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 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 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).