This data brief, part of the California Public Child Welfare Workforce Studies, provides statistics on American Indian/Native American child welfare workers who responded to the 2011 Agency Administrative and Individual Worker surveys.
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This interactive online tutorial reviews the legal process changes related to Assembly Bill 12 (AB 12). The tutorial reviews primary hearings associated with AB12, associated rules and regulations and court report requirements. It seeks to engender the value of increased self-determination for non-minor dependent youth in the court process among social workers.
This thirty minute presentation serves as a preview/orientation to the Northern California Training Academy's in-person training: Advanced Analytics for Child Welfare Administration. To learn more about the Academy and upcoming courses, please visit humanservices.ucdavis.edu/Academy
The Indian Child Welfare Acts seeks to keep AI children within their communities. This curriculum focuses on that legislation and provides an advanced training on the delivery of quality case management services to American Indian families through active efforts, and the role of the expert witness in court proceedings.
Moving into a care home can have a profound emotional impact on an individual - just the anticipation of residential care is one of the biggest sources of fear for the elderly. This unit discusses the role of social workers and care staff in supporting individuals through the transition, and how residential environments affect quality of life.
The Assessment Block content focuses on critical thinking, standardized assessment, and child maltreatment identification. This includes identification of a critical thinking process; information about assessment policy and practice; and tips and practice for identifying neglect, physical abuse, emotional abuse, sexual abuse, and exploitation. There are 2 e-learning modules, 4 classroom modules, 2 field activities, and a 200-level knowledge and skills reinforcement classroom lab this block. On the CalSWEC Network hub, materials for this block include published e-learning files.
This curriculum covers the following public child welfare competencies: ethnic sensitive and multicultural practice, core child welfare skills, social work skills and methods, and human development and the social environment. Sections on assessment and intervention, treatment models, principles, programs, self-help groups, the recovery process, and relapse prevention are included as are models of the recovery process, website resources, and pre- and posttests. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Assessment,%20Intervention%20and%20Recovery%20Support%20PowerPoint.pdf
This curriculum covers a combination of the following public child welfare competencies: ethnic sensitive and multicultural practice; core child welfare skills; social work skills and methods; and human development and social environment. Sections on assessment and intervention; treatment models, principles, and programs, self-help groups, the recovery process, and relapse prevention are included, as are models of the recovery process. website resources, and pre- and posttests. (78 pages)Hohman, M. M. (1998).
This curriculum, which may be used in whole or in part, offers an overview of foster care, background on the characteristics of kin and non-kin foster parents, and trends in foster care. Special emphasis is placed on foster care recruitment, training, and retention efforts as well as the foster care payment rate structure. A comprehensive look at the elements that comprise quality of care in kinship and non-related foster homes is included. The curriculum highlights the philosophical reasons for providing quality care, the history and philosophy of kinship care, a legal history and brief policy analysis of kinship care, and domains of quality. Practice tips for child welfare workers and administrators are included, as well as a chapter where kin and non-kin foster parents address their relationship with the child welfare system and recent child welfare policies affecting foster parents and kinship caregivers. (332 pages)Berrick, J. D., Needell, B., Shlonsky, A., Simmel, C., & Pedrucci, C. (1998).
This curriculum offers an overview of foster care, background on the characteristics of kin and non-kin foster parents and trends in foster care. Emphasis is placed on foster care recruitment, training, and retention efforts as well as the foster care payment rate structure. A comprehensive look at the elements that comprise quality of care in kinship and non-related foster homes is included as well as a brief policy analysis of kinship care. Practice tips for child welfare workers and administrators are included, and kin and non-kin foster parents address their relationship with the child welfare system. Recent child welfare policies affecting foster parents and kinship caregivers are examined. Overheads: http://www.csulb.edu/projects/ccwrl/Assessment%20Kinship%20CareTransparencies.pdf
This article presents information obtained from people working in public child welfare who self-selected to participate in a worker health survey examining the associations between secondary traumatic stress, organizational factors, and general health.
These training resources, developed by child welfare experts, teach child welfare workers basic interviewing skills for use with adults and children. Trainees will develop skills in effective interviewing techniques, including establishing rapport, obtaining accurate and comprehensive information, employing strength-based engagement strategies, and tailoring techniques to meet the needs of the interviewee. Materials include PowerPoint presentations, Microsoft Word Trainer's and Trainee's guides, and a cross-cultural values worksheet, and tips for interviewing cross-culturally. Developed for training of all new child welfare workers in California from as part of the California Common Core Curricula.
What does it take to become a critical practitioner in social work? This unit will guide you through some important concepts. An understanding of Í˘__ëńcritical perspectivesÍ˘__ë_ ˘ will help you take a positive and constructive approach to problems that arise in
This Unit looks at the work of William Beveridge in reforming the field of social welfare after World War II. Particular attention is paid to the attitude towards women and immigrants to the United Kingdom.
In this unit, we are going to look at a number of situations which put a strain on the idea that caring is just 'being ordinary', including times when people are giving intimate care. In these special circumstances, since the normal rules do not apply, we have to develop a set of special rules to guide practice.
The course originally was develop as a one of the tools that help participant from the ERASMUS+ training course. During the project, course was enrich in contest by work of all participants and established as an open education source for everyone. Now, its main objective is to promote form of social cooperative among youth from European countries. Moreover it contest more than just information about social cooperative legal form in few European countries. It is build in motivational and nonformal way, thanks to that it provide various different components, such as: soft skills learning, q&a, information about IT tools in education and lots of information about EU Programs.
For the 2014-2015 year, California Department of Social Services contracted the Northern
California Research and Training Academy to provide CSEC training for the 28 counties served in the Northern region. This resource provides a full report on the related training and support activities provided throughout the 2014-2015 year.
These resources for child welfare workers will assist workers in navigating the complexities of legal documentation. These materials are offered as part of the California Common Core Curricula, an innovative training program designed for all new child welfare workers in the state. Competencies and learning objectives offer guidelines for training new child welfare workers; an annotated bibliography offers ideas of where to look further for needed information.
This curriculum is designed to educate social workers about the experiences and needs of families involved with both public welfare and child welfare services so that they can provide high-quality case management services within a post-welfare reform environment. Based on research from a longitudinal, ethnographic study of families living in an urban environment, the curriculum includes: a review of child welfare outcomes in the welfare reform era; a description of welfare reform as implemented in one county, including examples from the client's perspective of managing within a welfare-to-work environment; a cost of living analysis of life on welfare; a set of case examples illustrating pathways from welfare to child welfare, with special attention to aspects of welfare reform which may play a role in child welfare outcomes; and a discussion of how to apply qualitative research methods toward improving child welfare practice, as well as an explanation of the research methods used for the study. (187 pages)Frame, L., Berrick, J. D., Sogar, C., Berzin, S. C., & Pearlman, J. (2001).
This curriculum is designed to educate social workers about the experiences and needs of families involved with both public welfare and child welfare services so that they can provide high-quality case management services within a post-welfare reform environment.
This resource includes a webinar overview of the CA Core Practice model, practice behaviors, and a description of the theoretical framework underlying the model
The goal of the Safety Organized Practice Convening held on November 8, 2011 was to
bring together California counties who were implementing (or considering implementing)
a coordinated use of Safety Organized Practice with other risk and safety tools, such as Structured Decision Making. This resource provides access to the summary report of the convening.
This project includes three teaching modules in the area of child welfare management: Child Welfare Staff Relations, Social Advocacy in Child Welfare, and Program Development in Child Welfare. Each module includes a statement of purpose, learning objectives, reference readings, an outline for the presentation, and resources for teaching. (35 pages)California State University, Long Beach, (1994). Child Welfare Management Modules
In a perfect world, research informs practice, and practice suggests research. But in reality, researchers complain that nobody reads their findings, and practitioners who make the time to read research complain that it is difficult to understand and that the implications for practice are unclear. This videotape bridges the gap between researchers and practitioners as it addresses the following subjects: family violence and its relationship to child abuse; how cultural differences impact assessment; incestuous families; and what kinds of children are in foster care. (30 minutes)
Instructive Powerpoint on purposes and legislative mandate for California's Continuum of Care reform initiative
To set up a care relationship that works well is a delicate matter, whether you are at the giving or the receiving end. In this unit we explore the very varied meanings of care relationships and how these meanings arise. Millions of care relationships are going on as you read this, and each carries its own particular meanings for those involved. But where have all those people picked up their ideas of how to relate to each other? How does any of us know where to begin?
Arrangements for care and support which people manage for themselves or have organised for them privately or informally tell us something about the shifting borders between funded and non-funded care, between health and social care, and between paid and u
Care is needed at all stages of life. This unit makes care in the family its focus because the overwhelming majority of care, including health care, is supplied in families, much of it in private, much of it unnoticed and unremarked upon. The meaning of the term (informal carer) and the word (care) itself are explored.
This unit considers the type of care offered in hospitals, using Leeds General Hospital as a case study. The unit looks at the people who have roles within the hospital, how they interact with each other and patients and what they consider to be 'care'. The different approaches and contributions to care by doctors and nurses are explored and patients give their perspective on the care they receive.
This is an interactive graphic showing one example of case notes written following an referral. The example corresponds to a vignette and is meant to provide an introduction to case notes for a novice learner.
Hover over a section or paragraph will expose a box around that section. Click on the boxed section to zoom in for more details.
As you explore the case notes example document, consider the following:
Are the individual paragraphs, or sentences, written differently?
What purposes do you think these case notes serve? How might that have influenced the way in which the author wrote them?
How would you describe the style of writing used in this example?
In this activity a learner is asked to find mistakes in example case notes. Three separate excerpts taken from a dispositional report contain sentence(s) demonstrating poor use of facts or evidence, or incorrect use of assessment and opinion. Automated feedback is provided and there are opportunities for the learner to edit an example provided a transcript of the original interview.
The Case Plan Field Tool, developed by Karen Martin, is available for training and use in the field to assist with completing accurate investigations and developing case plans with children, youth, and parents. It may copied and distributed, but they may not be adapted, edited, or altered. If you have questions about the tools, please contact Melissa Connelly [email@example.com].
The Case Planning and Service Delivery Block content focuses on working with families to develop behavior based case plans. This includes information about case planning policy and practice, writing case plan objectives, and the role of visitation in positive outcomes for families. There are 2 e-learning modules, 2 classroom modules, 1 field activity, and a 200-level knowledge and skills reinforcement classroom lab this block. On the CalSWEC Network hub, materials for this block include published e-learning files.
This curriculum addresses the role of the supervisor in promoting the development of child welfare workers. It encompasses different types of case consultation that elicit casework information and the worker's experiences in order to determine sound casework decisions that support fairness and equity considerations.
The training materials are divided into two main sections: the Trainers Guide and the Trainees Guide. Each contains the competencies and learning objectives for the training, but other components are differentiated between the guides. For example, the Trainers Guide contains tips and guidance for the trainer to structure and prepare for the training, while the Trainees Guide contains the textual information.
This curriculum focuses on child maltreatment issues and effective practice strategies among immigrant Asian families. It elucidates demographic and behavioral characteristics of child abuse victims and perpetrators in four major immigrant Asian communities, factors contributing to the selection of two types of placement by child protective services workers, and effective child welfare practice with immmigrant Asian families. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Rhee_PowerPoint.pdf
This curriculum focuses on child maltreatment issues and effective practice strategies among immigrant Asian families. Specifically, it elucidates demographic and behavioral characteristics of child abuse victims and perpetrators in four major immigrant Asian communities (Cambodian, Chinese, Korean, and Vietnamese), factors contributing to the selection of two types of placement (in-home and out-of-home) by child protective services workers, and effective child welfare practice with immigrant Asian families. (106 pages)Rhee, S., Chang, J. (2006).
The three case studies written for this project reflect training needs in crucial parts of the child welfare system. Each includes an introduction that highlights the area of child welfare practice that governs the situation and a variety of classroom exercises. It is ethnically sensitive. The authors strongly recommend the use of collaborative teaching with guests speakers to supplement the case studies.