NCWWI Tribal Traineeship Programs: Promoting Diversity in the Child Welfare Workforce

Twelve universities and one American Indian (AI) tribal college were selected for the National Child Welfare Workforce Institute’s 5-year stipend traineeship program. These tribal traineeships were designed to provide social work child welfare education for tribal and nontribal students. Twenty-two AI students and 58 nontribal students completed a bachelor or master’s of social work degree. The students’ field placements were in tribal agencies or public agencies that served a segment of the AI population. These programs were enhanced through the use of valuable relationships (i.e., partnerships, mentorships, allies), and cultural competence was a key aspect of the students’ education. The students’ education was enriched with a specific child welfare curriculum, cultural teachings, tribal traineeship collaborations, and tribal community events.     

Adolescents' Prosocial Behavior Toward Family,Friends, and Strangers: A Person‐Centered Approach

This study examined longitudinal change in adolescents' prosocial behavior toward family, friends, and strangers. Participants included 491 mother–child dyads (average age of child at Time 1 = 11.5, 67% European American). Growth mixture modeling suggested that prosocial behavior toward family was generally stable or decreased over time, while prosocial behavior toward friends increased over time. However, findings highlighted unique developmental trajectories within subgroups of adolescents for prosocial behavior toward family and friends and found that maternal warmth and adolescent sympathy, self‐regulation, and gender consistently distinguished between groups. Discussion focuses on the need for a more multidimensional approach to prosocial development.     

Preparing Black and Latinx children for police encounters: Caregiver response profiles and child self-regulation

We hypothesized that the goodness-of-fit between profiles of observed, caregiver-provided ethnic–racial socialization (ERS), and child self-regulation (i.e., inhibitory control) would differentially associate with child behavioral outcomes. Conversations between 80 caregivers (45% Latinx; 55% Black) and their children (M _age  = 11.09; 46% female) were rated for ERS. Measures included an inhibitory control composite (ages 2.5–3.5) and the Child Behavior Checklist (CBCL; age 12). Three profiles were determined: Comprehensive (n  = 34), Reactive (n  = 8), and Pragmatic (n  = 38). Only youth with low inhibitory control in preschool appeared to benefit from Pragmatic ERS, whereas youth with normative or high inhibitory control in early childhood displayed lower internalizing and externalizing behaviors when they had Comprehensive or Reactive rather than Pragmatic caregivers.