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.
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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).
A series of Poweroint presentations dealing with guidelines on how to acquire research and organisational skills for first-year undergraduate level essays and presentations in the History of Art
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
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.
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).
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.
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).
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 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).
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.
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).