon, Rachel A.
Published: 2001
Available from: Institute of Government and Public Affairs
http://www.igpa.uiuc.edu
815 W. Van Buren
Ste 525
Chicago, IL 60607
Document available online at: http://cfp.igpa.uiuc.edu/
Abstract: The listings on this site provide examples of the range of settings where child and family policy careers can be pursued, including private, non-profit, academic, and government settings, and the range of ways they can be pursued, including formal academic degree programs as well as experiential learning in internships, fellowships, volunteer positions, or jobs. (Author abstract)

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