Professionalizing Child Welfare: Title IV-E National Roundtable Conference

Title IV-E National Roundtable Presentations

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Keynote Speakers

Dr. Kathy Briar Lawson, Dean of School of Social Welfare, State University of New York at Albany.

Dr. Kathy Briar Lawson Is an experienced academic administrator and national expert on family focused practice and child and family policy. Among her books (co-authored) are Family-Centered Policies & Practices: International Implications (2001) and (co-edited) Innovative Practices with Vulnerable Children and Families (2001). She has recently co-edited two volumes on Evaluation Research in Child Welfare, (2002) and Charting the Impacts of University-Child Welfare Collaboration, (2003). She is a member of the Council on Social Work Education Practice Commission; she also serves as associate editor for the New Global Development: Journal of International and Comparative Social Welfare, and is consulting editor for Social Work, as well as Family Preservation. She Co-Chairs the Gerontological Task Force for the National Association for Deans and Directors.
Presentation Video

 

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Deborah K. Green, MSW, MAC, CDVC-III, CCJS, BEI-1, is a Services Program Administrator for DFPS Child Protective Services (CPS) in Houston, Texas. She has over 30 years of experience in the field of Child Welfare. Throughout her career, Ms. Green has worked in every area of Child Welfare.

Ms. Green lectures and presents on prevention, intervention with families, permanency; and transitional youth services for adolescents that have been “most difficult to serve” as they transition out of the Child Welfare System into adulthood. Additionally, Ms. Green has published several journal articles. Recently, she co-edited Challenging Racial Disproportionality in Child Welfare: Research, Policy, and Practice (2011).   Presentation Video

 

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Twila Ross, Manager, Permanency Team, Children’s Crisis Center, Houston. Currently the Permanency Team Manager for the Children's Crisis Care Center. She has served in the field of children's social services for over 40 years. Her beginnings as a CPS worker generated in her a passion for the children and family that are served by that system. Following her work with CPS she served as a juvenile detention center supervisor, the director of children's home, the director of a program working with homeless pregnant women and the director of a program offering social services and transitional living to women exiting prison.

 

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Title: Disproportionality and Child Welfare Education

Abstract: This session will discuss Disproportionality on a national level as well as discuss the efforts being taken in Texas to eliminate Disproportionality in the child welfare system. The elimination of Disproportionality requires a comprehensive approach which includes education through institutions of higher education.

Presenters: Tanya Rollins, State Disproportionality Manager and Jon Olson, State Disproportionality Specialist Texas Department of Family and Protective Services

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Title: A Model for Increasing the Effectiveness of Title IV-E Work-Related Practica

Abstract: Title IV-E Programs are designed to attract students to the field of social work and assist in professionalizing the child welfare workforce. Problems frequently arise when IV-E students enter their field practicum. Many IV-E student-employees request work-related practica in order to meet the demands of their workplace and practicum. The Work Enhancement Model (WEM) attempts to build holistic practicum experiences through an innovative, structured process of university-child welfare collaboration that can benefit significant stakeholders, including students, agencies, and universities

Presenters: Carol H. Smith, LCSW and Allison M. Curington, LCSW Valdosta State University Division of Social Work

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Title: Building the Child Welfare Career Ladder: IV-E Education and Beyond

Abstract: This presentation describes the career ladder in Pennsylvania public child welfare agencies, facilitated by the Title IV-E educational partnership programs, Child Welfare Education for Baccalaureates (CWEB) and Child Welfare Education for Leadership (CWEL). Findings from the 2009-2010 stakeholder evaluation will be presented; this evaluation uses surveys and focus group methodology and includes multiple perspectives of undergraduate and graduate students, agencies, alumni and partnering school faculty.

CWEB graduates feel well-prepared to enter child welfare. Graduate students appreciate their education; they also hope for opportunities to utilize new skills and tangible incentives to stay in public child welfare, while managing increasingly stressful lives. When asked about promoting professional development in their agencies, most students could not answer this from a macro perspective, instead focusing on personal experiences like secondary trauma and role over-load. This suggests that immediate issues require attention before individuals can consider agency professional development. Findings from students and alumni will be compared and contrasted with agency directors’ responses about retention efforts and implications will be discussed. Despite the various challenges, preliminary evidence for career progression and retention is promising. Approximately one fifth (19%) of agency administrators are CWEL graduates, while 16% of current CWEL students are CWEB alumni.

Presenter: Liz Winter, Ph.D., LSW University of Pittsburgh

Power Point Presentation

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Title: Experiential Learning in Native American Communities

Abstract: The Native American community in Minnesota, like many other Native communities around the country, faces societal inequalities and disparities. The policies and practices of government and dominant society have tremendously impacted child and family welfare in the Native community. In an effort to critically educate child welfare scholars about this content and improve social work service within the Native community (particularly for non-Native practitioners), an experiential learning seminar for child welfare scholars was developed via collaboration between the University of Minnesota’s School of Social Work and leaders in the Native American community. The expected outcomes of this learning experience were to 1) increase student’s awareness of the historical, political, and contemporary contexts of Native communities, and 2) through application of this knowledge to professional practice, improve social work practice with Native families in the Child Welfare system. A mixed-methods evaluation design was utilized to assess the degree to which these outcomes were met.

In this session we will describe the process of creating this experiential learning opportunity, activities that comprised the experiential day, and results of the evaluation, including participant satisfaction and knowledge acquisition. We will also discuss the potential this model holds for growth and adaptation in other jurisdictions

Presenters: Traci LaLiberte Executive Director, Center for Advanced Studies in Child Welfare University or State Agency: University of Minnesota, School of Social Work

Kristine N. Piescher Director of Research & Evaluation, Center for Advanced Studies in Child Welfare University of Minnesota, School of Social Work

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Title: Intensive IV-E Field Experience: a Unit Model

Abstract: Field education is the cornerstone of social work education and an essential learning experience for students committed to working in public or tribal child welfare. Therefore, providing meaningful and supported field experiences for child welfare scholars is paramount. Together, the University of Minnesota’s Center for Advanced Studies in Child Welfare and Ramsey County, a large metro county, developed a partnership to provide such a field experience. In this session we will describe this intensive field unit for MSW IV-E child welfare students as well as the processes of developing and piloting this model. We will also discuss the potential this model holds for growth and adaptation in other jurisdictions.

The model involves six MSW IV-E students, supervised by task supervisors (county staff) and a University employed on-site Title IV-E Field Instructor. The role of the IV-E field instructor is to work closely with students and task supervisors through supervision, consultation and by facilitating weekly onsite seminars. Seminars provide opportunity for twice the number of meetings as regular field seminars and provide in-depth county-specific content to be introduced and discussed leading students to more fully integrating CW theory and practice in their learning experiences.

Presenters: Traci LaLiberte Executive Director, Center for Advanced Studies in Child Welfare University of Minnesota, School of Social Work

Liz Snyder Title: Director of Professional Education, Center for Advanced Studies in Child Welfare University of Minnesota, School of Social Work

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Title: Designing Knowledge Management Systems for Partnership Collaborations

Abstract: The presentation will focus on developing knowledge management systems to enhance IV-E partnership administration, developing and allocating community resources, implementing communities of practice, and linking formal to informal services. Potential advantages, disadvantages and barriers of moving from an information/data management paradigm to a knowledge management paradigm will be discussed. Concepts of knowledge management will be presented and the role these concepts play in administration, learning, training, knowledge development, evaluation and research will be considered. A number of content management systems will be presented as potential platforms for the development of a knowledge management system. The pros and cons of the different content management systems will be reviewed and web based social networking capabilities will be emphasized. Examples of systems in current use within an eight-university IV-E partnership as well as frameworks under development for use in field placement, systems of care, and professional communities will be presented. Theoretical linkages will be made including social network analysis, situational learning, theories of social capital, and complex adaptive systems. Finally, future implementations will be considered, emphasizing the possibilities of using semantic data techniques, knowledge visualization, knowledge transfer, real time data analysis and sustainability of organizational knowledge.

Presenters: Tommy Milford, MSW Technology Manager for the University Academic Partnership in Public Child Welfare

Debra Hurd, PhD is the Principle Investigator and Director of the University Academic Partnership in Public Child Welfare University of Arkansas

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Title: A Unique Partnership at Multiple Levels

Abstract: This reflective study focuses on partnership generated from a university junior level behavioral sciences course which prepares students to work in entry level case management/human services positions and/or to enroll in related graduate programs. The university is a partner in the state’s Academic Partnership in Public Child Welfare and sub-contracts Title IV-E program deliverables through its multi-disciplinary Behavioral Sciences Department, which includes major programs in psychology, sociology, and rehabilitation science, the latter housing a child welfare emphasis among five other emphasis areas. Students who successfully complete the methods course have an opportunity to complete Title IV-E stipend and non-stipend field placements at the county offices of the Division of Children and Family Services. The course establishes partnership aimed at bringing about optimal results for children at an elementary school and it provides under-graduate knowledge, values, and skills development for potential professionals in child welfare and/or other human services. The purposes of this presentation are to review course development over time and data collected from the course, including recent multi-disciplinary presentations related to the course. The levels of partnership are reviewed, the unique university/elementary school Eagle Friend project is reviewed, and data relevant to the Eagle Friend project are reviewed.

Presenter: Marti Wilkerson, MRC, LPC Associate Professor of Rehabilitation Science, Principal Investigator and Coordinator, Arkansas Tech University Academic Partnership in Public Child

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Title: Developing Online Learning Modules for Child Welfare

Abstract : The varied and changing needs of children and families served by the child welfare system requires today’s professionals to become informed about a multitude of practice strategies, policies, and populations. The University of Minnesota’s Center for Advanced Studies in Child Welfare is leveraging the expertise of its faculty to create unique training opportunities for child welfare professionals and students. Using support from Title IV-E funding, approximately 12 faculty/staff members turn their latest child welfare relevant research findings into short (1-2 hour), interactive online training modules tailored to the current and future child welfare workforce on an annual basis. The modules cover a range of topics, such as childhood exposure to domestic violence, ethics in child welfare supervision, developing educational goals with teen parents in foster care, and confidentiality considerations in child welfare practice.

The intent of the modules is to present the latest practice-relevant child welfare research from top researchers at the University of Minnesota in a format that is timely, efficient and easy to use for today’s busy child welfare professionals. In this session we will discuss the concept, partnerships, funding, and technology tools that go into this ongoing project

Presenters: Tracy Crudo Director of Outreach, Center for Advanced Studies in Child Welfare University of Minnesota, School of Social Work

Traci LaLiberte Executive Director, Center for Advanced Studies in Child Welfare University of Minnesota, School of Social Work

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Title: Research- Based Child Welfare Employee Selection Protocol Professionalizing Retention and Practice

Abstract: A university and state child welfare (CW) agency developed and uses a research-based Employee Selection Protocol (ESP) derived from results of the statewide retention/turnover study. The ESP was designed to better inform (CW) employee/Title IV-E applicants about rewarding and difficult aspects of CW. ESP selects individuals with requisite entry-level knowledge, skills, abilities and values (KSAVs) from a job-related validity study considered minimally essential for effective job performance. ESP requirements include completing web-based self-selection activities (job information, realistic job preview video [RJP], and self-assessment), application with open-ended questions providing a writing sample and KSAV information, plus on-site writing sample, analytic exercise, followed by semi-structured interviews. Data from these multiple sources are used by an assessment team to make more informed, employee/student selection decisions. Results include employee pilot implementation and nine universities 3 years’ use in selecting Title IV-E students. Presentation includes power point, RJP, video clips of poor/positive employee interviews, open discussion of use of the ESP. CW Knowledge and Best Practice transfer enhances participants’ understanding of the importance of the ESP for supervisors/administrators and SW educators in recrutiment, selection, and preparation of students for the next generation of CW professionals.

Presenters: Alberta J. Ellett, Ph.D. Associate Professor School of Social Work University of Georgia

Betsy Lerner, MS Georgia Division of Family and Children Services Professional Development Unit

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Title: Integrating CFSR Principles into the MSW Child Welfare Curriculum

Abstract: This curriculum presentation will demonstrate how federal Child & Family Services Review concepts and principles were incorporated into an MSW course required for Title IV-E students. The “Emerging Issues in Child Welfare” course was designed to examine practices and strategies that achieve positive outcomes for vulnerable children and families within the context of the federal child welfare goals of child safety, permanency and well-being. By emphasizing CFSR principles, as well as the federal and state roles in evaluating and improving child welfare services, the course offers MSW IV-E students knowledge and skills to prepare them for advanced practice roles in public child welfare agencies. The presentation will include an overview of the course design, as well as examples of learning activities. The instructor will also discuss how his experience as a CFSR consultant reviewer informed the course design.

Presenter: Matthew Mattila, ACSW, CISW University of Wisconsin – Green Bay

Power Point Presentation

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Title: Texas Child Protective Services Basic Skills Development Training Program's Transition to a Job Task Model

Abstract: The Texas CPS training program for new employees and IV-E students, Basic Skills Development, is a three month old program that is a combination of classroom instruction and on-the-job learning. The previous model of training that had been in existence was primarily an educational model that repeated many of the same social work topics that IV-E students had already covered in their university classes. In 2010 a new training model was implemented that was entirely based on a comprehensive job and task analysis of the top job tasks that CPS caseworkers complete. The new curriculum that was developed is based solely on those top tasks, and thus better prepares new caseworkers and IV-E interns for their role at CPS.

In addition, there has been an end of training "hands on test" that has been added that will require new caseworkers and IV-E students to demonstrate their ability to complete approximately four of the most critical tasks on which they have been trained. For example, they must successfully complete a child interview utilizing a role play scenario. This test is graded by CPS supervisors in the training environment.

This presentation would highlight the process by which the new training program was developed, the differences between the old and new model, the major points of the new model, the role that testing plays in the new model, the results the new training is showing in the field, and the implications for IV-E students completing a field placement at CPS under the new training program

Presenters: Kelly Louis, CPS Curriculum Developer

Sharibeth Niehaus, CPS Training Academy Manager

Summer Smith, CPS Curriculum Developer DFPS

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Title: Transforming Agency Culture through a Team Internship Model

Abstract: A creative partnership in Imperial County, a small rural California county child welfare agency with limited agency and community resources utilized a five-member internship team to initiate a family decision-making approach to improve family engagement and to change the agency’s culture. The challenges and lessons learned by the team of students and the successful efforts to establish family group conferencing as a new approach for this county. The students were county employees in a part time MSW program at San Diego State University, School of Social Work.

An honest look at the inherent challenges in a team approach in internship design within a public child welfare system in a rural county and the efforts by students to utilize new knowledge to build on the strengths of their families involved in child welfare services.

Presenter: Ken K. Nakamura Coordinator, Title IV-E Program

Additional Presenters: MSW students: Hilda Baeza, Cassandra Gregory, Pamela King, Stephen LeMasters, Sylvia Wendell all from San Diego State University

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Title: And Why Is That? Using the Organizational Effectiveness DAPIM Model to Change Lives

Abstract: This workshop will present how the American Public Human Services Association's (APHSA) Organizational Effectiveness (OE) DAPIM model can be a critical resource for an organization to systematically and systemically achieve its desired outcomes through a process that reflects its values of engaging feedback from those affected by it. It is a model that can be adapted to front-line practice to develop a strategic plan with children, adults and families. The workshop will also describe the work products that have resulted through its use in Texas.

The Texas Department of Family and Protective Services (DFPS) Child Protective Services Program (CPS) with support from Casey Family Programs began using this approach following its 2008 Child and Family Services Review (CFSR) to effectively develop critical decision-making skills using data and emphasizing outcomes. It was used to initially focus on staff retention issues which were affecting achievement of critical outcomes.

The OE DAPIM methodology involves five steps: Define, Assess, Plan, Implement, and Monitor and is being used across Texas to drill down to the root causes of issues and the barriers to achieving successful outcomes for issues such as child safety, staff retention, Disproportionality, CFSR outcomes, staff training priorities and communications

Presenters: Daniel Capouch, MSW, JD, Accountability Division Administrator, Texas Department of Family and Protective Services, Child Protective Services Program

Marva Mitchell, Organizational Effectiveness Specialist Texas Department of Family and Protective Services Center for Learning and Organizational Excellence

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Title: Recruiting and Retaining Child Welfare Workers: Lessons from Research

Abstract: Much research has been conducted to answer the most important questions about recruitment and retention in child welfare. This panel takes a critical look at two recent research studies, one in Texas and one in California, and combines it with a meta-review of the research literature in the field.

Dr. Angela Ausbrooks explores the reasons that child welfare employees, specifically supervisors, remain employed in child welfare agencies from a strengths perspective. A qualitative study was conducted with 50 child welfare supervisors in Texas to determine whether their ability to remain with the agency was related to resilient characteristics.

Dr. Amy D. Benton presents a conceptual model which identifies variables relevant for retention. Her study employs mixed methods and draws its data from a larger ongoing study, utilizing a voluntary sample of child welfare workers who have participated in a Title IV-E MSW program in the state of California.

Dr. Nancy Chavkin and Brittany Gold share a meta-review of the literature about retention and recruitment in child welfare. They present an overview of the types of studies conducted, variables, population and sample size, methods, and findings. This new looks at the evidence base will help agencies and universities re-examine best practices.

Presenters: Dr. Nancy Feyl Chavkin, Dr. Amy D. Benton, Dr. Angela Ausbrooks, and Brittany Gold, Texas State University

Presentation PDF

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Title: Teaching Child Welfare: Tools to Sharpen Your Teaching Skills

Abstract: This workshop will provide participants with a “toolkit” of resources to enhance the child welfare course curriculum. Topics will include:

• Integration of best practice with the classroom experience
• What works and what doesn’t (assignments, in-class exercises, and speakers)
• Engaging students from a variety of academic backgrounds

Participants will have the opportunity to share their ideas and resources on how to strengthen student learning and teaching in the child welfare course. The workshops facilitators will also share their experiences based on a collective twenty three-years of teaching child welfare.

Presenters: Rhonda Smith Agency Based Field Instructor, Texas State University Lecturer

Donna Garrett Director of Field Education, Assistant Professor Worden School, Our Lady of the Lake University

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Title: A New Curriculum Course: The Child Welfare Case Management Model for Keeping Children Safe in Families Affected by a Substance Use Disorder (SUD)

Abstract: The audience will be familiarized with the Child Welfare Case Management Model permeating the Texas Child Protective Services (CPS) Handbook, section 1900 (Substance Use Disorder). The model is based on the precept that children are safe when: threats decrease and parental protective capacities increase. The role of the Child Welfare caseworker is to put in place "protective measures" that support child safety and a parent's recovery process.

The said model can serve as a cornerstone in the development of a Child Welfare curriculum course that looks at safety in families affected by a substance use disorder (SUD). Through the presentation the audience will be exposed to some of the major blocks of instruction that could be considered in the construction of a course on Child Welfare and SUD families. Aside from a discussion on curriculum development, the audience will be given information about:

• Drug Trends in Texas
• Addiction as a "Brain Disease"
• The CAPTA (Child Abuse Prevention and Treatment Act) Time Line

The presentation's major contribution to the field is giving the IV-E audience a better appreciation of the process CPS undergoes in policy writing. As a CPS policy writer, I attempt to connect theory (classroom instruction) with practice as it relates to child safety in SUD families.

Presenter: Milton R Ayala, LMSW Substance Abuse Program Specialist Texas Department of Family and Protective Services

Power Point Presentation
Resources Handout

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Title: The Impact of Title IV-E Training on Case Outcomes

Abstract: Empirical studies have demonstrated that Title IV-E partnership programs contribute directly to the development and maintenance of a skilled and stable child welfare workforce. Graduates of the stipend program have better retention rates (Brown, Chavkin, & Peterson, 2002; Dickinson & Perry, 2002; Robin & Hollister, 2002), are more confident in their abilities (Gansle & Ellett, 2002), are more competent in terms of their knowledge, skills, coping, and assertiveness (Brown, et al., 2002; Gansle & Ellett, 2002; Scannapieco & Connell-Carrick, 2003), and are more prepared to enter the field of child welfare (Clark, 2003). However, there are currently very few publications examining the case outcomes of IV-E stipend recipients. The presenter examined existing data in Texas to determine if the professional social work education provided by Title IV-E stipends leads to better case outcomes as defined by the Child and Family Services Review. The following research questions are to be addressed by the presenter: (1) For the children who were victims of substantiated or indicated maltreatment, how many had an additional incident within six months? (2) Of all children who entered foster care, how many re-entered within 12 months of their previous episode? (3) How many children had no more than two placements during a 12-month period? (4) How many children were reunified with their families in less than 12 months of being placed in foster care? (5) For children for whom reunification is not an option, how many children exited foster care to a finalized adoption in less than 24 months of being placed in foster care?

Presenter: Patrick Leung, PhD University of Houston

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Title: Evaluation: A Continuum of Outcome Research and Evaluation in IV-E Partnership Programs-Minnesota Study

Abstract: In 2009 the University of Minnesota initiated a retention study of statewide Title IV-E stipend recipients to determine characteristics of students that received Title IVE stipends in Minnesota to determine characteristics of students at varying lengths of service in public child welfare post graduation, and to learn if there are characteristics predictive of extended lengths of service in public child welfare. To achieve this understanding, researchers conducted a preliminary, descriptive retention study. The sampling frame included Title IV-E student award recipients from September 1998-January 2008 from the University of Minnesota (Twin Cities and Duluth campuses), and five Minnesota State Universities including Bemidji, Mankato, Moorhead, St. Cloud, and Winona.

Results from this study will be presented. In addition, this study was faced with a series of challenges and lessons learned which will be shared in an effort to assist other programs with thoughts of similar studies in their planning and execution processes.

This presentation, submitted as part of the larger submission by Patrick Leung is intended to be a re-presentation of a Webinar on October 7th hosted by National Child Welfare Workforce Institute.

Presenters: Traci LaLiberte Executive Director, Center for Advanced Studies in Child Welfare University of Minnesota, School of Social Work

Kristine N. Piescher Director of Research & Evaluation, Center for Advanced Studies in Child Welfare University of Minnesota, School of Social Work

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Title: The New CalSWEC Evaluation Framework 2010

Abstract: This presentation consists of describing the framework and the process used to assess the effects of the title IV-E educational and training programs on increasing the quantity and quality of child welfare social workers in California, including how well they are prepared (knowledge, skills and values), and retained in the field. Our research questions are,

• How well-prepared are our graduates?
• Do they stay in the field? and,
• What factors improve or discourage retention?

The evaluation is driven by State and federal regulations regarding education and training which require evaluation that, at minimum, includes scanning program elements, counting the program’s participants and graduates’ outcomes, the program’s successes and challenges, listing needed resources, and disseminating results broadly.

Our framework is aligned with CalSWEC’s mission and goals which direct us to evaluate the extent to which CalSWEC’s efforts have increased the numbers of professionally educated public sector social workers and diversified the professional workforce by creating access to higher education and in-service training. The process by which we conduct the evaluation is consistent with the values of participatory evaluation.

This presentation showcases evidence which promotes efforts to increase and improve the workforce necessary for the professionalization of child welfare services.

Presenter: Sherrill Clark

Power Point Presentation

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Title IV-E Partnerships: The Nuts and Bolts of the Relationship

Abstract: This workshop is an open discussion about the differences and similarities regarding IV-E partnerships across the nation and will highlight the initiation and maintenance of the IV-E partnership. A panel with two experts will lead the discussion and offer their expertise and any major questions will be forwarded to ACF for future input.

Presenters: Alberta Ellett, PhD University of Georgia School of Social Work

Joe Papick, Director, Child Welfare Education Project, Graduate College of Social Work, University of Houston

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Last updated or reviewed on 10/18/11