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Workforce & Training - Results (13 Publications)

Title: Workforce Implications: Issues and Strategies for Workforce Development. (Chapter 24 in The System of Care Handbook: Transforming Mental Health Services for Children, Youth, and Families).
Author(s): Dodge, Joan M.;Huang, Larke Nahme.
Published: 2008
Available from: Paul H. Brookes Publishing Co.
www.brookespublishing.com
Post Office Box 10624
Baltimore, MD 21285-0624
Abstract: This chapter outlines unique issues and challenges for the health and human service delivery workforce in the children's mental health field. It also describes workforce development goals and responses implemented by individuals, organizations, and agencies to ensure that a quality workforce is in place for children and youth and their families. In addition, four key transformation strategies are discussed for improving the future workforce. 37 references. (Author abstract modified)

Title: When the Helper Becomes Traumatized: Taking Care of You (Chapter 21 in Foster Care Therapist Handbook: Relational Approaches to the Children and Their Families).
Author(s): Woodard-Meyers, Tracy.
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 phenomenon of secondary traumatic stress (STS), and how it impacts foster care workers and therapists. Prevention and intervention strategies are presented and include recognition and normalization of STS, establishing positive coping strategies, establishing support systems to talk it out, and seeking professional help. A case study is offered. 1 table and 34 references.

Title: Reflections from the Field: Considerations for Domestic Violence Specialists.
Author(s): Taggart, Shellie.;Litton, Lauren.
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/Reflections.pdf
Abstract: In 2006, specialists, advocates, child protection services, and domestic violence program administrators, and representatives from national organizations convened for a meeting that exploring the role of specialized positions in child welfare and domestic violence collaborations (Specialized Positions Meeting). At the Specialized Positions Meeting, participants shared their stories, reflected on lessons learned, and strategized about future directions for specialist positions addressing the overlap of domestic violence and child abuse and neglect. This document is a reflection of the discussions that occurred at that meeting and literature reviews that support those discussions. It is a companion piece to "Building Capacity in Child Welfare Systems: Domestic Violence Specialized Positions," which provides an overview of the emergence and design of specialized positions. The report begins with discussion on the need for specialization to manage co-occurrence cases and the benefits of domestic violence specialization. Primary issues that need to be explored when considering specialized positions are then discussed, and include: role clarity, confidentiality, system advocacy, screening and case management, working with mothers, working with fathers, deepening race, gender, and class analysis, leadership, and promising practice indicators for specialists and the agencies in which they work. 60 references.

Title: National Child Welfare Leadership Institute 2008: 101 (NCWLI Leadership Training Outline).
Published: 2008
Available from: American Humane
http://www.americanhumane.org/
63 Inverness Drive East
Englewood, CO 80112
Abstract: In the midst of constant and often turbulent change in the broad child welfare environment, fraught with complexities, often with reforms which at times seem to compete with one another, child welfare managers need to be able to manage the chaos and complexities. Through participation in the program, NCWLI trainees will be able to enhance their leadership skills and succeed in the current environment. These enhanced skills will encourage productive and effective relationships with others within the immediate work setting and within the broader child and family services systems.Trainees will become aware of the evidenced-based management skills that are associated with personal and organizational success, especially in the current environment. They will understand the requirements for change, which include accepting the need for change, understanding what and how to change, committing to and practicing change, and finally applying, monitoring and institutionalizing the change.The NCWLI leadership model will address the skill development and application of these principles, acquiring knowledge and skills specific to the task, practicing and institutionalizing the skills. The model is based on the requirements for sustainablebehavior change. The entire training curriculum, while focusing on leadership skills, will utilize evidence-based practice as the common link across the entire curriculum, and will promote data-driven decision making.

Title: National Child Welfare Leadership Institute 2008: 201 (NCWLI Leadership Curriculum).
Published: 2008
Available from: American Humane
http://www.americanhumane.org/
63 Inverness Drive East
Englewood, CO 80112
Abstract: In the midst of constant and often turbulent change in the broad child welfare environment, fraught with complexities, often with reforms which at times seem to compete with one another, child welfare managers need to be able to manage the chaos and complexities. Through participation in the program, NCWLI trainees will be able to enhance their leadership skills and succeed in the current environment. These enhanced skills will encourage productive and effective relationships with others within the immediate work setting and within the broader child and family services systems. Trainees will become aware of the evidenced-based management skills that are associated with personal and organizational success, especially in the current environment. They will understand the requirements for change, which include accepting the need for change, understanding what and how to change, committing to and practicing change, and finally applying, monitoring and institutionalizing the change. The NCWLI leadership model will address the skill development and application of these principles, acquiring knowledge and skills specific to the task, practicing and institutionalizing the skills. The model is based on the requirements for sustainable behavior change. The entire training curriculum, while focusing on leadership skills, will utilize evidence-based practice as the common link across the entire curriculum, and will promote data-driven decision making.

Title: 303: Childhood Mental Health Issues: Application to the Casework Process.
Author(s): Sherrid, Gale L.
Published: 2008
Available from: Pennsylvania Child Welfare Training Program
http://www.pacwcbt.pitt.edu
University of Pittsburgh, School of Social Work
403 East Winding Hill Road
Mechanicsburg, PA 17055
Document available online at: http://www.pacwcbt.pitt.edu/Curriculum/303%20Childrens%20MH%20Issues%20App.html
Abstract: This curriculum is designed to be used to conduct a one-day workshop for Pennsylvania child welfare professionals on mental health issues. It includes step-by-step instructions for trainers, overheads, handouts, sample panelists letters, posters, and resources for the training. Information is provided on: barriers to accessing mental health services for children and families; common emotional disorders of children and the behavior indicators and dynamics of depression, ADHD, conduct disorders, anxiety, and suicide; and how to refer the child to the proper professional for further assessment and treatment. The training emphasizes the monitoring of and service coordination with families and community-based agencies to meet the concrete, supportive, and therapeutic needs of children with mental health issues. Child welfare professionals are asked to apply their knowledge and skills to actual case situations from their caseloads and present case information to a panel of mental health professionals and/or consumers, focusing on service availability and access, criteria for receiving services, and assessing completion of service goals. Necessary trainer qualifications and materials for the training are also discussed.

Title: Promoting Child Welfare : Training Professional to Support Healthy Marriages, Relationships and Families. [CD]
Published: 2008
Available from: Syracuse University. School of Social Work
http://www.thrivingcouplesthrivingkids.syr.edu/
440 Sims Hall
Syracuse, NY 13244
Abstract:

Children are greatly influenced by their family and social environment. The family is viewed as the child's primary context for socialization, and the relationship between the adults in a family affects the well-being of children, positively or negatively. This CD is a compendium of materials that promote successful building of relationship skills and provide child welfare workers with a starting point for training staff or developing a program that supports healthy adult relationships.

The CD is divided into six segments. The first segment defines what a healthy marriage and relationship means and translates that into visible and teachable behaviors. Several documents were developed to train staff and clients in this area. The second segment includes an overview of program development in PowerPoint, literature summaries of promising practices in relationship education, and a companion literature summary detailing promising practices in relationship education for those in the child welfare system. The third segment introduces some of the basic communication and conflict resolution skills taught in most relationship/marriage education programs. It also includes information on establishing productive relationships with clientele. The fourth segment addresses couple assessment and includes a PowerPoint unit that offers a method for assessing couples while keeping on top of the rapidly emerging literature. The fifth segment looks at multicultural understanding. The final segment, geared towards clients, is a large group lesson, with small group breakout exercises, that promotes the development of a healthy support network and reviews some of the healthy relationship material. (Author abstract)

Title: Ideas for Using Non-Advocate Volunteers to Build Capacity in CASA/GAL Programs.
Published: 2008
Available from: National CASA Association
http://www.casaforchildren.org/
100 W. Harrison
North Tower, Suite 500

Seattle, WA 98119
Printable version (PDF): http://www.casanet.org/download/technical-assistance-bullentin/1008_Using_NonAdvocate_Volunteers_0119.pdf
Abstract: This document provides a summary of activities for non-advocate volunteers and practices and policies that engage and promote volunteer commitment and service to CASA programs.

Title: Investigators to Investors : Building and Keeping Competent Child Protective Service Professionals : Adelphi University School of Social Work (AUSSW) ; The New York City Administration for Children's Services (ACS) : Final Evaluation Report, October, 2003 -- September, 2008.
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: The aim of this five year Children's Bureau grant-funded project was to increase retention of knowledgeable, competent and experienced child protective service workers in New York City's public child welfare system. Proximal goals were to increase staff competence in applying knowledge to practice, increase their self-efficacy in managing the demands of such work, and increase their job satisfaction and commitment to childwelfare practice. To accomplish these goals, a child welfare-focused, two-year, full-time curriculum within the MSW program at the Adelphi University School of Social Work (AUSSW) was developed and provided to 18 selected trainees from New York City's Administration for Children's Services (ACS) child protective service workforce. The curriculum included six courses specifically designed to increase competency in child welfare practice, including a case-based seminar that assisted students to integrate knowledge and apply it in practice, a capstone course that allowed students to integrate child welfare practice, policy and research in a final project; and an annual supplementary enrichment activity. All the participants who completed the specialized MSW program remain employed at ACS for a 100% retention rate. (Author abstract, modified)

Title: A Handbook for Parents and Guardians in Child Abuse and Neglect Cases: What You Need to Know About the Court Process and the People Helping You With Your Case.
Published: 2007
Available from: Shaening and Associates
http://www.shaening.com/
2319 Old Arroyo Chamiso
Santa Fe, NM 87505
Printable version (PDF): http://www.shaening.com/projectDocs/A%20Handbook%20for%20Parents%20and%20Guardians%20in%20Child%20Abuse%20and%20Neglect%20Cases%20%20What%20you%20need%20to%20know%20about%20the%20Court%20process%20and%20the%20people%20helping%20you%20with%20your%20case.pdf
Abstract: Intended for parents and guardians in New Mexico, this handbook explains child abuse and neglect court proceedings and accessing assistance. It includes information on: reasons parents involved in child abuse and neglect cases have to go to court, what happens when a child is removed from their home, the role of the New Mexico Children, Youth and Families Department (CYFD) worker, the role of the Respondent's Attorney, and the role of other individuals who may be involved in the case. Following sections address the timeline for the court case and each step in the process. The goals of mediation are explained and the rights and responsibilities of parents are listed.

Title: Children in Change: Group Curriculum For Kids Ages 8-14 Who Are Experiencing Family Change. A Resource for Educators, Social Workers, Clergy and Youth Leaders.
Author(s): Simmonds, Jennifer.
Published: 2006
Available from: Family and Children's Service
http://familychildrenservice.nonprofitoffice.com/
414 South Eighth Street
Minneapolis, MN 55404
Printable version (PDF): http://familychildrenservice.nonprofitoffice.com/vertical/Sites/%7B180D3755-B455-4299-8D88-544431B73DE8%7D/uploads/%7BE278FB8B-6117-4BFD-BAA5-97832071236F%7D.PDF
Abstract: The Children in Change curriculum was developed for a program designed to reduce the stress associated with separation, divorce or other family changes resulting from death, incarceration or drug treatment. The preventive, educational program is provided in the student's own school through eight weekly one-hour small group meetings. (Author abstract)

Title: Child Abuse Victims With Disabilities: A Curriculum for Law Enforcement First Responders and Child Protective Services Frontline Workers. Participant Manual.
Author(s): Baladerian, Nora J.;Heisler, Candace.;Hertica, Mike.
Published: 2005
Available from: Governor's Office of Emergency Services (California)
http://www.oes.ca.gov/
3650 Schriever Ave
Mather, CA 95655
Printable version (PDF): http://www.oes.ca.gov/Operational/OESHome.nsf/PDF/First%20Responder%20Training%20Curriculum%20for%20Children%20with%20Disabilities/$file/Participant.pdf
Abstract: This participant's module is designed to be used with a curriculum on responding to child abuse cases that involve children with disabilities. It includes eight modules that address: myths and stereotypes relating to children with disabilities that interfere with effective response; basic information about different types of disabilities and how these lead to different life experiences and create cultural and knowledge-based differences; barriers to communication occurring as a function of the disability and strategies to overcome them; development of a first response protocol for child abuse victims with disabilities that can be incorporated into existing first response protocols; access to information about disabilities and effectively interviewing children with disabilities; and information on deciding when to respond and when other resources may be necessary. Additional information is provided on the roles of different individuals in the lives of children with disabilities, the Americans with Disabilities Act, working with interpreters, characteristics of a disability that may impact an interview, and the benefits of a multidisciplinary team response. Suggestions for improving cultural and physical accessibility are also provided. PowerPoint slides and class exercises are included. 53 references.

Title: Los Pasos Program Replication Manual.
Author(s): Hsi, Andrew.;Bouchard, Bebeann.
Published: 2004
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 manual includes information for replicating the activities and outcomes of Los Pasos, a program that provides comprehensive services to drug exposed infants and their families in the greater Albuquerque area and four surrounding New Mexico counties. The program uses a family-centered service delivery model and offers primary health care at the weekly well-child El Viaje Clinic, case management, developmental monitoring, parenting guidance, legal services, community referrals for substance use, and specialty medical services. The replication manual includes program component descriptions, procedures, and protocol documents that have been proven successful, along with those that evolved during the 2000-2004 funding period. Information is provided on the team member's tasks, responsibilities, and programmatic foundation in key areas: case management, includes referral and intake forms, vision screening, and service planning forms; developmental services, includes a developmental services timeline and an assessment template; pediatric medical services, includes guidelines for Early Periodic Screening, Diagnosis, and Treatment, guidelines for obtaining maternal and neonatal UDM's, and an immunization schedule; and program evaluation, includes survey and interview assessment instruments. Document Scanned

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