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 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
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 six-part curriculum introduces working with children with disabilities and is based on a model that sees disability as an issue of diversity rather than of dysfunction and medicine. It may be used in part, but use in whole is strongly recommended. The modules address the competencies involving cultural skills and knowledge and impact competencies regarding child welfare skills and knowledge about child abuse. They cover: quantifying the number of persons with disabilities in the United States and California, having participants understand their own values and attitudes regarding children with disabilities, physical and sexual abuse affecting children with disabilities, families with children with disabilities, a generic model of practice that includes children with disabilities and their families, and a resource directory. (189 pages)Salsgiver, R. O. (2000).
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).
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 report covers the development and uses of competencies, the programmatic foundation of CalSWEC's child welfare services effort for public child welfare graduate social work education. Competencies are developed to create a foundation of principles, goals, and learning objectives for public child welfare MSW students and outline what graduate social work specialists in child welfare need to know and be able to do in order to provide professional services to disadvantaged families and children. Part I describes the collaborative methods used to develop the competencies. Part II lists the actual competencies. Each competency includes an objective, a recommendation for the setting where the competency can best be learned (field/classroom), associated activities for use in the classroom and field, and suggested methods of student evaluation. Competencies have been used to: enhance collaboration between MSW programs and public agencies by providing a set of learning objectives for field placement contracts and a means for student evaluation, apply classroom learning to field practice, develop empirically-based curriculum, and develop curriculum for continuing education of public child welfare workers. (81 pages)Clark, S. J., & Dickinson, N. (1998).
This multi-component project studied the impact of the implementation of the Child Welfare Services/Case Management System (CWS/CMS) on child welfare practice by examining the casework practices affected by computerization, measuring the extent to which these practices were affected by computerization, and identifying organizational and individual factors that influenced the effect of computerization on these practices. Findings showed that the implementation of CWS/CMS did not lead to drastic changes in the ways in which CWSs carried out their daily work; time spent with clients was unchanged. However, the study demonstrated that CWS/CMS led to modest but crucial changes in how workers spent their time on the job, affected the quantity and quality of relationship with coworkers, and changed some workers' attitudes toward their agency and job. (Research Report: 135 pages; Curriculum: 154 pages; Training Academy Curriculum: 111 pages)Weaver, D., Furman, W., Moses, T., Linsdey, D., & Cherin, D. (1999).
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 is for videotape owners who have lost their user's guide. It suggests ways to use the videotapes and includes information on focusing discussions, leading exercises, providing handouts, and preparing exam questions. (35 pages)Orozco, E., & Clark, S. J. (1997).
This curriculum, which can be used in whole or in part, provides background legislative initiatives, evaluations of Family Preservation/Support Programs in different areas of the country, and techniques in evaluating community-based programs. Chapters include: a description of the development of Family Preservation/Family Support programs including key federal legislation and California's implementation process; a review of current literature on both family support and family preservation evaluations; a state-wide matrix of County Five-Year Plans for the Family Preservation/Support Program Initiative, summaries of 10 county Five-Year Plans, and case studies of three counties; information on single-subject designs including the nature and scope of single-subject research and its relationship to time-series design; information on collecting and analyzing administrative level data to determine whether change has occurred in a target community; and analysis of administrative level data within a single-system design framework. This module addresses Child Welfare Policy, Planning and Administration competencies. (343 pages)Rogers, K., Ferguson, C., Barth, R. P., & Embry, R. (1998).
This curriculum focuses on factors that may lead to differential placement outcomes for children who have become dependents of the court, as the result of abuse and neglect, and have been placed with kin rather than in traditional foster homes. It is intended for use by child welfare faculty in California’s schools of social work or social welfare in both BSW and MSW programs and may be used in direct practice or Human Behavior and the Social Environment (HBSE) classes. In addition, the curriculum, or parts from it, may be used in workshops provided to line workers, supervisors, and/or managers by any of the public child welfare training academies in California or public child welfare agencies. The intent of this curriculum is to provide students and child welfare professionals with (a) background information on kinship care as an alternative to traditional foster care, (b) a brief review of the literature pertaining to the characteristics of dependent children in kinship care and their care providers, (c) opportunities to discuss beliefs about why kinship care is valuable (or not) and why it may or may not be successful, (d) demographic data pertaining to selected characteristics of children in kinship care and their care providers derived from a sample of California child welfare cases, (e) factors which may or may not be related to premature termination of kinship care placements, (f) caregiver perceptions of differential placement outcomes, (g) social worker perceptions of differential placement outcomes, and (h) opportunities to discuss how students and/or child welfare workers can decrease premature termination of kinship care placements. The curriculum is accompanied by a PowerPoint presentation containing key points from each module followed by one or more slides presenting an “active learning experience.” (78 pages) Chang, J., Liles, R., & Hoang, T. (2006).
This curriculum introduces the Family Group Decision Making (FGDM) model of working with families in child welfare and is based on a core belief that within families lies the wisdom to find solutions to protect their own children and resolve other issues of concern. The six modules cover the historical perspective of FGDM; models of FGDM; cultural competency; micro, mezzo, and macro level skills utilized in FGDM; practice; and outcome measures. In addition to lecture content, modules include instructional guides and suggestions, interactive exercises, topics for discussion, video and other resource suggestions, and a pre- and posttest instrument with answer sheet. An appendix of handouts, workshop evaluation form, references, and list of information sources and resources is included. (128 pages)Okamura, A., Quinnett, E. (2000).
National, state, or local-level data are limited with respect to the characteristics of immigrant children in the child welfare system, the proportion of immigrant children who reunify, or the constellation of services that may be associated with family reunification among immigrant families. To fill these gaps in the literature, practice, and policy, this project examined family reunification among Mexican and Vietnamese immigrant and non-immigrant children and identified promising practices to improve service availability and effectiveness. This study used quantitative and qualitative methods and was conducted in two counties in Northern California. This curriculum has five overall goals: (a) to understand common characteristics among Mexican and Vietnamese immigrant families in the U.S. and California and connections among parenting and acculturation; (b) to understand distinctive characteristics of Mexican and Vietnamese immigrants in the child welfare system, compared to non-immigrants; (c) to understand factors that contribute to reunification among Mexican and Vietnamese immigrant families involved in family reunification services; (d) to understand how the work of a child welfare worker influences service availability for Mexican and Vietnamese immigrant families; and (e) to understand the basic components of cultural competence and how these relate to service effectiveness with immigrant families involved in the child welfare system. Video clip (coming) and PowerPoint Presentation (coming).Osterling, K. L., & Han, M. (2013).
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).
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 module supports the guidelines of the Indian Child Welfare Act. It provides information on overcoming Indian families' fundamental mistrust and engaging families appropriately; how federal Indian policy affects Indian communities: Indian culture, traditions, family, and child rearing; the role of extended family systems and community networks for reservation and non-reservation Indians; the premise and guidelines of the ICWA and related federal and state laws that govern the implementation of the ICWA: the notion that the best interests of the Indian child are served by the tribes; collaborating with tribal workers; the role of cultural factors in risk assessment of Indian child welfare cases; community resources and skills in networking within the Indian community and within rural Indian community settings; skills in a variety of social work methods; and the differences between particular tribes. (236 pages)Becker, I., Daly, D., Gross, B., Robertson, G., Robinson, M., Casey, D., et al. (2000).
This project provides a comprehensive overview of interagency collaboration in child welfare practice: it's three modules address the what, where, why, when, who, and how of collaborative practice; define collaboration in this context; provide a sound rationale for developing collaborations; outline strategies for overcoming barriers; explain the various stakeholders and systems involved; and describe the skills needed to build effective collaborations. The curriculum can be used on its own, or to augment existing courses or training sessions, and incorporates newly developed competencies on interagency collaboration in addition to CalSWEC core competencies. (149 pages)Black, J. (1998).
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, which may be used in whole or in part, offers an overview of kinship care including a brief historical context for this resource, funding associated with kinship care, and some of the legal issues that have shaped kinship care policy. Characteristics of kinship care providers and children are presented, along with a thorough examination of outcomes associated with kinship care. In addition, data on the number of children in foster care, kinship care in the context of the larger out-of-home care population, outcomes associated with kinship care versus non-kin care, and the discrepancy between AFDC and AFDC-FC payments in California and the role these differential payment rates may play in kinship care outcomes are provided. Last, child welfare workers' views about the primary differences between kinship foster parents and foster family parents, and changes in policy and practice are considered. (188 pages)Berrick, J. D., Needell, B., & Barth, R. P. (1995).
This curriculum on legal guardianship created by the permanency planning process can be used in whole or in part. It offers an overview of legal guardianship, including its history, role in the implementation of permanency planning, and some of the issues surrounding its use. In addition, it shares data collected from a focus group of California child welfare workers that candidly share the ways day-to-day practice differs from stated policy and discuss their views of how and why guardianship operates in the child welfare arena. A survey of county child welfare staff covers transracial placements, emancipation outcomes, and the details of the process in which the decision to recommend guardianship is made. (118 pages)Simmons, B., & Barth, R. P. (1995).
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).
Conflict is inevitable and if unresolved, has negative impacts that reach far beyond the principal parties. Managing conflict in a non-violent manner can increase the ability of everyone involved to work more effectively with clients, staff, and other personnel. This module teaches conflict management through a combination of skill-building and philosophical discussion to enable participants to become invested in the idea that non-violent conflict management is better, more effective, and more efficacious in the long run than either conflict avoidance or an aggressive approach that produces "winners" and "losers." The material can be presented in training sessions of varying lengths from one class to an entire semester. The author recommends separating the three modules over time to allow time for integration of skills. (95 pages)Rice, S. (2000).
Research over the past decade has documented a strong relationship between substance abuse and problems of child abuse and neglect. Although many data collection systems do not gather accurate data on substance abuse and child welfare, most studies in the U.S. suggest parental substance abuse is a factor in one third to two-thirds of child involvement in the child welfare system. Parental substance abuse appears to be strongly associated with higher rates of physical abuse or neglect among families in community samples, higher rates of substantiated child maltreatment in cases referred into child welfare, higher rates of out-of-home placements, re-reports of abuse, and reentry into foster care. This study examined factors that help and hinder the process of collaboration based on in-depth interviews with respondents from substance abuse and child welfare fields working in five California counties with established formal collaborative policies and programs. This curriculum, which is grounded in the findings from the study, provides highlights of research and experiential activities in four primary areas that may be used independently or in combination: (a) overview of research on cross-systems collaboration, (b) promising models and elements for collaborative practice, (c) factors that help and hinder collaboration, and (d) facilitating communication and dealing with confidentiality issues across systems. (161 pages)Drabble, L., Osterling, K. L., Tweed, M., & Pearce, C. A. (2008).
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 curriculum offers an empirically based instruction tool for child welfare social workers or other related practitioners on family reunification services: the historical groundings and legal frameworks; the types of services that are offered to parents; factors associated with parents’ use of services; and information on the effectiveness of services. The curriculum blends a literature review of current knowledge with a study on family reunification services, with the intent to provide contextual information to aid social workers in the development of appropriate and responsible case plans for parents receiving reunification services in the child welfare system. (158 pages) Vugia, H., Osterling, K. L., D'Andrade, A. (2009).