Challenging implicit bias: preparing students to practice with African American families

ABSTRACT

The disparity of African American families in the foster care system is a concern in the field of child welfare services and the social work profession. African American families experience unique challenges related to discriminatory practices and implicit biases in the child welfare system and by mandated reporters. To address these inequalities, state and local agencies have implemented prevention and intervention services to support minority families. Additionally, child welfare agencies have invested in professional development training for their workers to alleviate possible intolerant practices. This article describes implicit biases and considers how they could contribute to the disparity of African American families involved in the child welfare system. Furthermore, the article presents approaches to help social work students to identify and challenge their implicit biases to support culturally sensitive practices while working with African American families. It concludes with implications for social work education.     

Social Workers’ Preparation for Child Protection: Revisiting the Question of Specialisation

Abstract

Child welfare work is a key field of practice for social work graduates and for graduates of a growing range of disciplines. In the present paper, the authors drew on a survey of 208 child welfare workers and interviews with 28 senior personnel in child and family welfare agencies to analyse perceptions of the educational preparation of social workers and other human science graduates for this field of practice. The findings indicated that child welfare workers and employers are ambivalent about the value of social work and other generic social science and human services programmes as preparation for tertiary or statutory child protection practice, which involves investigation, assessment, and intervention in child abuse and neglect. The authors argue that the social work profession must better balance generic and specialist aspects to prepare graduates for practice in specialist fields of high social work involvement, particularly in tertiary child protection work.     

The training process of the Maryland Guardianship Assistance Project: a collaborative model for kinship foster care

Understanding models of multidisciplinary collaborations in child welfare has become essential for policy development, program success, and improving outcomes for children in foster care. The authors present the state of Maryland's Guardianship Assistance Project (GAP) as a model of multidisciplinary collaboration in child welfare and describe the training process that supported the development of the model. Key components for effective collaborative practice, lessons learned, and recommendations from the GAP collaboration are presented.     

Preparing Social Work Students for Rural Child Welfare Practice: Emerging Curriculum Competencies

Multiple issues that are unique to child welfare social work practice in rural areas markedly affect workforce recruitment and retention, yet little attention is given to the proficiencies needed to equip emerging social workers for this growing area of the field. Curriculum content is needed that provides students with the opportunity to master the skills needed to thrive as child welfare social workers in rural areas. Using an evidence-based practice critical thinking model as a guide, a systematic review of literature and documents addresses many of the competencies needed to prepare social work students for child welfare practice in rural areas. These competencies are identified. Suggestions for integration into the social work curriculum are offered.     

The use of multidisciplinary teams to support child welfare clients

Meeting the educational needs of young people in the child welfare system (CWS) requires effective collaboration between the CWS and the education system. In Norway and in other countries, there is an increased focus on interprofessional collaboration to support child welfare clients in and around schools. Multidisciplinary teams are employed to facilitate collaboration and coordinate supportive measures. The purpose of this article is to describe how teachers and social workers use such teams as part of a collaborative effort to support children living in difficult conditions. In an inductive thematic analysis of 13 interviews with 7 social workers and 6 teachers, the following five key themes were revealed: (i) solution-focused work; (ii) listening to the child; (iii) parental support; (iv) social/environmental opportunities for successful interactions and (v) ensuring school attendance through adapted education and support. In conclusion, we discuss the ways in which these themes reflect how teams support child welfare clients.     

The California Collaboration

Summary

This article documents the Title IV-E child welfare social work project of the California Social Work Education Center (CalS WEC): The establishment and ongoing support of collaborative arrangements among 58 California counties, the California State Department of Social Services, and all of the California graduate social work schools. The primary goal of this collaboration is to produce MS Ws who will commit to helping disadvantaged children and families in publicly supported child welfare services. The project model contains five interdependent components: a competency-based curriculum, financial support for students, development of instructional materials, active participation among public child welfare agencies and the universities, and evaluation.

This paper focuses on the collaborative curriculum development process. Evolving arrangements among stakeholders are described here in terms of the reciprocal adjustment of curriculum development and field and classroom instruction to prepare MSWs for public child welfare careers.     

Film Portrayals of Social Workers Doing Child Welfare Work

This article reports on research that investigated the images of social workers engaged in child welfare work as portrayed in movies, a major medium of popular culture. Findings from an analysis of 27 movies spanning from 1938 to 1999 are presented with particular attention to themes about how children are depicted as recipients of child welfare services and how child welfare worker activities and interventions are portrayed. Ways that the results of the research can guide intervention efforts that more accurately and more completely portray the activities, values, and knowledge base of the profession of social work are suggested.     

Developing a Common Language in Children's Services through Research‐based Inter‐disciplinary Training

Two sources of inertia to improving services for children in need are the difficulties of getting evidence into practice and the complications of inter‐agency working. Current training arrangements in social work and disparities between children's services professions as regards training requirements are contributory factors. The Common Language project is a work in progress, adopting a research‐based, inter‐disciplinary approach to working with social workers and other children's services professionals. It comprises core ideas and methods to complement the more specialist knowledge and skills required in each profession. Underpinned by a child development perspective and a scientific development cycle, it rests on a conceptual framework including need, threshold, service and outcome. The approach has three components (each of which includes training): (1) the implementation of practice tools; (2) the planning and development of integrated services; and (3) supporting materials, including practitioner‐orientated modules and a curriculum for PhD students. Distinguishing features include research utilisation, notably a focus on inculcating research‐mindedness as opposed to imparting findings, and also collaborative professional working, in particular via practical connections between different agencies, stakeholders and countries. The project is being evaluated in terms of uptake, change in professional thinking and practice and effects on child well‐being. Next steps for the project relate to broader lessons for social work training emerging from research and development elsewhere.     

Child welfare education and training: future trends and influences

Based on a review of current economic, political, social, and professional trends, the authors propose recommendations for child welfare education and training. Future partnerships between child welfare agencies and schools of social work will need to incorporate cross-system collaboration, multiculturalism, and family-centered approaches with a broader conceptualization of child well-being.     

Supervisor and policy roles in social media use as a new technology in child welfare

This analysis examines the role of agency policy and supervision in the decision-making of child welfare workers about their work-related social media use. Data were collected using a mixed-methods internet-based survey of 171 child welfare workers and interns about their social media use related to their direct-practice work with child welfare clients. The study finds that supervisor approval and agency policy is correlated with worker's social media use, and that workers find utility in social media use, but have poor clarity about how they should use social media in the child welfare work setting. These results suggest a need for agency policy and practice guidelines. Implications for child welfare agencies include an opportunity to consider the types of policy development necessary to ensure that multiple stakeholders are represented in policy and practice decisions, and that they reflect the possible benefits and risks of social media use.     

An educational model for child welfare practice with English-speaking Caribbean families

Implemented in New York City, the Child Welfare Fellowship Project is an international collaboration between social work educators in the United States and Jamaica, the West Indies, the public child welfare agency, and selected community-based agencies. This model educational program prepared selected Masters of Social Work (MSW) Fellowship students for exemplary child welfare practice with English-speaking Caribbean families by providing enhanced programs designed to support culturally competent skill development and a preventive approach to child welfare practice. These educational enhancements, combined with academic course work, increased professionalism, self-efficacy, and culturally competent skill development among participants and averted foster care placement for families seen over the duration of the project.     

Between a Rock and a Hard Place: Child Welfare Practice and Social Work Education

Social work in the field of child welfare is complex and full of challenges. In British Columbia Canada, the Ministry of Children and Family Development, which is the main employer of social workers, entered a partnership with universities to educate baccalaureate social work students in a child welfare specialization. This paper examines an instructional approach to child welfare education at the University of Northern British Columbia. The geography of the university region as well as the need to maintain a critical standpoint presented challenges in the delivery of a child welfare specialization course. The development of an online child welfare practice course assisted the university in meeting the challenges. This paper describes the practice context for social workers in British Columbia as well as the design of the online course offered to social work students at the University of Northern British Columbia.     

Social workers in the new human services marketplace: Trends,challenges and responses

This paper examines employment trends in social welfare occupations and challenges to the industrial and cultural recognition of professional social work in the new human services market place. Following examination of the threats posed by market reform and the crisis in public confidence in some domains of human services work, I focus on three key concerns. First, through analysis of Census data from 1996 to 2001, I compare trends in the employment of social workers, welfare workers and community workers. Second, drawing on the work of Nancy Fraser (1997), I argue that the challenges facing social workers can be understood as problems of ‘recognition’. Using this framework, I examine the external contests to the valuing of professional social work and also the internal challenges, that is, threats from within the social work profession to the industrial and cultural recognition of social work. Finally, I will consider how social workers, particularly new graduates, can respond to the challenges facing them in the new human services marketplace. I propose that social workers should claim a position as practice leaders and I outline practical strategies for achieving this goal.     

INDEX TO VOLUME 45

The authors describe an instructional model designed to promote interdisciplinary collaboration among students pursuing master's degrees in social work and journalism. This unique model involved active collaboration among social work and journalism graduate students and faculty to create a single-issue magazine focused on a diverse range of social welfare issues. After describing the development and format of the model as well as requisite resources, the authors discuss emergent learning opportunities for both groups of students, including identification of role tensions between the 2 professions, deepened understanding of the social work profession and its associated roles, and methods for collaboration to advance the social justice purposes of both professions.     

Social workers and intercultural mediators: challenges for collaboration and intercultural awareness

ABSTRACT

Social work in Europe is facing numerous challenges in terms of promoting the participation of migrants and their descendants in super-diverse societies. This study investigates collaboration between social workers and intercultural mediators based on international debate and fieldwork in Italy. Does social work require collaboration with other professions specialised in intercultural relations? What are the characteristics of intercultural professionals? What are the pros and cons of collaboration between social workers and intercultural mediators? This study shows that local social services need to work with intercultural mediators, allowing local social services to implement various strategies for tackling cultural and linguistic barriers with their clients and rely on professionals inside or outside their own. Furthermore, intercultural mediators tend to have weak and heterogeneous training backgrounds and working conditions. This article aims to contribute to the debate on the welfare reform process to support migrants and their descendants’ equal rights and participation in society, highlighting the need for collaboration between interculturally aware social workers and intercultural mediators to tackle institutional structural weaknesses in such professions as part of an organisational innovation process in social-welfare institutions.     

The Untold Story of Clare and Donald Winnicott: How Social Work Influenced Modern Psychoanalysis

While the work of Donald Winnicott is well-known to clinical social workers, most are unaware of his rich professional collaboration with his second wife, Clare, a pioneering social worker analyzed by Melanie Klein who worked in child welfare, academia, government service, and psychoanalysis. This paper will review their work and lives together, outlining how their relationship expanded Donald's horizons in exploring the interface between psyche and environment.     

Indicators of social well-being and elements of child welfare in Minnesota rural counties

Organizational and structural conditions of rural communities and counties are significant factors in determining child welfare levels and general quality of life in rural areas. This article analyzes the relationship between elements of child welfare and an index of social well-being estimated for the state of Minnesota. The study suggests that social workers may enhance their services by considering county data that depict the viability of rural communities.     

A therapeutic social work team in practice

In 1996, as a result of interagency collaboration between social services and health, Leeds Social Services Department brought together three groups of social workers undertaking therapeutic work into a centrally managed team. Continued inter-agency working together has ensured that the Therapeutic Social Work Team has become an established service for children and families. This paper describes the work of the team by focusing on four areas: the context of interagency collaboration, therapeutic work in the child protection process, managing different theoretical approaches in one team, and evaluating practice.     

Combining key elements in training and research: Developing social work assessment theory and practice in partnership

This paper is based on a joint project between staff from a university department of social work and a local social services department and is jointly written by the four people involved. It reports on the development of a package of training and research over the past 5 years designed to improve standards of assessment in the work of child and family social workers employed by the authority. It analyses the positive reception given to the project both from practising social workers and from management. It contends that this model of combining theory, training, research and practice can and should be used more widely as a basis for supporting and developing professional social work. It discusses the introduction of a theoretical framework which anticipated the new national framework for assessment, but which has been used to critically assess it (as well as other models of assessment), and has involved experienced workers in their evaluation.     

Child welfare workers go to court: The impact of race, gender, and education on the comfort with legal issues

This study examines perceptions of 425 public and private agency child welfare workers from one state in terms of their level of comfort with the court work components of their jobs, at baseline, which is after their initial training but before beginning their child welfare work, and again after six months on the job. Bivariate and multivariate analyses were undertaken. Bivariate analyses reveal that being older and male were associated with higher court comfort levels at baseline and at six months. Being white was associated with higher comfort levels at six months. In addition, private agency workers were more comfortable with court at baseline and six months. Workers with a social work education had higher court comfort levels at baseline and six months, when compared to those with criminal justice or other education. In the multivariate analysis, there were no significant differences in level of comfort with court work based upon worker characteristics at baseline. However, at six months on the job, predictors of comfort with child welfare work were being white and being male; having a social work education approached statistical significance. When change in comfort level was examined, the only significant positive predictor of court comfort was having a social work education.