How HIV-Positive Aboriginal Women (PAW) Talk About Their Mothering Experiences With Child and Family Services in Ontario

Aboriginal families are disproportionately involved with Children's Aid Societies (or CAS), which is of concern given the history of colonization, assimilation, and child welfare policies that fail to recognize Indigenous practices within Canada. There is no historical data regarding HIV-positive Aboriginal women's (PAW) experiences and interactions with the child welfare system, despite a high degree of HIV-related stigma and discrimination by CAS staff coupled with lack of HIV knowledge and sensitivity to provide culturally appropriate care to PAW and their children. This article is relevant to local and international child welfare practices, and specifically to CAS agencies across Ontario.     

What Happened?

ABSTRACT

This article presents an overview and historical analysis of child welfare from its inception in the 19th century through the Social Security Act of 1935 and into the present. An argument is made that the historical de-professionalization of child welfare is reflected in changing societal values and resultant legislation framing investments in child welfare, as well as the influence of child welfare on the quality of services to children and families. De-professionalization has resulted in lowering the professional credentials of child welfare staff, increasing levels of employee turnover, the formulation of questionable policies, all affecting the quality of services to children and families. Implications of the findings for the re-professionalization of child welfare and for policy and practice are discussed.     

Child Welfare Assessment Practices in Scotland: An Ecological Process Grounded in Relationship-Building

Beginning with the initial contact with the family, Scottish child welfare policy and practice are grounded in ecological practice and community relationships. New guidance called “Getting it Right for Every Child in Scotland” (GIRFEC) is focused on universal child well-being and may have a significant impact on social work practice. This article explores the results of a multi-methods case study conducted in Scotland and highlights key aspects of new policy implementation and relational social work characteristics that are important to advance ecological child welfare practice. It may also have implications for other cultural contexts.     

Assessing engagement skills in public child welfare using OSCE: a pilot study

A two-station (scenario) Objective Structured Clinical Examination (OSCE) was developed and tested for validity and reliability for assessing social work engagement skills in public child welfare. The simulated scenario was designed to allow for demonstration of skill with an involuntary adolescent and parent presenting as resistant. Independent raters assessed participants comprised of BSW students, MSW students, and experienced public child protection social workers (n = 17, station one, n = 16 station two). Scales demonstrated high internal consistency, inter-rater reliability, and initial discriminate groups validity. Findings suggest a promising approach for directly assessing social worker skill in engagement of clients. Implications for use of OSCE in child welfare are discussed.     

Using Qualitative Data-Mining to Identify Skillful Practice in Child Welfare Case Records

Using qualitative data-mining methods, this study analyzed 39 child welfare case records in order to identify examples of skillful practice. Conducted in partnership with a public child welfare agency in northern California, the study found that child welfare workers are implementing many of the practices promoted by statewide and national child welfare practice frameworks. Broad categories of skillful practice identified included: (1) effective communication by social workers, (2) support for client self-determination, and (3) active intervention strategies. Study findings provide support for incorporating case record review processes in training and supervision in order to integrate practice-based expertise with research-based evidence.     

Early Care and Education for Children in the Child Welfare System: Evaluations of Two Training Programs

Despite evidence that early care and education services benefit at-risk children, they remain underutilized by families in the child welfare system. This article describes two training programs developed to educate child welfare and childcare/preschool staff about the importance of early care and education for maltreated children and how to access these services. A combined total of 274 trainees completed knowledge tests about this topic and significant pre- to post-training improvements indicate that both training programs effectively increased participants' knowledge about this important topic. In addition, improvement in self-assessed competency was observed for participants in one program, and positive changes in attitudes and anticipated practice behavior regarding childcare for foster children were observed among participants in the other.     

The Role of Supervision in the Retention of Public Child Welfare Workers

Abstract

Contrary to common belief, having a manageable caseload size may not be critical to the retention of child welfare MSW social workers. In this study of the retention of 765 title IV-E MSWs in public child welfare, support from supervisors emerged as a pivotal factor in employee retention. With analyses regressing retention and intent to leave public child welfare agencies, support from supervisors emerged as a predictor, but caseload size did not. The preliminary findings of qualitative interviews corroborated these results. This study corroborates literature indicating that support from supervisors enhances retention of specially trained child welfare workers.     

Acting Like It Matters: A Scoping Review of Simulation in Child Welfare Training

Simulation-based training is often used to prepare health practitioners and is increasingly employed to train child welfare workers. This scoping review systematically searched the published and grey literature for studies that evaluated training for child welfare practitioners and used simulation methods that included standardized actors. Three studies met inclusion criteria, all documenting improvement in participants' use of specific skills. Other outcomes were mixed, possibly reflecting the heterogeneity of samples, study methods, measures, training of actors, theoretical frameworks, and content areas. Though results were mostly positive, the small number of studies indicates a substantial need for further research.     

Father Involvement in Dependency Review Hearings

Understanding the impact of fathers in child maltreatment cases has been a neglected area of research. This study evaluated differences in child welfare hearings and children's perceptions of their situation where fathers were and were not present. Father attendance at hearings appeared to positively impact information-gathering. When fathers attended hearings, they lasted longer and covered case topics more thoroughly. Children reported more negative affect immediately after hearings where fathers were present; however, these differences were attenuated at subsequent interviews. Overall, the findings suggest that father involvement positively impacts case management, though more research must be conducted to support this finding.     

Expressions of Culture in American Indian/Alaska Native Tribal Child Welfare Work: A Qualitative Meta-Synthesis

This qualitative meta-synthesis of materials from three national projects that had examined more than 75 American Indian/Alaska Native child welfare programs sought to articulate how culture is expressed within tribal child protective services (CPS)work and to uncover whether there are cultural elements of tribal child welfare practice that are distinct from practice in non-tribal settings. Through the meta-synthesis, a framework emerged outlining a cultural approach to practice that incorporates: (a) a culturally-distinct definition of Native child well-being; (b) tribal values that form a foundation for practice; (c) practice intentions linking child protection with cultural and community health; and (d) two specialized worker skills.     

Social Media and E-professionalism in Child Welfare: Policy and Practice

The professional child welfare literature offers little guidance to child welfare managers and agency policy makers about the use of social media to search for or communicate with clients. Ethical social media use relies upon e-professionalism, defined as the professional identity established by workers through the way they utilize digital communications. This article offers considerations for standards of e-professionalism in child welfare policy and practice. Specific considerations are outlined for social media policy and practice scenarios are offered, which can be used to prompt agency discussions with child welfare workers.     

Exploring Child Welfare Workers’ Experiences with Neglect Cases: A Qualitative Study

Child neglect continues to be a pressing concern in American society. However, child neglect is often found to be more difficult to assess than other forms of child maltreatment. This study explores how child welfare workers experience their day-to-day work with children and families, when neglect is the presenting concern. Convenience sampling was used to recruit former and current child welfare workers (N = 20). Three focus groups were conducted. The analyses identified four themes inherent in case workers' experiences in neglect cases: a dirty house isn't just a dirty house, dilemmas and professional judgment, different values, and ambivalence: compassion and frustration. Implications for practice and future research are discussed.     

Assessing the Relationship Between a Peer-Mentoring Program and Case Outcomes in Dependency Court

Building successful family-centered programs to support families whose children have been removed can be especially challenging to child welfare agencies. Peer-mentoring programs match families new to the dependency system with a mentor who has successfully reunified with their children. The current study examines the relationship between a peer-mentoring program, Parent for Parent (P4P), engagement levels of parents, and case outcomes for these families. Findings revealed that participants in the peer-mentoring program experienced increased engagement levels and improved outcomes for their cases. Specifically, mothers and fathers who participated in P4P increased their compliance with case plans and visitation, as well as increased presence at court hearings. Reunification rates increased for all families who participated in the peer-mentoring program, compared to those who did not. Few associations were found between racial and ethnic groups and program participation. The implications of these findings and suggestions for future research are discussed.     

The School Enrollment Process for Group Home Youth

Abstract

When children are moved into a new group home, best practices would suggest that collaboration is required between public child welfare workers, group home staff, and school staff to ensure an appropriate educational setting for the child with minimal delay. The purpose of this research was to examine the amount of time between placement in a new group home and enrollment and attendance in a new school. The study also sought to better understand the reasons for delays when they occur. The study included data on 45 newly placed group home youth served in 26 randomly selected group homes in 3 counties in California. Data were obtained through case record reviews and interviews conducted with social workers, group home personnel, and school staff. The data suggest that the tools and legal codes designed to facilitate the process of enrolling group home youth in school frequently are not complied with or used. Delays in enrollment and attendance were common, particularly for youth requiring special educational services; inter-agency communication among responsible parties was infrequent; and all parties too often erroneously relied on others to carry out fundamental tasks associated with school placement. Suggested procedures are offered for public child welfare workers and other parties to improve coordination and educational outcomes for youth.     

Barriers to Cross-Systems Collaboration in Child Welfare,Education, and the Courts: Supporting Educational Well-being of Youth in Care Through Systems Change

Cross-systems collaboration between child welfare, education, and the courts benefits when challenges and priorities are identified early. We measured perceptions of educational stability in foster youth with a statewide survey of 1,603 professionals in education, child welfare, and the courts. Results reveal commonalities among perceived challenges to collaboration across systems (e.g., multiple foster care placements; school changes) and differences in perceived importance or significance of a given issue by professional group. Results guided collaborative work in Kansas and may assist other states seeking strategies that inform cross-systems collaboration to improve educational well-being for youth in foster care.     

A Statewide Study of the Public's Knowledge of Child Abuse Reporting Laws

This study conducted telephone interviews with a random sample of adults (N = 509) in a state with a universal child abuse reporting law. A substantial proportion of the interviewees (39%) were not aware of this law. Findings indicated that the public's understanding was mixed. Most respondents knew that reports could be made anonymously and that their identity could be kept private. However, most believed that children are automatically removed from the home if there is maltreatment and more than 50% were not aware they could be charged with a misdemeanor for failing to report a suspicion of child abuse. The respondents who had ever made a report (19%), had a greater knowledge of the laws than those who had not made a report. Older adults and those with less education had the least accurate perception of child abuse reporting policies. When asked about barriers to reporting, respondents cited worries that reporting would not help the child. Findings suggest that efforts to increase the public's comfort with reporting may require strategies to increase their confidence that the benefits will outweigh the risks for the child.     

What’s in an MSW? Graduate education for public child welfare workers,intention, engagement,and work environment

ABSTRACT

This study employs a mixed methods analysis of exit survey data gathered from public child welfare employees at their completion of a Title IV-E funded MSW program, distinct because it was initiated during a period of major reform and permitted students to continue employment during their studies. Findings suggest that opportunities for growth and manageable levels of stress were associated with intentions to stay and engagement with the work, reflected in respondents’ positive perceptions of their roles in the work environment and their retrospective assessments of the impact of their social work education.     

Evaluating the Cultural Fit of an Approach for Practice Model Development for Tribal Child Welfare

Three American Indian tribes utilized Business Process Mapping (BPM) as a tool to develop culturally-based tribal child welfare practice models. This study employed a multi-methods design to evaluate the cultural fit of BPM when used in tribal settings. Findings indicated that although programs considered BPM a “mainstream” intervention, each still found the process to be an effective means of creating models reflecting child welfare practice within tribal cultural contexts. Findings further suggested that BPM can, however, benefit from examination of how it might better articulate cultural values and norms, as well as differences between tribal and mainstream child welfare approaches.     

Components of the Solution-Based Casework Child Welfare Practice Model That Predict Positive Child Outcomes

While a number of studies have shown the efficacy of the solution-based casework (SBC) practice model for child welfare (e.g., Antle, Christensen, van Zyl, & Barbee, 2012 Antle, B. F., Christensen, D. N., van Zyl, M. A. & Barbee, A. P. (2012). The impact of the Solution Based Casework (SBC) practice model on federal outcomes in public child welfare. Child Abuse & Neglect, 36, 342–353.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), the current analysis examines the top ranked behaviors in cases reaching outcomes of safety, permanency, and well-being in both high adherence and low adherence cases. Sixteen top behaviors seem to have the greatest impact on outcomes, all of which are key to the three major theoretical orientations utilized in SBC. Thus, these results not only narrow in on the key behaviors that drive success in the practice model, but also shows the utility of the theoretical underpinnings of the practice model.