Hurdling the Artificial Fence Between Child Welfare and the Community: Engaging Community Partners to Address Disproportionality

As with many national and state social service systems, child welfare agencies have traditionally functioned in isolation. A multitude of federal and state laws and policies direct the functions and practices of child welfare systems, setting up an artificial fence around the agency that has created a culture lacking in interprofessional collaborations. However, recent reform efforts have emphasized the importance of engaging the community in discussions and decisions regarding child welfare practice. Child welfare agencies are now expected to work with community leaders, key stakeholders, affiliated service providers, and families to address issues impacting children and families. A major obstacle is determining where to begin, how to proceed, and what is needed to develop those partnerships. This article reports the efforts of one state agency in hurdling that artificial fence to address the overrepresentation of minority children in the system. Through focus group interviews with community members, child welfare staff, and legal professionals, barriers to community engagement are identified, and recommendations are provided for facilitating meaningful relationships and partnerships between child welfare agencies and the communities they serve.     

Meeting the parenting skills needs of neglectful families by training child welfare workers as educators

A training program was devised for selected child welfare workers to conduct parent groups in the Missouri Neglect Demonstration Project. Welfare workers were trained to conduct parent groups that focused on parenting skills, self-advocacy, and social and economic resources. In contrast to case manager referrals, the workshops provided education directly and helped parents to develop resources. One of the goals was to have staff and parents collaborate to improve referral services and resources. The importance of this type of program was demonstrated by a literature review of parent trainings which found that: (a) few programs specifically addressed child neglect; (b) outcome evaluations of programs were scarce; and (c) a national extension study supported topics chosen.     

NCWWI Traineeships: A National Cross-Site Evaluation of Child Welfare Stipend Programs for Ethnically Diverse Students

The task of recruiting and retaining ethnically diverse, qualified, and committed social workers in child welfare is challenging. Federal funding supporting BSW and MSW education has been a catalyst for university–agency partnerships across the country. An important goal of these partnerships is to prepare social work students with the knowledge, skills, and competencies for effective child welfare practice. The National Child Welfare Workforce Institute’s innovative child welfare traineeships program prepares students from 12 social work programs around the country. This study focused on diversity, competency attainment, and readiness for the job. Results showed that programs recruited ethnically diverse students, and after receiving child welfare–specific content and hands-on experiences in the field, students felt competent and prepared for child welfare work.     

Understanding the diverging paths of stayers and leavers: An examination of factors predicting worker retention

The retention of qualified, competent staff has been a longstanding challenge for child welfare agencies. Given the stressful nature of child welfare work, difficulties with recruitment and retention of staff may not be surprising. However, considering the costs of chronic turnover, efforts to increase retention are crucial. The current study utilizes a large sample (n = 1102) of Title IV-E graduates from one statewide consortium in order to explore the usefulness of a conceptual model for understanding retention and turnover of workers in public child welfare. Logistic regression models reflect that at least one variable from each of four categories (worker, job-extrinsic, job-intrinsic, responses to job) predicted retention. Implications for child welfare workforce research, agency practice, and Title IV-E MSW programs are discussed.     

An overview of welfare reform in michigan

Welfare reform has swept across the nation. However, before Washington was able to develop a unified front, the state of Michigan was well on the way to reforming its own welfare system. As one of the forerunners in the welfare reform movement, Michigan is clearly a state worth watching. The author highlights major welfare reform efforts in Michigan throughout the 1990s and examines these efforts in light of concerns raised by child welfare advocates across the nation     

Child welfare reform in the United States: findings from a local agency survey

Efforts to improve the public welfare and child welfare system sparked an unprecedented amount of federal legislation in the 1990s, including the Adoption and Safe Families Act of 1997 (ASFA), the Multiethnic Placement Act of 1994 and Interethnic Adoption Provisions of 1996 (MEPA-IEP), and welfare reform. Such reforms allow an unprecedented degree of flexibility, but little is known about their implementation. Researchers administered the Local Agency Survey to the first national probability sample of public child welfare agencies from 1999 to 2000. Findings indicate that ASFA has had the most effect on child welfare service delivery. Welfare reform has had less effect, and MEPA-IEP seems to have had little effect at all.     

Promising Innovations in Child Welfare Education: Findings From a National Initiative

For many years, schools of social work have engaged in partnerships, especially with public child welfare agencies, to prepare a competent and professional child welfare workforce through the mechanism of Title IV-E training. In 2008 the National Child Welfare Workforce Institute (NCWWI) established an additional resource for preparing students in social work schools for child welfare practice. Twelve NCWWI traineeship programs supported a diverse group of BSW and MSW students from 2008 to 2013 and prepared them for client-centered practice informed by child welfare and leadership competencies. This article highlights a curriculum innovation in an MSW program and a field innovation in a BSW program that were designed to increase the readiness of BSW and MSW students for child welfare practice.     

Improving Relationships in Child Welfare Practice: Perspectives of Foster Care Providers

Foster parents care for our nation’s most vulnerable children and adolescents. Their ability to provide care is impacted directly and indirectly by their interactions with public child welfare agencies and workers. This study examines the perspectives of 1095 foster parents in a southwestern state in the U.S. regarding what they believe child welfare workers are doing well and their suggestions for ways to improve relationships between foster care providers and child welfare workers. Foster parents commended caseworkers who were responsive to their needs and provided ongoing concrete and emotional support, and believed there was a need for improved communication and enhanced teamwork. Foster parents consistently acknowledged an overwhelmed child welfare system and the impact on child welfare workers and child welfare-involved families. Understanding the perspectives of foster parents can improve relationships between child welfare workers and foster parents, improve recruitment and retention efforts of foster parents, prevent disruption of children from foster homes due to license closure, and improve the overall well-being of child welfare-involved children and families.     

Maybe ignorance is not always bliss: The disparate treatment of Hispanics within the child welfare system

Previous studies indicate that the proportion of culturally diverse children to White children is increasing in public social service agencies. In addition, culturally diverse children are more likely to receive more intensive and punitive services, are more likely to stay within the system for longer periods of time and are reported more often to Child Protective Services. The purpose of the study was to explore how child welfare practices with Hispanic children are different from those applied with White non-Hispanic children. This study was a retrospective, two year, longitudinal, survival analysis of differential child welfare placement outcomes of White non-Hispanic and Hispanic children/families which had substantiated cases of abuse/neglect (n=1001).Findings demonstrate that although cases reported for abuse/neglect are relatively proportionate between Hispanic and White non-Hispanic children, substantiated cases are more likely to occur with Hispanic children. These children are more likely to be placed out of the home more quickly and for longer periods of time than their White non-Hispanic counterparts. The current study demonstrates the need for increased cultural awareness among Child Welfare professionals, especially in terms of assessment and case decision making, and the need for the development of culturally sensitive training modules for CPS and case management personnel.     

Developing collaborations between child welfare agencies and Latino communities

Collaborative efforts to achieve permanency planning and family stability for all children in the child welfare system are increasing. As Latino children and families constitute the fastest growing ethnic group in the child welfare system, it is important to understand how to develop culturally sensitive collaborations with their communities. The purpose of this article is to suggest helpful guidelines for developing collaborations between child welfare agencies and Latino communities.     

New roles for families in child welfare: Strategies for expanding family involvement beyond the case level

This paper examines the strategies and approaches child welfare agencies used to integrate meaningful family involvement into their service delivery systems, under the Children's Bureau Improving Child Welfare Outcomes Through Systems of Care demonstration initiative. Through a series of retrospective interviews with child welfare agency staff, systems of care project staff, family members actively involved in implementing the systems of care initiative, and local program evaluators, researchers investigated the family involvement planning and capacity building activities of child welfare agencies during the initiative's implementation. Findings indicate that child welfare agencies' capacity building efforts primarily centered on human resource development, focusing on three areas: program staffing, family engagement, and agency buy-in. These findings illustrate the importance of developing the capacity of child welfare agency staff and family members before fully implementing family involvement programs and activities. Although more research is needed to document the impact of family involvement, the lessons learned from these grant communities' experiences provide critical information and can inform development of policies and practices to help child welfare and other child- and family-serving systems promote and implement meaningful and sustainable family involvement.     

A culturally responsive practice model for urban Indian child welfare services

This article describes collaboration among a university, a state child welfare agency, and a Native American community organization to develop a culturally driven practice model for urban, Native American child welfare. The approach includes a strategy to build resources to serve Native American clients, a training program for child welfare and court personnel using a culturally responsive curriculum, and an advocacy program that monitors for Indian Child Welfare Act compliance and provides assistance to child welfare workers and the court. The discussion identifies challenges and opportunities in addressing the needs of urban Native American communities. The article concludes with principles for culturally responsive practice for urban Native American child welfare practice.     

Do child welfare job preview videos reflect evidence on retention and turnover?

To maintain a well-trained, competent work force and reduce turnover, child welfare agencies must use effective recruitment and retention practices. Many states use realistic job preview videos to recruit and retain appropriate, well-matched staff. The purpose of this study is to assess the content of child welfare realistic job preview videos to determine whether the content reflects current evidence on child welfare retention and turnover, and the mechanisms through which realistic job previews are most effective. The study involves content analysis of realistic job preview videos posted at the Child Welfare Information Gateway. A comparison of video content to findings from research on child welfare retention and turnover, and to research on realistic job preview effectiveness reveals some ways that the content of child welfare recruitment and retention efforts could be strengthened.     

Finding and Keeping Child Welfare Workers

Summary

Administrators in public human services are constantly involved in the exhausting challenge of recruiting and training staff in the child welfare arena. This article describes a program that the Commonwealth of Kentucky developed in order to address the recruitment and retention issue. The Public Child Welfare Certification Program is a special multi-university preparation program designed to recruit excellent workers from BSW programs who are prepared to take on complex cases with normal supervision within weeks of employment and to sustain those workers over time. Evaluation of the pilot indicates that the program is a great success in preparing students for child welfare work. Implications are discussed.     

Trauma-informed forensic child maltreatment investigations

Trauma-informed child welfare systems (CWSs) are the focus of several recent national and state initiatives. Since 2005 social work publications have focused on systemic and practice changes within CW which seek to identify and reduce trauma to children and families experiencing child maltreatment or other distressing events, as well as to the agency personnel working with these clients. Within the body of trauma-informed literature, little attention has been devoted specifically to the initial investigative response and its role in controlling for system induced trauma to the child, family, and caseworker. Training child protection services (CPS) workers on the impact of trauma in child maltreatment forensic investigations and the worker's role in anticipating and mitigating the effects of trauma during the investigative process is rarely addressed in the trauma-informed literature. This article reports on a training strategy to infuse trauma information into an existing forensic child maltreatment investigation curriculum with the goal of enhancing CPS caseworker's knowledge, skills, and values concerning the importance of viewing investigations and their associated tasks through a trauma lens.     

Serving immigrant families and children in New York City's child welfare system

This article describes the efforts and special initiatives of New York City's Administration for Children's Services to improve services to immigrant and English language learner populations. Children's Services convened an immigration issues advisory subcommittee, created special tools for child welfare staff, collaborated with legal agencies to assist foster children with immigration status adjustments, improved agency data collection, and launched an agency-wide training initiative on immigration issues. The challenges encountered by Children's Services offer important insight for child welfare agencies in other jurisdictions designing strategies to strengthen their services for immigrant communities.     

Evaluating child welfare training in public agencies: status and prospects

Although staff training in public child welfare agencies is thought to be a critical component of effective practice, little is known about the delivery and effectiveness of training interventions. Few evaluations are published in the literature and it is uncertain how much evaluation activity is being conducted and utilized. This study collected data from 48 public child welfare agencies in the United States regarding the conduct of training evaluation and the utilization of training data. The data are discussed within the context of planning the next steps for public agencies’ efforts in training evaluation.     

Transferring training to child welfare practice: Individual and collective efforts

The transfer of training to practice constitutes an ongoing challenge in child welfare services. Many efforts to understand and promote training transfer address the concept as an individual-level behavior. This study suggests that training transfer is both an individual and collective process. The study involves a survey at two time points of 214 workers from child welfare agencies who attended a training program. Principle components analysis identified two meaningful sub-components within the concept of the training transfer. Hierarchical linear regression was used to assess the influence of individual-level and contextual factors on both components. Findings suggest that to promote collective training transfer and enhance both individual and group performance, child welfare administrators may need to strengthen supervisory support and to promote positive work climates in which trainees can discuss training concepts and work together to apply them.