Page 1 of 21 University of Minnesota School of Social Work Syllabus SW 8363-Social Work in Child Welfare Part I: Course information SW 8363-Social Work in Child Welfare 2 credits Faculty contact: Name: Email: Phone: Office Location: Course descriptions: Short Description: This course provides depth and breadth in knowledge and skill acquisition for advanced social work student in their work in public, private, and tribal child welfare related to assessment of strengths and risks and developing appropriate plans that secure child safety and well-being and promote family resources. Long Description: The purpose of this course is to prepare students for practice in a public, private and tribal child welfare setting. The course is designed to provide the student with a focused, practice-oriented learning environment that will build upon previous experiential and academic learning. The emphasis will be upon increasing the student’s conceptual and practice skill level to become an effective social worker in a child welfare setting. The content areas covered will include: use of different assessment tools, assessment of potential risks and resources and evidence of child maltreatment, case planning and intervention models, role of diversity in service delivery including circumstances of racial disproportionality and disparities. Additional issues include use of supervision, work across agency systems including schools, court system, mental health, disability, and substance abuse. Pre-requisites: 1. This is an advanced social work class, and the material presented in this class is at an advanced level. Social Work students enrolled in this course should have completed the foundation classes listed below, or have advanced standing status. SW 5051 - Human Behavior and the Social Environment SW 5801 - Policies and Programs in American Social Welfare SW 8151 - Social Work Practice Methods: Individuals and Systems SW 8152 - Social Work Practice Methods: Families and Groups
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University of Minnesota School of Social Work Syllabus
SW 8363-Social Work in Child Welfare
Part I: Course information
SW 8363-Social Work in Child Welfare 2 credits Faculty contact:
Name: Email: Phone: Office Location:
Course descriptions:
Short Description: This course provides depth and breadth in knowledge and skill acquisition for advanced social work student in their work in public, private, and tribal child welfare related to assessment of strengths and risks and developing appropriate plans that secure child safety and well-being and promote family resources.
Long Description: The purpose of this course is to prepare students for practice in a public, private and tribal child welfare setting. The course is designed to provide the student with a focused, practice-oriented learning environment that will build upon previous experiential and academic learning. The emphasis will be upon increasing the student’s conceptual and practice skill level to become an effective social worker in a child welfare setting. The content areas covered will include: use of different assessment tools, assessment of potential risks and resources and evidence of child maltreatment, case planning and intervention models, role of diversity in service delivery including circumstances of racial disproportionality and disparities. Additional issues include use of supervision, work across agency systems including schools, court system, mental health, disability, and substance abuse.
Pre-requisites:
1. This is an advanced social work class, and the material presented in this class is at an advanced level. Social Work students enrolled in this course should have completed the foundation classes listed below, or have advanced standing status.
SW 5051 - Human Behavior and the Social Environment SW 5801 - Policies and Programs in American Social Welfare SW 8151 - Social Work Practice Methods: Individuals and Systems SW 8152 - Social Work Practice Methods: Families and Groups
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SW 8153 - Models of Community Intervention SW 8841 - Social Work Research Methods
2. If you are not a Social Work student, you need permission of the instructor Clinical Licensure Hours:
This course contains some clinical content, as required by the Minnesota Board of Social Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each required category is listed below:
Area Differential Diagnosis
Assessment based treatment planning
Clinical Intervention Methods
Evaluation methodologies
SW values and ethics
Culturally specific clinical assessment
Other areas
Hours 6 1 8 1 7 4 3
Part II: Course outcomes Course Objectives The purpose of this course is to develop the knowledge, skills, and practice approaches needed to function successfully as a social worker in a child welfare setting. Students will be able to
1. Describe child welfare practice in a systems context that includes legal mandates, child and family welfare, communities and neighborhoods, interventions and agencies. That systems context contains an awareness of the relation between members of historically oppressed groups and child welfare services.
2. Demonstrate knowledge and skill in performing psychosocial assessments, case planning and intervention including familiarity with structured decision making, signs of safety, the family assistance response and family group decision making.
3. Planning for interactions with children and families is cognizant of power differences as well as differences in culture and economic resources.
4. Identify relevant child and family policy issues and trends that impact upon social work practice in child welfare settings including the Indian Child Welfare Act, ASFA, and pendelum swings between emphases on child well-being and family support.
5. Understand and identify the role of social worker within child welfare organizations and in work with other organizations such as schools and juvenile court.
6. Be aware of the impact of substance abuse on child and family welfare. 7. Be cognizant of compassion fatigue and strategies for employing compassion resilience. 8. Call on and make appropriate use of supervision in addressing practice and policy issues as well
as acting as an agent for systems change.
Social Work Practice Competencies Successful completion of this concentration course implies that the student has achieved competency in the following advanced practice behaviors:
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Competency: 2.1.2 – Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers:
Practice Behavior Covered in class through (i.e., activity, reading, content) Assessed
• Identify and analyze value-based and ethical dilemmas that arise in their area of practice, using professional codes of ethical standards and through appropriate professional consultation.
Session 3, Session 14
Assignment #1
Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers:
Practice Behaviors Covered in class through (i.e., activity, reading, content) Assessed
• Identify and synthesize multiple sources of knowledge to understand policy and practice issues related to their area of practice.
• Identify and evaluate models of assessment, prevention, intervention and evaluation that are appropriate to their area of practice.
Course Objective (#2) Assignment #1
EP 2.1.5 – Advance human rights and social and economic justice Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers:
Practice Behaviors Covered in class through (i.e., activity, reading, content) Assessed
• Gain a full comprehension about disparities and their development, contribute to knowledge about institutional barriers to equality and apply concentration-appropriate strategies to advance social and economic justice.
Session 3, Session 9
Assignment #1, Assignment #5
Competency: 2.1.7 – Apply knowledge of human behavior and the social environment Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers:
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Practice Behavior Covered in class through (i.e., activity, reading, content) Assessed
• Evaluate and synthesize theories and perspectives of human behavior and the social environment to choose and apply methods of assessment, intervention and evaluation in their area of practice
Session 15 Assignment #1
Competency: 2.1.8 – Engage in policy practice to advance social and economic well-being Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers:
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
• Understand, compare, analyze, formulate and advocate for policies in an area of practice
Session 9 Assignment #1
Competency: 2.1.9 – Respond to contexts that shape practice Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers:
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
• Assess the impact of historical and contemporary contexts on practice and policy in their area of practice.
Session 1, Session 3, Session 9
Assignment #1
FC Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
• Engage: Use empathy and sensitive interviewing skills to engage individuals and families in identifying their strengths and problems
Session 5 Assignment #1
• Engage: Establish rapport and maintain effective working relationships with families and children
Session 5 Assignment #1
• Engage: Employ diverse strategies to arrive at mutually agreed-on focus of
Session 4, Session 7,
Assignment #1, Assignment #5
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work and desired outcomes in social work practice with families and children.
Session 8
• Assess: Conduct comprehensive bio-psychosocial, spiritual and culturally appropriate assessments as needed for social practice with families and children
Session 12? Assignment #1
• Assess: Administer and interpret standard assessment and diagnostic tools that are appropriate for use in social work practice with families and children (e.g., risk assessment, family strengths scale)
Session 4, Session 5, Session 12
Assignment #1, Assignment #2, Assignment #5
• Assess: Assess individuals, families, groups, organizations, and communities to determine a range of potentially effective and appropriate interventions to improve practice outcomes related to social work practice with families and children, as well as to determine their existing strengths and assets.
• Intervention: Use appropriate evidenced-based interventions (e.g., groups, case management) to help families and children resolve identified and agreed upon problems.
• Intervention: Intervene at different levels to achieve the agreed upon desired practice outcomes.
Session 6, Session 11
Assignment #1, Assignment #3, Assignment #5
Part III: Course requirements REQUIRED READING MATERIAL:
The course includes two texts and articles available through eReserve. .
Crosson-Tower, C. (2009). Exploring child welfare: a practice perspective. Pearson, 5th edition.
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Turnell, A. & Edwards, S. (1999). Signs of safety : a solution and safety oriented approach to child protection. New York : W. W. Norton.
COURSE REQUIREMENTS AND GRADING:
1) WEB AND CLASS PARTICIPATION (30%) A substantial part of your learning will occur through participation in the course website on Moodle. This form of learning requires active learning, critical thinking, integration of thoughts, experiences and readings. You are required to a) post a substantive reflection on the application of course work to your practice, and b) respond to other student’s submissions. Additional submissions will be considered for up to five points of extra credit.
a) Post a substantive reflection on the application of course work to your practice (20%). You are to compose a thoughtful reflection on course work, course readings and class sessions as they pertain to your child welfare experience either in field or work settings. This reflection should also be linked to one or more course articles which are substantively integrated into your reflection. Be sure to protect confidentiality of your setting and clients in this review. This reflection should be about 2-4 pages long. It is recommended that you type your reflection with a word processor and save it as an attachment to your posting on the bulletin board on Moodle in the folder for the week in which it is submitted. Your review should include
• Posing the issue or situation you are concerned about; for example taking a position about the importance of addressing racial disproportionality and defending it
• You may also connect the issue you select with particular case circumstances pertinent to the issue
• Reflect on at least one specific course readings, class sessions, other web postings and other resources as they pertain to your issue and situation Do so in ways that are clear to other readers about the sources you are citing.
• Reflect on questions this issue or case raised for you that you would share with others
• Reflect on learning you take from the situation • Pose one or more thoughtful questions for students to respond to • Students will respond to your question with a thoughtful response, showing their
reasoning based on the discussion and course materials. • You are to respond to postings which consider your question and provide an
ultimate summary of that discussion within two weeks of your initial posting.
b) Respond to other students and the instructor on the bulletin board (5%). You are to read and comment on other student’s reflections and reviews. Such comments should be
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substantive, beyond “great stuff” to reflect comprehension and thoughtful commentary. Comments need not however be lengthy, but should occur at least weekly. Hello or “I agree” is not a substantive contribution. You must support a position, begin a new topic, or add to an existing discussion. A substantive response might consist of a different point of view, a disagreement that includes fact to support your point, or an “aha” moment Over time, your responses should become more complex, deeper, reflecting on your own circumstances, thinking critically. Use proper English (grammar, sentence structure, and punctuation) in your postings. Your contribution will be assessed both quantitatively and qualitatively. You will be expected to make one such substantive response per week that demonstrates thoughtfulness, support, and critical thinking
c) In- class participation (5%). Appropriate participation is reflected by:
(a) attentive non-verbal behavior (b) raising questions and comments (c) participating in dialogue with the instructor and other students (d) facilitating discussion (e) building on and responding to the comments of other students (f) drawing classmates into the discussion (g) active participation in practice exercises and other in-class learning activities. (h) If you receive permission from the instructor to miss a session, you may
choose to demonstrate your learning of the content for the missed session by posting a review of the session on camtasia or an article or chapter assigned for that session
(i) Discussion should reflect your familiarity with assigned readings, and your ability to relate them to classroom content and experience.
2) Assessment Exercise: (20% of course grade)
A key objective of this course is to assist you in becoming more proficient in conducting an assessment that appropriately addresses both risks and resources for families and children in child welfare. Your group will be provided with a basic scenario of a case situation. You are then to rehearse and perform an assessment that reflects skills and knowledge presented from Structured Decision Making and Signs of Safety and other course materials. Your group will tape your assessment with a flash camera. The group will then post the video on videoAnt and assess their own work including both the strengths and challenges. The group will then share a 10 minute selection from the video with the whole class inviting their contribution to the assessment. It is
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suggested that you utilize a team of two child welfare workers and you work with at least two family members. The assessment of this assignment will not be focused on whether you carry out the assessment flawlessly but rather on the accuracy of your assessment of your own strengths and weaknesses.
3) Contract and Service Agreement Exercise: (20% of course grade)
With the same scenario as you first began with a case assessment, your group is to conduct a session that concludes in the development of a service agreement. You are to develop a written service agreement form that reflects requirements, assessed risks and identified strengths and resources. Where possible, family views of issues are to be incorporated. As in the first exercise, you are to use a flash camera to tape the session and you are to assess the work on videoant. The group will then share a 10 minute selection from the video with the whole class inviting their contribution to the assessment. As before, it is suggested that you utilize a team of two child welfare workers and you work with at least two family members with rotation of who performs what roles. The assessment of this assignment will not be focused on whether you carry out the contract and service agreement flawlessly but rather on the accuracy of your assessment of your own strengths and weaknesses.
4) Practice exercise in trauma informed practice, child welfare in schools, Indian Child Welfare, compassion fatigue and role of supervisors and administrators in systems change. (20% of course grade)
Interest groups will be formed in six areas to develop a demonstration of best practice. That presentation will be ½ hour long. Your presentation should draw from assigned readings as well as additional resources found by your group. Your handouts should include appropriate proper citations and reference pages.
a. Your presentation should include an application in the form of case study and or role play that involves your group and/or other class members.
b. You are expected to work collaboratively with other members with a program such as wiki or other media selected by your group.
5) Final reflection on what you will be taking into your practice from this course. (20% of course grade)
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You are to compose a final thoughtful integrative reflection on the whole course that demonstrates what you plan to take from this course. Your reflection should demonstrated that you have completed course readings and integrated messages across the course. Your reflection should include observations about what your beliefs were about child welfare when you began this course and how those beliefs were effected. This reflection should not be over 10 pages and should include an additional reference list. Such a reflection may for example include a plan of how you plan or hope to employ course content in the future.
A Reflects excellent comprehension of course content; ability to link readings with class discussions and personal experience at high level; includes creative involvement with material
93-100
A- Meets all requirements of the course with high quality
90-92
B+ Meets nearly all requirements of the course with high quality
88-89
B Reflects good comprehension of most course content; consistent linkage of readings, discussion and experience
83-88
B- Reflects good but uneven comprehension of course content; linkage or integration of readings, discussion and experience inconsistent
80-82
C+ Reflects passing but uneven comprehension of course content
78-79
C 73-77
C- 70-72
D+ 68-69
D 63-67
D- 60-62
F 59 and below
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Course Policies
There are many University and School of Social Work policies that govern this course. Please go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see a complete description of all the policies.
Topic 1. Introduction to history of child welfare services in US: pendulum swings in emphasis on children and families
2. Range of organizational models: state operated, county operated, privatized
3. Overview of course
Objectives Students will: • be familiar with the range of child welfare responses and
settings • be able to define child welfare practice • be familiar with course expectations
Required readings
1. Crosson-Tower, C. (2009). Exploring child welfare: a practice perspective. Pearson, 5th edition. Chapter 1. Children: our most important resource. Chapter 2: the changing family.
2. Turnell, A. & Edwards, S. (1999). Signs of safety : a solution and safety oriented approach to child protection. New York : W. W. Norton. Chapter 1. Beginning with a question. Pp 1-10.
Supplemental readings 1. Calder, M. (1995). Child protection: balancing
paternalism and partnership. The British Journal of Social Work. 25(6): 749-766.
2. Spratt, T. ( 2001).The influence of child protection orientation on child welfare practice. The British Journal of Social Work. 31(6): 933-954
3. Pecora, P., Whittaker, J., Maluccio, A., Barth, R., De Panfilis, D., Plotnick, R. (2009). The Child Welfare Challenge: Policy, Practice and Research. 3rd edition. New Brunswick, N.J.: Aldine. chapter 1: purpose and goals of child welfare.pp 1-30.
Related Session Activities
Introduction to course; lecture overview of history of child welfare practice in US; exercise comparing types of child welfare practice and philosophies of practice
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Session 2
Topic 1. intra-agency roles and responsibilities: shared practice vrs agency policy culture
2. inter agency roles: chemical dependency; developmental disabilities; housing; court; juvenile justice
Required readings
1. Crosson-Tower, C. (2008). chapter 4: current societal problems and their impact on children: violence, addiction and homelessness chapter 7. protecting children when families can not: child abuse and neglect. chapter 8: family preservation or child placement: serving the child’s best interests
Related Session Activities This session will include exploration of how staff within the same agency and across agencies work together to facilitate child safety. Case examples will be presented that demonstrate inter and intra agency collaboration.
Session 3
Topic Racial disproportionality in child welfare
Required readings
1. Miller, O. & Ward, K. (2008). Emerging strategies for reducing racial disproportionality and disparate outcomes in child welfare: the results of a national breakthrough series collaborative child welfare 87 (2): 212-240.
2. Drake, B., Jolley, J., Lanier, P., Fluke, J., Barth, R. & Jonson-Reid, M. (2011). Racial bias in child protection: a comparison of competing explanations using national data. Pediatrics 471-478.
3. Johnson, E., Clark, S., Donald, M., Pedersen, R. and Piehotta, C. ( 2007). Racial disparity in Minnesota's child protection system. Child Welfare. 86(4): 5-20.
4. Wells, S. disproportionality and disparity in child welfare: an overview of methods. Chapter 1. Page 1-12. In Green, D., Blaye, K, McRoy, R. and Billed, L. (2011). Challenging racial disproportionality in child welfare: research, policy and practice.Washington, DC: CWLA Press.
Supplemental readings 1. James, J., Green, D., Rodriguez, C. & Fong, R. innovation
in Texas. Chapter 17 in Green et al, 2011. Pp. 285-295 in Green et al.
2. Green, D. value driven decisions: reducing
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disproportionality. 155-165. In Green et al.
Related Session Activities
Structured debate related to pros and cons of attention to racial disparities and diversity in child welfare.
Session 4
Topic 1. identify and assess maltreatment & protective capacities
2. use of instruments such as structured decision making
Required readings
1. Crosson-Tower, C. (2008). chapter 9. court services on behalf of children
2. Indicators and effects of child maltreatment, chapter 3. Minnesota Child Welfare Training System.
3. Turnell (1999). chapter 2. Practice Principles That Build Partnerships. Pp 29-48.
4. Turnell, A., Lohrbach, S. & Curran, S. (2008). Working with involuntary clients in child protection: lessons from successful practice. Pp 104-115. in Calder (2008) .) The carrot or the stick: towards effective practice with involuntary clients in safeguarding children work. Russell House, United Kingdom
Supplemental Readings 1. Crosson-Tower, C. (2008). chapter 3: children and poverty . 2. Palmer-House, K.(2008). The perceived impact of strengths-
based family worker training: workers’ learning that helped empower families. Families in society.89(3): 428-437.
Related Session Activities
Exploration of perspectives related to the assessment of maltreatment and protective capacities.
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Session 5
Topic
1. Implementation of balanced assessment of risk and resources: Signs of Safety
Required readings
1. Turnell (1999). Chapter 3. A Map for the Territory: The Six Practice Elements. Pp 49-83.
2. Turnell (1999). Chapter 4. Starting out Right: The Referral . Pp 84-99. chapter 5. Child Protection Assessment with Safety in Mind. Pp100-110. chapter 6. Knocking on the Door: More than an Investigation. Pp111-129.
3. Minnesota Child Welfare Practice Model (2009). Draft. Minnesota Department of Human Services. April 30
Supplemental readings 1. Shlonsky, A.; Wagner, D (2005). The next step:
integrating actuarial risk assessment and clinical judgment into an evidence-based practice framework in CPS case management. Children and Youth Services Review. 27(4) Apr, 409-42
2. Schwalbe, C.S. (2008) Strengthening the integration of actuarial risk assessment with clinical judgment in an evidence based practice framework Children and Youth Services Review. 30(12): 1458-1464
Related Session Activities
Students will practice conducting assessments of risk and resources in small groups.
Session 6
Topic
1. Family assessment response
Required readings
1. alternative response in child welfare. http://www.childwelfare.gov/responding/iia/alternative/
2. differential response to reports of child neglect. http://www.childwelfare.gov/pubs/issue_briefs/differential_response/differential_response.pdf
3. family assessment response in child welfare. http://www.dss.mo.gov/cd/info/cwmanual/section2/ch5/sec2ch5index.htm
In this session, we will explore circumstances which call for alternative responses also known as a family assessment response. The range of ways AR/FAR is implemented will be explored.
Session 7
Topic
1. Family Group Decision Making
Required readings
1. Crampton, D. (2007) Research Review: family group decision-making: a promising practice in need of more programme theory and research. Child & Family Social Work. 12(2) 202-209.
2. Sheets, J.; Wittenstrom, K.; Fong, R.; James, J.; Tecci, M.; Baumann, D.J.; Rodriguez, C. (2009). Evidence-based practice in family group decision-making for Anglo, African American and Hispanic families. Children and Youth Services Review. 31(11): 1187-1191
3. Vesneski, W. ( 2009). Street-level bureaucracy and family group decision making in the USA. Child & Family Social Work. 14(1): 1-5.
of family group decision making in the USA. Child & Family Social Work. 15(1) Feb, 41-55
2. Rauktis, M.E.; McCarthy, S.; Krackhardt, D.; Cahalane, H. 2010Innovation in child welfare: The adoption and implementation of Family Group Decision Making in Pennsylvania Children and Youth Services Review. 32(5): 732-739.
Related Session Activities
Introduction to uses of family group decision making in developing solutions for child welfare concerns
1. Turnell (1999). chapter 7. Developing a Cooperative Case Plan. Pp 130-155.
2. De Jong, P. & Berg, I.K. (2001). Co-constructing cooperation with mandated clients. Social Work. 46(4): 361-373.
Related Session Activities
Building on scenarios utilized for assessment situations, students will practice collaborative development of a case plan. Varied outcomes such as planning for maintenance in the home, restoration, foster care, adoption, kinship care are considered within a framework of permanence.
Session 9
Topic
1. Indian Child Welfare (ICWA)
Required readings
1. Horejsi, C., Heavyrunner, B., Pablo, J. (1992). Reactions by Native American parents to child protection agencies: cultural and community Factors. Child Welfare. Vol. 71,4, pp. 329-343.
2. http://www.nicwa.org/National Indian Child Welfare
3. http://www.childwelfare.gov/adoption/preplacement/american_indian_families.cfm working with American Indian Families
Related Session Activities
In this session, we will explore Indian Child Welfare in the context of history, provisions of ICWA and ways to implement active rather than reasonable efforts.
1. Connell-Carrick, K., (2007). Methamphetamine and the changing face of child welfare: practice principles for child welfare workers. Child Welfare 86(3): 125-144
2. Corcoran, J (2001). Treatment approaches for child welfare
mothers with addiction problems: an empirical review to guide practice. Journal of Social Work Practice in the Addictions. 1(4): 5-24
3. http://www.ncsacw.samhsa.gov/substance abuse in chld welfare
4. Heffernan, K., Walters, B. & Blythe, B. (2010). Best practices for developing child protection workers’ skills: domestic violence, substance abuse and mental health training. Social work review Revista de Asistenţă Socială), issue: 2 / 2010, pages: 51-64.
Supplemental readings
1. Smith, N ( 2002). Reunifying families affected by maternal substance abuse: consumer and service provider perspectives on the obstacles and the need for change. Journal of Social Work Practice in the Addictions. 2(1): 33-53
2. Poitier, V.L., Niliwaambieni, M. & Rowe, C.L. (1997). A rite of passage approach designed to preserve the families of substance-abusing African American women. Child Welfare. 76(1): 173-195
3. Leonard, N.R.; Gwadz, M.V.; Arredondo, G.N.; Riedel, M.; Rotko, L.; Hardcastle, E.J.; Potere, J.C. 2007. Description of a behavioral intervention to reduce substance use and related risk and increase positive parenting among urban mothers with alcohol and other drug problems. Journal of Child and Family Studies. 16(4) Aug, 531-544.
4. MacMaster, S.A (2004). Harm reduction: a new perspective on substance abuse services. Social Work. 49(3) July 356-363.
5. Bigler, M. (2005). Harm reduction as a practice and prevention model for social work. The Journal of Baccalaureate Social Work. 10(2): 69-86
Related Session Activities
Explorations of role of work with parents with substance abuse issues as part of treatment plans
1. Advanced practice with child welfare and school system
Required readings
1. Altshuler, J (2004). From barriers to successful collaboration: public schools and child welfare working together. Social Work. 48(1): 52-63
2. Bronstein, L. & Abramson, J. (2002). Understanding
socialization of teachers and social workers: groundwork for collaboration in the schools. Families in society. 83(3): 323-330
3. Lehr, C.; Sinclair, M. & Christenson, S. (2004). Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model. Journal of Education for Students Placed at Risk, Vol 9(3), , 279-301.
4. Crosson-Tower. chapter 5. early education and care: school-based services.
Related Session Activities
Exploration of programs to address educational neglect and truancy
Session 12
Topic
1. trauma informed systems
Required readings
1. Abramovitz, Robert, Hoagwood, Kimberly Eaton Ph.D, (2007). The Child and Adolescent Treatment Services (CATS) Consortium. Implementing CBT for Traumatized Children and Adolescents After September 11: Lessons Learned from the Child and Adolescent Trauma Treatment Consortium, Journal of Clinical Child and Adolescent Psychology, 36, (4),pp. 581–592.
2. Rivard, Jeanne. C., Bloom, Sandra. L., McCorkle, David, and Abramovitz, Robert., (2005). Preliminary results of a study examining the implementation and effects of trauma recovery framework for youths in residential treatment, Therapeutic Community: The International Journal for Therapeutic and Supportive Organizations, 26(1).pp. 83-96.
Related Session Activities Review of circumstances that contribute to compassion fatigue and burnout; assessment of risks, creation of safety plans and alleviation strategies
1. Role of supervisors and administrators as change agents in child welfare
Required readings
1. McBeath, B. Briggs, H. & Aisenberg, E. (2008). The role of child welfare managers in promoting agency performance through experimentation. Children and youth services review. 31: 112-118.
2. Turner, L. & Shera, W. (2005). Empowerment of human service workers:beyond intra-organizational strategies. worker empowerment. Administration in social work 29(3): 79-94.
3. Rooney, R. & Kaka, H. (2011). Lessons from Change Agents in child welfare. learning module, Center for Advanced Study in Child Welfare. School of Social Work, University of Minnesota.
4. Video interviews with Carol Jud, MSW, Supervisor, Hennepin County, and Tony Bibus, Ph.D., Professor, Augsburg College, about roles of supervisors as change agents.
supplemental readings Jud, C. and Bibus, T. (2009) Chapter 18. Applying the involuntary perspective to supervision. Pp. 424-448 in Rooney, R. (ed.). Strategies for Work with Involuntary Clients. New York: Columbia University Press, 2nd edition.
Related Session Activities In this session, we will explore how supervisors and administrators can act to influence service delivery in child welfare. .
1. Turnell (1999). chapter 9. Focusing on Good Practice: The
Key to Successful Implementation. Pp181-200. chapter 10. final word pp 201-202.
2. Cohen, B. (2005). Reforming the child welfare system:
competing paradigms of change. Children and youth services review 27: 653-666.
3. Crampton, D., Crea, T., Abramson-Madden, A. & Usher, C.(2008). challenges of street-level child welfare reform and technology transfer: the case of team decision making. Families in society. 89(4): 512-520.
Supplemental Readings 1. Barth, R. (2008). the move to evidence based practice. How
well does it fit child welfare services? The Journal of Public Welfare 2(2): 145-171
2. Perry, R. (2006). Do social workers make better child welfare
workers than non social workers? Research on social work practice 16(4): 392-405
3. Whitaker, T. & Clark, E. (2006). Social workers in child
welfare: ready for duty. Research on social work practice 16(4):412-413
4. Blome, W. & Steib, S. (2004). Like musical chairs? Become a
