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
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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 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
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. 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
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.
At what chronological points during the life of a case might a child welfare social worker need to draft case notes, investigation narratives, case plans or court reports? This vignette timeline depicts when the four core documents were written for a particular case vignette. It begins at the point of the initial referral and proceeds through the first several months of Child / Family - Agency interaction thereafter, from promotion of the referral to the opening of a case. The purpose of this exercise is to demonstrate the non-linear relationship between the four core documents and illustrate the purpose of each document in the cycle of a family's interaction with a child welfare social worker / agency, given the circumstances presented in a vignette.
Click on objects in the graphic to explore more details about the events occurring during the case. Throughout the case you will also see what documents were used to record details of the events. Several of the events along the timeline contain links to the vignette documents. Additional resources can be accessed by clicking on the "resources" link above the top right corner of the graphic.
This 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.
This curriculum 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 includes 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 providing effective testimony.
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.
This curriculum is designed to help students understand the relationship between family economic well-being and parenting and to raise students' awarenessof the important role poverty can play in interfering with parents' best efforts to raise their children well, which then draws them into the child welfare system. PowerPoint Presentation 1: http://www.csulb.edu/projects/ccwrl/CalWORKS_Curric_12_Parenting_Poverty.pdf - PowerPoint Presentation 2: http://www.csulb.edu/projects/ccwrl/CalWORKS_Curric_14_Poverty_TANF_Parenting.pdf
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.
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 on case outcome.
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 approximately two minute interactive video clip asking a learner to watch an investigative interview, interspersed with still images of the case notes written, and culminating with a knowledge check. The interview shows the social worker and child in a school setting, following report of potential abuse by staff from the child's school. Learners are asked to take notes and compare those with the case notes written by the social worker, shown at two points in the video. A multiple choice knowledge check, with feedback for correct and incorrect responses, concludes the video.
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 with ethnographic interviewing. The combination of the two conceptual frameworks helps clarify risks and strengths and enables case plans and interventions to be more closely matched to what families are able and willing to do. Overheads: http://www.csulb.edu/projects/ccwrl/Culturally%20Sensitive%20Risk%20Assessment%20Overheads.pdf
This module provides tools to address the issue of overrepresentation of African Americans in child welfare. The rich materials including historical context, current statistics, theories, findings from a recent study, strengths-based materials on African Americans, and cultural compentency are designed to make a powerful impact on students and encourage them to practice with cultural competency and social and cultural competency. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Shon%20PowerPoint%20Presentation%205.pdf - Survey Instrument: http://www.csulb.edu/projects/ccwrl/Shon%20Survey%20Instrument.pdf
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.
Differential Response is an effort to reform the child welfare system by offering voluntary services to families who would not qualify for services under traditional CWS criteria. All DR models share five general components: screening based on risk, voluntary provision of services, respectful engagement of families, community involvement, and a focus on prevention. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Differential%20Response%20PowerPoint%201023.pdf
This curriculum is based on the research report: Effects of Computerization on Public Child Welfare Practice. It is divided into sections that are organized according to standard research format, including a literature review, section on research methodology, and sections on findings and analysis.
This curriculum is based on the research report: Effects of Computerization on Public Child Welfare Practice and provideds an overview of the research as well as findings of interest to trainees in preparation for their roles as DCFS CSWs.
This research report studies the impact of the implementation of the Child Welfare Services/Case Managment System on child welfare practice. The study demonstrated that CWS/CMS led to modest but crucial changes in how workers spent their time on the job, affected the quality and quantity of relationships with coworkers, and changed some workers' attitudes toward their agency and job.
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.
This curriculum explores the experiences and challenges of transracial adoptive families with the goal of improving the qualityof services and supports provided to them. It also addresses the subset of transracial adoptive families who choose to maintan contact with their child's birth family. Handouts: http://www.csulb.edu/projects/ccwrl/Transracial%20Adoption%20Handouts.pdf
This guide goes with the Ethnic Sensitive Child Welfare Practice videotape series. It suggests ways to use the videotapes and includes information on focusing discussion, leading exercises, providing handouts, and preparing exam questions.
This curriculum provides background legislative initiatives, evaluations of Family Preservation/Support Programs in different areas of the country,and techniques in evaluating community-based programs. Overheads: http://www.csulb.edu/projects/ccwrl/Evaluating%20Overheads.pdf
This curriculum focuses on factors that may lead to differential placement outcomes for child dependents of the court who have been placed with kin rather than in traditional foster homes. Intended for use in BASW and MSW programs and for in-service training, it provides information on kinship care as an alternative to traditional foster care; a review of the literature on children in kinship care and their care providers, opportunities to discuss beliefs about kinship care; demographic data pertaining to selected characteristics of children in kinship care and their care providers; factors which may be related to premature termination of kinship care placements; caregiver perceptions of differential placement outcomes; social worker perceptions of differential placement outcomes, and opportunities to discuss how students and/or CPS workers can decrease premature termination of kinship care placements. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Liles_PowerPoint.pdf
This curriculum introduces the Family Group Decision Making model, which is based on a core belief that within families lies the wisdom to find solutions to protect their own children and resolve other issues. This curriculum is suitable for classroom and agency instruction. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Okamura_module_powerpoint.pdf
Immigrant families in the U.S. experience disproportionately high rates of poverty, unemployment, and crowded housing conditions, yet are less likely to receive housing assistance, food stamps, mental health services, or have health insurance; this places some families at high risk for involvement in the child welfare system. 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 curriculum explores the implementation, process, and outcomes of the Family Unity Meeting in San Diego County. The four modules cover who attends or doesn't attend a meeting, the meeting process, outcomes, family perspectives on family change, the use of social support, family satisfaction with services, history of and background on Family Group Conferencing, legislation supportive of FGC, facilitator's role, classroom exercises, a proposed semester course syllabus, and a handbook designed for field instructors and students who are engaged in FGC as part of the student's field practicum. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/FUM%20PPt.pdf
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?
This research project asked how classroom training in the child welfare field affects practice, how it affects policy, and how child welfare workers balance the need to protect children with the need to empower parents. The project modules address theories that explain how ogranizations change; the first research phase (a workforce web-based survey and workers' own victimization histories in relationship to their decision making); the second research phase (which includes an analysis of a sample of DCFS workers on a performance-based skill demonstration before and after a 1-day training); the third research phase (a Grounded Theory analysis of interviews with a select group of DCFS managers); and a summary of the key aspects of all the modules. Appendix: http://www.csulb.edu/projects/ccwrl/Friend_Appendix.pdf - PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Friend_PowerPoint.pdf - Research Report: http://www.csulb.edu/projects/ccwrl/Friend_Research_Report.pdf - SC Interview Video: http://www.csulb.edu/projects/ccwrl/interview/index.html
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 school absences caused by tranferring to a new foster home. This curriulum provides clear, concise, and practicable actions for all of the responsible professionals to enable them to operate effectively as part of a collaborative team. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Ayasse_PowerPoint.pdf
This module provides information on engaging families, how federal Indian policy affects Indian communities, the premise and guidelines of the ICWA and related federal and state laws, social support for reservation and non-reservation Indians, collaborating with tribal workers, the role of culture in assessment, and differences between tribes. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/ICWA_PowerPoint.pdf - Supplemental Materials: http://www.csulb.edu/projects/ccwrl/ICWA_Appendixes.pdf
This curriculum provides a comprehensive overview of interagency collaboration in child welfare practice. Annotated bibliography: http://www.csulb.edu/projects/ccwrl/Black_annotatedbiblio.pdf - Overheads/Handouts: http://www.csulb.edu/projects/ccwrl/Black_supplemental.pdf
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 chapters teach the principles of interprofessional collaboration, team building, communication styes, working with families in interprofessional teams, and the interdisciplinary problems with which families and children have to cope.
This curriculum was developed as an empirical foundation for a practice model that facilitates collaboration towared 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. PowerPoint Presentation: http://www.csulb.edu/projects/ccwrl/Pasztor_module_powerpoint.pdf