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 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.
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 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.
The ECM curriculum provides college-level educational materials on a variety of clinically related skill content beneficial to child welfare practice. It was developed via feedback from child welfare workers / social work graduates in California, who found that they required more clinical background and skills upon entering the workforce, not to perform therapy, but to engage better with clients, families and service providers and to make sound assessment and referral decisions. The curriculum includes: an Annotated Bibliography; Teaching Resources and Activities, and associated Power Point slides; Topical handouts for discussion; Role Plays on communication, engagement, parental involvement, cultural competency; a list of websites referencing ECM principles; California state practice models which utilize ECM components. The various materials may readily be recombined and sections included as parts of a progressive, ongoing course or seminar, or the instructor may wish to pick and choose certain components only.
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