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 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 resource includes a webinar overview of the CA Core Practice model, practice behaviors, and a description of the theoretical framework underlying the model
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.
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. They may be used individually or together, and each includes an introduction that highlights the area of child welfare practice that governs the situation, and a variety of classroom exercises. An effort was made to be ethnically sensitive by emphasizing language and cultural diversity differences in family lifestyles as expressed in parenting and disciplinary styles and varying cultural norms and values. The authors strongly recommend the use of collaborative teaching with guest speakers from local departments of Social Service, substance abuse programs, etc., to supplement the case studies. (93 pages)Brewer, L. K., Roditti, M., & Marcus, A. (1996).
This module offers classroom instruction with the opportunity for students to observe child welfare workers, judges and referees, and attorneys during actual court proceedings. It provides approximately six hours of classroom content and addresses competencies in ethnic sensitive and multicultural practice, core child welfare skills, social work skills and methods, and workplace management. The curriculum provides a history of the system; cultural insights; background on the differing roles of professionals in the juvenile court setting; a glossary of court terms; and guidelines for proving maltreatment, and for providing effective testimony. (50 pages)Foster, D., & Woods, B. (1995).
Offering a wealth of information, this module introduces the historical, cultural, and social factors that influence a social worker's ability to skillfully interact with Hmong, Lao, Vietnamese, and Cambodian families. It provides approximately 30 hours of classroom instruction and includes sections on: Southeast Asian history, escape, refugee, and resettlement experiences; legal and health issues; mental health and education issues; the Southeast Asian family; and child welfare practice and the Southeast Asian family. The curriculum includes pre- and posttests and materials that may be reproduced as handouts. (175 pages)Himes, H., Lee, S., Foster, D., & Woods, B. (1995)
This is an update of the 2001 curriculum: Frame, L., Berrick, J. D., Sogar, C., Berzin, S. C., & Pearlman, J. CalWORKS and Child Welfare: Case Management for Public Child Welfare Workers. This newly revised curriculum is designed to help students understand the relationship between family economic well-being and parenting and to raise students’ awareness of the important role poverty can play in interfering with parents’ best efforts to raise their children well. Under extreme circumstances, family poverty can place children at significant risk – these are the families who may come to the attention of child welfare agencies. (215 pages)Berrick, J. D., Helalian, H. S., Frame, L., Fabella, D., Lee, K., & Karpilow, K. (2010).
This curriculum focuses on the implications of California's changing welfare policy on public child welfare practice and addresses welfare policy, child welfare practice, and the impact of welfare reform on child welfare clients who are also involved with the public welfare system. Chapters include: a summary of welfare reform in California, a look at the differences between the old approach to welfare and workfare (AFDC and GAIN) and the new approach under CalWORKS, a history of welfare and child protection policy, a look at families who have been involved with both the welfare and child protection systems, an analysis of interviews with child welfare workers and administrators that explores the myriad ways in which the new federal and state policies are likely to impact their clients and themselves as professionals, and the implications of welfare reform for child protection and child welfare practice. (318 pages)Frame, L., Berrick, J. D., Lee, S., Needell, B., Cuccaro-Alamin, S., Barth, R. P., et al. (1998).
This module compares the relative effectiveness of court-mandated versus voluntary service plans in preventing child maltreatment recidivism and analyzes family characteristics that influence how families are recommended for court-mandated services. Results showed that the type of plan does not make a difference in case outcome; similar rates of recidivism were noted between both types of plans after the cases closed. Also, while children were more likely to remain in the home in families that received voluntary plans when other factors were controlled, the voluntary plan advantage disappeared. (145 pages) Jones, L. (2000).
How similar or different are case notes from investigation narratives? Do case plans have any relationship to court reports? The goal of this interactive graphic is to consider the relationship between case notes, investigation narratives, case plans and court reports by reviewing how they are similar and different from one another.
Click on the icons in the interactive graphic to compare the four documents to each other. The text found in the graphic can be downloaded in doc format by clicking on the "resources" link at the top right side of the graphic.
An investigation narrative is written whenever a public child welfare agency is alerted to a situation requiring further attention. The narrative tells the story of what actions occurred as a social worker interacted with a family or child on their path to gather evidence surrounding a reported incident.
This interactive activity provides a learner with an example of an Investigation Narrative taken from a vignette. Buttons on the left side of the document highlight sections of the narrative template, identifying what information is typically included in that section and showing an excerpt taken from the vignette. The goal for the learner utilizing this resource is to identify the structure of an investigation narrative and be able to explain the purpose or function of the highlighted sections / headings.
This curriculum combines systematic risk assessment (developed to address inconsistency and randomness in existing assessment tools and used to both identify factors which truly endanger children and illuminate strengths that may be build upon to ameliorate risk and preserve the family) with ethnographic interviewing (developed in response to a growing awareness of the importance of cultural differences in the helping process and the right of clients to receive culturally appropriate services). The combination of the two conceptual frameworks which helps clarify risks and strengths enables case plans and interventions to be more closely matched to what families are able and willing to do. (145 pages)Walker, P., & Tabbert, W. (1997).
This curriculum consists of five modules in PowerPoint format designed to be used by instructors in class sessions or assigned to students as web-based independent learning. Instructors may use and revise the presentations for their needs. Each module contains slides with narrative information and links to additional readings and relevant websites and will take 1-2 hours for students to complete. Modules typically include factual or reflection questions. Module I informs students about the history and current status of the issue of overrepresentation of African Americans in child welfare. Module II centers on theories to explain overrepresentation and explains the background, methods, results, and recommendations from a recent CalSWEC-funded study on worker factors in overrepresentation. Module III focuses on African American family strengths, values, and norms. It includes an important reading on strengths-based practice with African American families, links to websites that are African American-centered, and ends with linking students to the Harvard University site to take the Implicit Associations Test. Module IV focuses on cultural competency and antiracism theory and reflective exercises. Module V contains abbreviated material from each of the four preceding modules. Smith, L. A., & Shon, H. (2010).
This project assesses a sample of California county programs for preparing foster teenagers to live independently. Counties were selected to represent statewide variability and represent northern and southern regions as well as urban and rural areas. Chapters address: the organizational structure of each program including the agencies providing ILP services, agency staffing, coordination mechanisms, foster care supervision, and community involvement; a description of program participants including characteristics of the youth, diversity, readiness for the program, barriers to participation, foster care provider issues, foster parent training, and the relationship of birth parents to the county agency and the youth; a description of program processes including identification of eligible youth, referral, outreach, assessment, out-of-county placement, monitoring and follow-up; and an overview of program content and services including classes, activities, individual services, housing issues, and aftercare support. (186 pages)Giovannoni, J., Chaneske, E., & Furman, W. (1996).
This curriculum explores the experiences and challenges of transracial adoptive families with the goal of improving the quality of services and supports provided to them. In addition, there is a growing subset of transracial adoptive families who choose to maintain contact with their child's birth family. Very little information exists to help these families or their child welfare workers understand the bumpy terrain of openness. This curriculum fills some of the many gaps in knowledge and practice. It includes summaries of transracial adoption literature, a theoretical discussion on normative development in transracial adoptive families, practice-oriented information including discussion questions and exercises, case vignettes, worker guidance, a self-assessment tool, and findings from the in-depth qualitative study of 12 transracial adoptive families in California conducted as part of this project. Findings themes include: the complicated factors involved in choosing transracial adoption; how the children and youth understand the meaning of their adoption; issues around the choice to maintain contact with the adopted child's birth family, the role of the contact, and the vulnerability of contact arrangements; the role of race in family life and development, negotiating different cultural worlds, and developmental changes; and the role of services and supports prior to and following adoption. (216 pages)Frasch, K., Brooks, D., Reich, J., & Wind, L. (2004).
This module explores the implementation, process, and outcomes of the Family Unity Meeting in San Diego County, which provides a case study for Family Group Decision Making. Module I covers factors that distinguish between families that accept or reject an invitation to a meeting, the meeting process, outcomes, family perspectives on family change, the use of social support, and family satisfaction with services. Module II includes a synopsis of Family Group Conferencing; legislation supportive of FGC; the history, definition, and philosophy of FGC; models of FGC; process of FGC; facilitator's role; trends and evaluation FGC; classroom exercises; videotape suggestions; and a bibliography. Module III is a proposed semester course syllabus that focuses on FGC and strength-based practice. Module IV is a handbook designed for field instructors and students who are engaged in FGC as part of the student's field practicum. (233 pages) Jones, L., & Daly, D. (2004).
A child welfare social worker conducts interviews on location with children and families. Notes recorded in the field must become formal case notes, serving as formal records of a child or family's interaction with an agency.
Using this interactive graphic allows a novice learner to compare informal and formal case notes, and consider the editing decisions made by a social worker when formalizing his/her case notes.
Hover over a section and it becomes highlighted. Click on any highlighted section to see the social workers thoughts about why she wrote interview notes or the final case notes in the given manner. What differences do you see between the sections?
The purpose of this curriculum is to heighten the awareness and increase knowledge of child welfare workers, foster care providers, and school staff regarding the educational needs of foster children and to develop specific skills to address those needs and smooth the transition to new school environments in order to avoid unnecessary absences from school caused by transferring to a new foster home. The process requires a three-way collaborative effort between the caseworker, foster care provider, and school staff, and this curriculum provides clear, concise, and practicable actions for all of the responsible professionals to enable them to operate effectively as part of a collaborative team. (209 pages)Berrick, J. D., Ayasse, R. H. (2005).
This curriculum was designed to teach social workers how to convey their knowledge of human development to the professionals who work with them in the field of child welfare. The five modules teach the principles of interprofessional collaboration, team building, communication styles, working with families in interprofessional teams, and addressing the interdisciplinary problems with which families and children have to cope. (188 pages)Rector, C., Garcia, B., & Foster D. (1997).
This curriculum was developed as an empirical foundation for a practice model that facilitates collaboration toward providing the highest level of service for at-risk children and their families. It teaches collaboration in nine areas: legal issues, financial issues, health and mental health, education/school, family relationships, child management, support services, fair and equal treatment, and general satisfaction. It is organized around five competency areas: respecting the knowledge, skills, and experiences of others; building trust by meeting needs; facilitating communication; creating an atmosphere in which cultural tradition, values, and diversity are respected; and using negotiation skills. The curriculum is divided into five sections: Introduction to the Curriculum, Conducting the Training, Training Modules (two 3-hour modules for in-service training), Classroom Modules (for undergraduates and graduates), References and Annotated Bibliography. (345 pages)Pasztor, E. M., Goodman, C. C., Potts, M., Santana, M. I., & Runnels, R. A. (2002).
This curriculum addresses legislative, policy, and political analysis for child welfare issues; analysis of the impact of funding sources; content of legislation; policy decision-making processes; development of plans for advocating for legislation that will help people who receive child welfare services; strategies for social action; lobbying; political campaigning; and identifying opportunities for intervention. It includes material on federal and state child welfare policies and funding mechanisms with practice-related content, a list of websites that can be used to gather information on legislation, policy-making, and electoral campaigns, and class discussion topics and assignments. (194 pages)Hardina, D. (1997)
This curriculum was designed to improve the quality of care provided to children in out-of-home care. It highlights the importance of providing child welfare services that are more responsive to the voices of children in kin and non-kin foster care. Components include an overview of the child welfare system in California, a literature review of children's experiences in out-of-home care, children's experiences with kin and non-kin foster care in California, adolescents' perspectives of out-of-home care in California, practice tips for child welfare workers, case vignettes, and a bibliography of relevant child welfare texts and articles cited in the curriculum. (348 pages)Fox, A., Frasch, K., & Berrick, J. D. (2000).
This curriculum focuses on issues related to mental health service utilization and outcomes among children in the child welfare system. In spite of the documented need for mental health services for these children, there is a lack of information on children involved with both the child welfare and mental health systems. In order to improve our understanding of the issues and needs of this population, this curriculum focuses on five areas: (a) demographic and system-related characteristics of children involved in both the child welfare and mental health systems; (b) clinical need for services, service utilization patterns, and association between mental health service utilization and child welfare outcomes; (c) policies affecting mental health service utilization by children in the child welfare system; (d) collaboration between child welfare and mental health systems; and (e) resources for collaboration and service provision for children and youth in both the child welfare and mental health systems. The curriculum will provide research highlights, conceptual frameworks, tools, and experiential opportunities to strengthen understanding of a wide range of issues related to mental health service utilization among children in the public child welfare system. (165 pages)Hines, A. M., Lee, P. A., Osterling, K. L., Tweed, M. (2007).
Research over the last 20 years has documented a strong correlation between substance abuse and risk of involvement in the child welfare system. More recently, a growing body of research and policy analysis focused on addressing the needs of substance-abusing families in child welfare calls for “bridging the gap” in values and attitudes between child welfare and substance abuse treatment service delivery systems and developing collaborative models for intervention and case planning. This research-based curriculum increases awareness about how individual and professional values may impact interdisciplinary practice and is designed to develop skills for improved collaborative practice among child welfare workers, substance abuse treatment professionals, and other professionals working with substance abusing families involved in the child welfare system. This study examined similarities and differences in values and perceived capacity for collaboration between substance abuse and child welfare fields based on survey data from respondents in counties in California. The instruments used in this study, the Collaborative Values Inventory (CVI) and Collaborative Capacity Instrument (CCI), were developed by Children and Family Futures/National Center for Substance Abuse and Child Welfare. (123 pages)Drabble, L., Tweed, M., & Osterling, K. L., (with Navarrette, L., Pearce, C., Riberio, P., & Twomey, E.). (2006).
This curriculum, written for graduate social work students and child welfare workers, is designed to improve the quality of care and services provided to children in out-of-home care. It highlights the importance of providing child welfare services that are responsive to the needs of children who must prepare for emancipation and the responsibilities of adult life. While more research efforts are aimed at tracking youth emancipating from the foster care system, little is known about those who are currently enrolled in post-secondary education. Further, research on youth exiting the foster care system tends to highlight negative outcomes. Little is known of former foster youth who go on to lead healthy and productive lives and what the contributing factors were that enabled them to succeed. Understanding their pathways to college and identifying the factors related to educational achievement can help inform program and service delivery to youth currently in the foster care system. (186 pages)Merdinger, J. M., Hines, A. M., Lemon, K., Wyatt, P., & Tweed, M. (2002).
This is an introductory to intermediate level module for undergraduate or graduate level social work students, or for public child welfare staff. It presents basic information about responses to trauma, along with a trauma-spotting practice tool. SSHARED can help identify trauma survivors and offers some best-practice strategies for planning interventions.
The learning objectives for the module are:
1. Be able to identify key signs (symptoms) of trauma
2. Be able to describe alternative contextual “meanings “ of such signs, most notably developmental stage & culture
3. Be able to describe the associated “lesson, result and help” for such symptoms, using the SSHARED handout
4. Gain an empathic understanding of the impact of trauma in the PCW context
5. Be able to apply SSHARED to a case example
The module consists of slides introducing the content, 9 self-assessment quiz questions with feedback for incorrect responses, and a list of references and resources for further study. A handout outlining the SSHARED assessment tool is provided as a downloadable attachment. The module can be used as a self-study professional development resource or to supplement an in-person course.
This tool comprised of issue briefs, video interviews, and resource lists tells a story of implementation of trauma informed services and offers guidance and resources to help you on your implementation journey.
The video interviews are of national, state, tribal, and local leaders in many child-serving systems; developers of evidence-based treatments and practices; physicians; researchers; administrators of provider organizations; clinicians; youth and young adults; families; and advocates who share lessons learned and identify remaining gaps.
This curriculum is a standardized workplace management curriculum for training entry-level social workers in child welfare agencies in the State of California. The curriculum is composed of nine modules that may be used as separate classes or together in a single course. The modules are constructed to be suitable for three distinct groups of users: BSW students, MSW students, and child welfare agency supervisors and program managers (first and second line supervisors)--and those interested in such positions. Students can study from these sections during their matriculation, while agency employees might be exposed to them via departmental training opportunities, a local child welfare training academy, university extension or concurrent enrollment programs, or continuing education providers. (151 pages)Gilson, S., Cornet, B., & Ralph, C. (2009).