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 resource provides access to the Northern California Training Academy's extensive list of published guides, tips and tools for child welfare practice improvement.

Increasingly, public agencies are adopting models of self-assessment in which administrative data are used to guide and then continuously evaluate the implementation of programs and policies. In California, public child welfare agencies track performance outcomes spanning a range of child safety, permanency, and well-being domains, as dictated by federal and state mandates. This curriculum has been designed to provide Title IV-E and others students interested in public child welfare systems with an overview of the state’s Child Welfare Outcomes and Accountability System. Students will be provided with hands-on opportunities to become experienced and “statistically literate” users of aggregate, public child welfare data from the state’s administrative child welfare system, attending to the often missing link between data/research and practice. This curriculum is organized into five teaching modules, providing instructors with student learning activities, PowerPoint slide presentations, and other materials to support graduate IV-E students in the development of practical data analysis skills. Materials focus on publicly available data hosted through the Child Welfare Indicators Project at the University of California at Berkeley, a long-standing agency/university data partnership: http://cssr.berkeley.edu/ucb_childwelfare. CalSWEC funding for the development of this curriculum was provided to the Child Welfare Performance Indicators Project. Modules were developed to support instructors of both first- and second-year MSW research courses. Module objectives include: (a) to support student (and instructor) understanding of California's child welfare system performance goals and progress to date; (b) to develop students who have highly desirable (and practical) data analysis skills, including the ability to intelligibly distill and present numerical findings; and (c) to prepare a cohort of IV-E MSW students equipped to adopt leadership roles in county child welfare agencies, bringing with them an appreciation for how data can be used to improve practice and inform policies. Putnam-Hornstein, E., Needell, B., Lery, B., King, B., & Weigmann, W. (2013).

This module defines what case notes are, what purpose they serve and identifies best practices for writing good quality case notes. It is intended for an audience new to public social work, specifically child welfare, with little or no knowledge of they types of writing tasks required. By the end of the module, learners should be able to define the term "case notes", explain what purpose they serve, and begin to identify examples of well written case notes.

Poster promoting breast feeding and proper child care, showing mother nursing baby. Date stamped on verso: Sep 2 1938.

Short Description:
This book provides detailed foundational tools to assess and evaluate the costs and benefits associated with public or private decision making through a cost-benefit analysis (CBA). This book is targeted at students with preliminary foundations in economics. The content and activities have been developed to support learning in ECON2101 Cost Benefit Analysis offered as a course at UQ.

Word Count: 79884

ISBN: 978-1-74272-370-9

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Poster for the Chicago Department of Health, showing a flying disc "Toxoid" preventing a lightning bolt from striking a child. Date stamped on verso: Mar 20 1941.

In the same year that Wraparound was launched; “well-being” was added as a major goal of the national agenda to improve child and youth outcomes through the sweeping Adoptions and Safe Families Act (ASFA). Wraparound was originally limited to a subset of children and youth with complex needs; however; system changes aimed at promoting well-being more widely; such as the Katie A. Settlement Agreement; the Continuum of Care Reform (CCR) and Resource Family Approval (RFA); have led to universalizing Wraparound’s team-based; family-centered approach across developmental domains; major public systems and community agencies that serve children; youth and families. This presentation introduces the nation’s first integrated core practice model for the systems of child welfare; behavioral health and juvenile justice; with a blueprint for workforce development for an even wider shared practice environment in the future.

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).

From the Street to the Classroom

Short Description:
Have you ever wondered about why homelessness exists in Canada? This book brings together lived experience representation and the most recent research to explore homelessness in Canada, from a range of different perspectives. Readers are challenged to think about homelessness from various academic viewpoints, including the fields of Indigenous and Canadian Studies, Mental Health and Public Health Studies, Population Studies, Social Sciences, and Health Sciences. The authors pose seemingly simple questions and then, through the use of real life scenarios, embedded interview videos, artwork, and interactive activities, demonstrate how the answers are actually rather complex. "Understanding Homelessness in Canada: From the Street to the Classroom" is a must-read for Canadians everywhere.

Long Description:
Have you ever wondered about why homelessness exists in Canada? This book brings together lived experience representation and the most recent research to explore homelessness in Canada, from a range of different perspectives. Readers are challenged to think about homelessness from various academic viewpoints, including the fields of Indigenous and Canadian Studies, Mental Health and Public Health Studies, Population Studies, Social Sciences, and Health Sciences. The authors pose seemingly simple questions and then, through the use of real life scenarios, embedded interview videos, artwork, and interactive activities, demonstrate how the answers are actually rather complex. “Understanding Homelessness in Canada: From the Street to the Classroom” is a must-read for Canadians everywhere.

Word Count: 238078

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In twenty-first century American society, childhood is popularly understood as a time of innocence, learning, and play. At the end of the nineteenth century, however, children made up part of the country’s workforce, and labored on farms and in factories. When they were not working, they enjoyed great independence in leisure activities—be it in a loud city street or a peaceful country lake. Often, children were far from adult supervision. Reformers during the Progressive Er—a period of social activism and political reform across the United States between the 1890s and 1920s —took a great interest in child welfare. Through organizations and legislation, they sought to define what a happy and healthy childhood should be in the modern age. Immersion in nature was central to what the Progressives prescribed, and children’s organizations and camps offered a suitable combination of supervision and open spaces. The formula for a healthy childhood was further refined in postwar America. Children were given a distinct place in the family and home, as well as within the consumer market with the emergence of teenage culture and buying power. This exhibition was created as part of the DPLA's Public Library Partnerships Project by collaborators from the Digital Library of Georgia and Georgia's public libraries.

This resource provides access to publications, reports and videos related to Commercially Sexually Exploited Children (CSEC) in child welfare, with particular emphasis on the role of California's child welfare agencies in supporting safety and stability for children and families impacted by commercial sexual exploitation.

The Community Tool Box is a free, online resource for those working to build healthier communities and bring about social change. Our mission is to promote community health and development by connecting people, ideas, and resources. The Community Tool Box is a public service developed and managed by the KU Center for Community Health and Development and partners nationally and internationally. The Tool Box is a part of the Center’s role as a designated World Health Organization Collaborating Centre for Community Health and Development.

Professors and instructors from various disciplines use the Community Tool Box as a resource for their teaching. The Tool Box is often used as course text in the fields of public health, community psychology, nursing, social welfare, and other applied fields.

Chapter 1. Our Model for Community Change and Improvement
Chapter 2. Other Models for Promoting Community Health and Development
Chapter 3. Assessing Community Needs and Resources
Chapter 4. Getting Issues on the Public Agenda
Chapter 5. Choosing Strategies to Promote Community Health and Development
Chapter 6. Communications to Promote Interest
Chapter 7. Encouraging Involvement in Community Work
Chapter 8. Developing a Strategic Plan
Chapter 9. Developing an Organizational Structure for the Initiative
Chapter 10. Hiring and Training Key Staff of Community Organizations
Chapter 11. Recruiting and Training Volunteers
Chapter 12. Providing Training and Technical Assistance
Chapter 13. Orienting Ideas in Leadership
Chapter 14. Core Functions in Leadership
Chapter 15. Becoming an Effective Manager
Chapter 16. Group Facilitation and Problem-Solving
Chapter 17. Analyzing Community Problems and Solutions
Chapter 18. Deciding Where to Start
Chapter 19. Choosing and Adapting Community Interventions
Chapter 20. Providing Information and Enhancing Skills
Chapter 21. Enhancing Support, Incentives, and Resources
Chapter 22. Youth Mentoring Programs
Chapter 23. Modifying Access, Barriers, and Opportunities
Chapter 24. Improving Services
Chapter 25. Changing Policies
Chapter 26. Changing the Physical and Social Environment
Chapter 27. Cultural Competence in a Multicultural World
Chapter 28. Spirituality and Community Building
Chapter 29. The Arts and Community Building
Chapter 30. Principles of Advocacy
Chapter 31. Conducting Advocacy Research
Chapter 32. Providing Encouragement and Education
Chapter 33. Conducting a Direct Action Campaign
Chapter 34. Media Advocacy
Chapter 35. Responding to Counterattacks
Chapter 36. Introduction to Evaluation
Chapter 37. Operations in Evaluating Community Interventions
Chapter 38. Some Methods for Evaluating Comprehensive Community Initiatives
Chapter 39. Using Evaluation to Understand and Improve the Initiative
Chapter 40. Maintaining Quality Performance
Chapter 41. Rewarding Accomplishments
Chapter 42. Getting Grants and Financial Resources
Chapter 43. Managing Finances
Chapter 44. Investing in Community Resources
Chapter 45. Social Marketing of Successful Components of the Initiative
Chapter 46. Planning for Sustainability

Sample syllabi are also available: https://ctb.ku.edu/en/teaching-with-the-community-tool-box

This resource provides access to news, publications, videos, tips, tools, practice briefs and course materials related to Safety Organized Practice in child welfare, with particular emphasis on child child welfare in Northern California counties.

This course seeks to provide a supportive context for students to grow significantly as writers by discovering and engaging with issues that matter to them. Writing on social and ethical issues, we can see ourselves within a tradition of authors such as Charles Dickens, Frederick Douglass, Elizabeth Cady Stanton, George Orwell, Rachel Carson, John F. Kennedy and Martin Luther King, Jr., who have used the power of the pen to inspire social change.

This resource provides access to news, publications, videos, webinars, practice briefs and course materials related to Child and Family Teaming practice in child welfare. If there is anything you would like added to this resource page, submissions are gladly accepted by emailing us at academy@ucdavis.edu.

This course encompasses the study of eating as it affects the health and well-being of every human. Topics include taste preferences, food aversions, the regulation of hunger and satiety, food as comfort and friendship, eating as social ritual, and social norms of blame for food problems. The politics of food discusses issues such as sustainable agriculture, organic farming, genetically modified foods, nutrition policy, and the influence of food and agriculture industries. Also examined are problems such as malnutrition, eating disorders, and the global obesity epidemic; the impact of food advertising aimed at children; poverty and food; and how each individual's eating is affected by the modern environment.

This introductory undergraduate course covers the fundamentals of microeconomics. Topics include supply and demand, market equilibrium, consumer theory, production and the behavior of firms, monopoly, oligopoly, welfare economics, public goods, and externalities. 
Chalk Radio Podcast
Prof. Jonathan Gruber was featured in an episode of OpenCourseWare's podcast, Chalk Radio. In the episode "Thinking Like an Economist," Prof. Gruber talks about how he engages students in 14.01 with accessible real world examples. Listen to the episode on Apple Podcasts.
MITx Online Version
This course is part of the Micromaster’s Program in Data, Economics, and Design of Policy through MITx Online. The course is entirely free to audit, though learners have the option to pay a fee, which is based on the learner's ability to pay, to take the proctored exam, and earn a course certificate. To access the course, create an MITx Online account and enroll in the course 14.100x Microeconomics.

Guest lecture with Professor David S. Jones, Harvard, held at IGS, University of Bergen, January 25, 2019. Organized with support from the research group Health-, welfare and history of science, AHKR. Abstract: Coronary artery disease became the leading cause of death worldwide in the twentieth century. In the 1950s, however, CAD mortality began to fall, first in California, and then throughout the United States and in other high income countries from New Zealand to Norway. Mortality rates fell 50 percent in many countries, one of the great accomplishments of modern public health and medicine. In the 1990s, however, disease surveillance programs began to detect signs that the decline of CAD had slowed or plateaued. In some populations the decline has reversed. Life expectancy in the United States has now decreased for the first time in over a century. Health officials similarly fear an impending epidemic of dementia, despite evidence that the incidence of that disease has recently begun to decline. How should these public health fears be assessed? How should health policy priorities be set? I will trace the history of disease decline and resurgence to identify patterns in how public health officials create data and craft them into powerful narratives of progress or pessimism. This perspective can help us to interpret the narratives that circulate today. About the lecturer: Trained in psychiatry and history of science, David Jones is the Ackerman Professor of the Culture of Medicine at Harvard University. His research has focused on the causes and meanings of health inequalities (Rationalizing Epidemics: Meanings and Uses of American Indian Mortality since 1600) and the history of decision making in cardiac therapeutics (Broken Hearts: The Tangled History of Cardiac Care, 2013). He is currently at work on three other histories, of the evolution of coronary artery surgery, of heart disease and cardiac therapeutics in India, and of the threat of air pollution to health. His teaching at Harvard College and Harvard Medical School explores the history of medicine, medical ethics, and social medicine. Filming and editing by Magnus Vollset (who apologizes for the poor light)

This workshop will provide information on collaboration efforts between public agencies and community partners to effectively implement the Continuum of Care Reform (CCR) initiative. It will discuss the collaborative relationships among Child Welfare Services; Mental Health; Probation; TulareWORKS; Tulare County Office of Education and Parenting Network (parent partners). The workshop will also discuss the implementation of Child and Family Team (CFT) meetings in Tulare County that started with a pilot program in 2016.