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What Students Need to Know: Creating Meaningful Child Welfare Curriculum within the BSW Program

Mary L. Pfohl, M.S.W., Ph.D., L.I.S.W.Associate Professor, St. Cloud State University

Today’s agenda• Context of Title IV-E child welfare

education in MN & SCSU• Child Welfare Competency

Development and relationship to EPAS

• Child Welfare Competencies and relationship to child welfare education components

• Child Welfare Guidebook Development

• Initial Evaluation• Discussion

Context: Child Welfare Education in Minnesota• Three Graduate Programs • Six Undergraduate Programs• Linked by Consortium

• Development of Title IV-E Child Welfare Education

• Communication link to MN Department of Human Services

• Problem-solving & idea generation

• Consistency across programs

Context: Child Welfare at SCSUChild Welfare Program• 2 to 3 students per cohort (10 to

12 total)• Required child welfare course (3

credit)• Child welfare learning in social

work courses• Supplemental curriculum for

each cohort group• Participation in Foundation

Training through MCWTS

BSW Program• Generalist Practice• EPAS 10 core competencies &

41 practice behaviors• 45 credit major• Completed in 4 consecutive

semesters• Approximately • 40 Graduates per semester• Commuter university• Rural community

CHILD WELFARE COMPETENCIESEPAS and Development

Child Welfare Competency Development• CASCW/U of M – EPAS Advanced Competencies

• Graduate level • Source information: current syllabi, CALSWEC competencies, MCWTS,

community and key stakeholder and student focus groups. • Knowledge and Skill Competencies• MSW and BSW/Advanced & Foundation Competencies

• Source information: CALSWEC competencies, EPAS framework, contract for Title IV-E, and course/cohort syllabi

• Finalized proposal with MN-DHS and Universities (note expected revisions)

Child Welfare Competency* Categories • Diversity and Cultural Competence• Engagement• Partnering and Collaboration• Assessment• Case Planning in Child Welfare• Implementing Child Welfare Services• Communications and Documentation• Evaluation• Advocacy• Policy• Supervision and Management• Professionalism in Child Welfare

*links to practice behaviors

Competency links to Knowledge (K) and Skill (S) Practice Behaviors

Engagement EPAS 2.1.10 (a)Respectfully relating to and engaging families from a strengths-based, family-centered perspective to establish common goals concerning child safety, permanency and well-being.• 2a. Creates a relationship with children, youth and families by listening and appreciating the

families’ stories and recognizing and acknowledging their (children/family) expertise about their own family system. (K &S)

• 2b. Understands the critical role of developing trust with children and families engaged in child welfare services. (K)

• 2c. Understands the importance of engaging and building relationships with all parental figures, including non-custodial parents. (K)

• 2d. Understands the community context of children and family and why that context is important to the engagement process (e.g. tribes). (K)

• 2e. Can demonstrate understanding of reasonable and active efforts policies and how they play a role in how county child welfare workers engage and work with families involved in the court system. (K)

• 2f. Demonstrates transparency, develops trust, identifies areas of common ground and shares feasible power in engaging individuals and families around concerns such as safety. (S)

EXAMPLE

CREATING CHILD WELFARE CURRICULUMFrom competencies to curriculum to implementation

Linking Competencies & Behaviors to the BSW & Child Welfare Curriculum• Examination of EPAS Competencies and practice behaviors within Social

Work Program• Identification of corresponding Child Welfare competencies and

behaviors within:• social work courses, • child welfare course• field placement,• cohort curriculum, and • other areas such as forums, special meetings, and advising

• Did not include MCWTS Foundation Training

Location within coursework (Specify)

SW 320 Child Welfare Course Field

Cohort Curriculum

Other (program specific forums, seminars, advising)

5a.

Understands and demonstrates the abil ity to develop a safety plan with the family based upon information gathered during the assessment of the family. (S)

Y Y C3, C2? SUPPLEMENTAL READINGS/ACTIVITY? ADVISING?

5b.

Understands and demonstrates the abil ity to develop a case plan with the family using strengths-based, family-centered, person-in-environment perspectives, and seeks opportunities to include family choices as a means of promoting empowerment. (S)

SW 330, 340, 410, 411 Y Y C3, C1? C2?

5c.

Is able to articulate with the family the effects of maltreatment and the behaviors or conditions contributing to its risk. (S)

Y SEMINAR?

5d.

Is able to develop a case plan (taking into account legal requirements and related policies) for effectively serving and making decisions regarding children and parents with special needs and disabil ities. (S)

SW 360 Y Y C3? C4?

5e.

Util izes knowledge of and the requirements of the Indian Child Welfare Act and the Multiethnic Placement Act and applies those provisions in working with tribal representatives, agencies, legal entities and families to create appropriate case plans. (K&S)

SW 360 Y Y SEMINAR?

Case Planning in Child Welfare

Setting goals, developing strategies, and outlining tasks and schedules derived from the engaging, assessing and partnering process in order to develop a flexible plan that will facil itate change with families and with the ultimate goal of supporting permanency.

FOUNDATION

EXAMPLE

Diversity & Cultural Competence

Diversity and Cultural Competence

Demonstrating a working knowledge of and sensitivity to the dynamics of diversity, respecting and learning from the unique characteristics and strengths of families and tribes, and applying these concepts and skills to enhance individual and family functioning.

BSW Program coursework (Specify)SW 320 Child Welfare CourseFieldCohort CurriculumOther (program specific forums, seminars, advising)

FOUNDATION

1a.Can demonstrate understanding how diversity characterizes and shapes children’s and families’ experiences in receiving child welfare services, further understanding that dimensions of diversity include age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex and sexual orientation. (S)SW 340, 345, 410, 411 412YYC3

1b.Become familiar with the children’s families’ beliefs, values, race, ethnicity, history, tribe, culture, religion and language. (S)YYC4

1c.Demonstrates self-awareness and understanding of the influence of culture on human behavior and family dynamics. (S)SW 330, 410, 411NY

1d.Demonstrates an attitude of respecting and learning from the unique characteristics and strengths of families and tribes while honoring diversity within and across cultures. (S)SW 345, 411NYC4?FORUM?

1e.Demonstrates basic knowledge of legal, socioeconomic and psychosocial issues facing immigrants, refugees and/or minority groups and can apply that knowledge in devising culturally competent and effective intervention. (K&S)SW 330, 345, 360YYC2, C3

1f.Understands the influence and value of the families’ traditional, culturally based child rearing practices and uses this knowledge in working with families. (K&S)SW 345, 411YYC1, C2, C3

1g.Demonstrates understanding of the importance of children and families’ primary language and supports it use in providing child welfare assessment and intervention services. (K)SW 345, 410, 411YYC2, C3

1h.Can conduct an individualized ethnically and culturally competent assessment of a child and family and develop an effective intervention plan that is tailored to that child and family. (S)SW 340, 345, 410, 411, 412Y?YC1, C4

1i.Assesses his/her own knowledge and humility about individuals from specific groups they work with and seeks consultation and expertise to fill gaps. (S)ALL COURSES?YYC1, C4ADVISING

1j.Demonstrates knowledge of the rationale for and requirements of the Multi-Ethnic Placement Act and of the Indian Child Welfare Act and applies those provisions in working with families and Tribal representatives. (K&S)SW 360YYC2, C4

Engagement

Engagement

Respectfully relating to and engaging families from a strengths-based, family-centered perspective to establish common goals concerning child safety, permanency and well-being.

Location within coursework (Specify)SW 320 Child Welfare CourseFieldCohort CurriculumOther (program specific forums, seminars, advising)

FOUNDATION

2a.Creates a relationship with children, youth and families by listening and appreciating the families’ stories and recognizing and acknowledging their (children/family) expertise about their own family system. (K &S)SW 340, 410, 411YYC1, C2ADVISING

2b.Understands the critical role of developing trust with children and families engaged in child welfare services. (K)SW 340, 345, 410, 411, 443YYC1, C2, C3ADVISING

2c.Understands the importance of engaging and building relationships with all parental figures, including non-custodial parents. (K)SW 411YYC1, C2, C3, C4

2d.Understands the community context of children and family and why that context is important to the engagement process (e.g. tribes). (K)SW 340, 411, 412?YYC1., C2, C3

2e.Can demonstrate understanding of reasonable and active efforts policies and how they play a role in how county child welfare workers engage and work with families involved in the court system. (K)SW 360?YYC2, C4SUPPLEMENTAL READINGS/ACTIVITY

2f.Demonstrates transparency, develops trust, identifies areas of common ground and shares feasible power in engaging individuals and families around concerns such as safety. (S)SW 340, 410, 411Y?YC2, C3, C4ADVISING

2g.Understands how child welfare involvement, including but not limited to attachment, separation and placement, affects a child and family and how these experiences may influence a child’s physical, cognitive, social and emotional development. (K)YYC2, C3, C4ADVISING, SUPPLEMENTAL READINGS/ACTIVITY

2h.Demonstrates understanding of child and youth development, including physical, cognitive, social and emotional development. (K)SW 330YYSUPPLEMENTAL READINGS/ACTIVITY?

2i.Demonstrates understanding of the primary stages and processes of adult development and family life. (K)SW 330YSUPPLEMENTAL READINGS/ACTIVITY?

2j.Recognizes developmental indicators of abuse or neglect. (S)YYC1, C2, C3

Partnering & Collaboration

Partnering and Collaboration

Applying strengths perspective in an environment context and working in respectful, interdisciplinary, and meaningful collaboration with families, communities, and other professionals to achieve shared goals.


FOUNDATION

3a.Identifies current and potential resources in the neighborhood and community, both formal and informal, to assist the family in safety and coping. (S)SW 340, 410, 411, 412YYC2, C3, C4?ADVISING? SUPPLEMENTAL READINGS/ACTIVITY?

3b.Strives to maintain and enhance community and cultural connections with children, youth and families. (S)SW 340, 345, 411YYC2, C3, C4?SUPPLEMENTAL READINGS/ACTIVITY?

3c.Demonstrates familiarity with such community collaborations as family group decision making, citizen review panels, child protection teams and child mortality reviews and parent leadership teams. (K)YYC4?SUPPLEMENTAL READINGS/ACTIVITY?

3d.Demonstrates an ability to work in multidisciplinary teams and willingness to incorporate different professional and/or cultural perspectives into case plans/ practice strategies when appropriate. (S)YC3, C4?SUPPLEMENTAL READINGS/ACTIVITY? SEMINAR OR FORUM

3e.Understands with the various roles of people in the legal and court process related to child welfare (protection, custody, adoptions) as well as how to effectively interact with people in those roles. (K&S).YYC1, C2SUPPLEMENTAL READINGS/ACTIVITY

Assessment

Assessment

Respectfully relating to and engaging families from a strengths-based, family-centered perspective to establish common goals concerning child safety, permanency, and well-being.


FOUNDATION

4a.Is able to identify the major family, health and social factors contributing to child abuse and neglect, as well as the resilient and positive factors that act to preserve the family and protect the child. (K)YYC1, C2, C3SUPPLEMENTAL READINGS/ACTIVITY

4b.Recognizes and accurately identifies the physical and behavioral indicators of abuse, family violence and neglect, and can assess the dynamics underlying these behaviors. (K)YYC1, C2, C3SUPPLEMENTAL READINGS/ACTIVITY?

4c.Is able to integrate knowledge of individual, family and cultural dynamics, and recognizes signs and symptoms of at-risk behaviors including chemical health and domestic violence in children/youth and adults, and assess their impact. (K&S)SW 340, 345, 410, 411YYC1, C2?SUPPLEMENTAL READINGS/ACTIVITY

4d.Demonstrates understanding and an ability to integrate into an assessment the strengths perspective and empowerment approaches and understands how they can positively influence growth, development and behavior change. (K&S)SW 330, 340, 410, 411YC2, C3

4e.Is able to gather, assess, analyze and present pertinent information from interviews, case records, and collateral sources when evaluating an abuse or neglect allegation and making assessments, effective referrals for services or further evaluation. (S)SW 340, 410, 411YC3, C4?

4f.Has familiarity with mandated mental health screenings and other standardized children’s mental health assessments; trauma-informed screening and effective evidence-based assessment instruments. (K)YYC3?

4g.Demonstrates the ability to perform a preliminary safety assessment and to monitor the safety of the child through ongoing assessment of risk. (S)YC4?

Case Planning in CW


Setting goals, developing strategies, and outlining tasks and schedules derived from the engaging, assessing and partnering process in order to develop a flexible plan that will facilitate change with families and with the ultimate goal of supporting permanency.


FOUNDATION

5a.Understands and demonstrates the ability to develop a safety plan with the family based upon information gathered during the assessment of the family. (S)YYC3, C2?SUPPLEMENTAL READINGS/ACTIVITY? ADVISING?

5b.Understands and demonstrates the ability to develop a case plan with the family using strengths-based, family-centered, person-in-environment perspectives, and seeks opportunities to include family choices as a means of promoting empowerment. (S)SW 330, 340, 410, 411YYC3, C1? C2?

5c.Is able to articulate with the family the effects of maltreatment and the behaviors or conditions contributing to its risk. (S)YSEMINAR?

5d.Is able to develop a case plan (taking into account legal requirements and related policies) for effectively serving and making decisions regarding children and parents with special needs and disabilities. (S)SW 360YYC3? C4?

5e.Utilizes knowledge of and the requirements of the Indian Child Welfare Act and the Multiethnic Placement Act and applies those provisions in working with tribal representatives, agencies, legal entities and families to create appropriate case plans. (K&S)SW 360YYSEMINAR?

5f.Demonstrates the ability to identify service/treatment plan requirements and to construct measureable objectives with the family so the family knows when the goals are achieved. (K&S)SW 340, 410, 411YC3SUPPLEMENTAL READINGS/ACTIVITY?

5g.Understands the principles of concurrent and permanency planning and is able to integrate those principles into a case plan, taking into account the educational, health and emotional needs of children. (K&S)SW 360?YYC3, C4

Implementing CW Svcs.

Implementing Child Welfare Services

Identifying and applying the most effective, ethical and culturally appropriate services, resources, and processes to meet the goals established in the planning stage appropriate to the family.

Location within coursework (Specify)SW 320 Child Welfare courseFieldCohort CurriculumOther (program specific forums, seminars, advising)

FOUNDATION

6a.Utilizes engagement and assessment skills to maintain and develop an ongoing, productive and respectful relationship with children, youth, families and tribes. (S)SW 410, 411YC3?SUPPLEMENTAL READING/ACTIVITY?

6b.Demonstrates understanding of processes for identifying resources and making appropriate service referrals in order to implement a case plan. (K)SW 410, 411, 412YYC4?

6c.Demonstrates an ability to understand and present permanency options for children and youth, including, when appropriate, kinship care and adoption services. (S)YYC2? C3?

6d.Demonstrates the ability to monitor implemented strategies and to follow legal standards for case reviews appropriate to the practice setting in order to achieve case plan goals and make adjustments as necessary. (S)YC2? C3? C4?

6e.Understands the importance of maintaining connections with biological family. (K)SW 330, 340, 410, 411,YYC1, C2, C3

6f.Demonstrates an understanding of the complexity of a child’s ties with foster, adoptive and biological families and interaction with his/her community. (S)YYC1, C2, C3

6g.Demonstrates how to plan for and initiate termination of professional relationship with children and families. (S)SW 340, 410, 411YC4

6h.Understands the importance of actively pursuing and maintaining sibling bonds (with siblings in placement and/or at home) and demonstrates the ability to do so. (K)YYC1, C2, C3? C4?

Communications & Documentation

Communications and Documentation

Effectively sending and receiving verbal, electronic and written communication within the appropriate cultural context.


FOUNDATION

7a.Demonstrates an ability to employ clear, concise and cohesive writing skills with attention to structure, grammar and spelling. ALL COURSESYYADVISING

7b.Demonstrates the ability to accurately and concisely document a variety of case related information, including assessment content, case notes and court narratives. (S)SW 340, 410, 411, 412Y

7c.Understands the importance of and is able to modify written forms of communication based upon a child or caregiver’s cognitive ability, literacy level, and use of their primary language and understanding of the English language. (K&S)SW 410, 411YC4

7d.Understands and is able to apply data privacy laws and policies to the handling of sensitive data on children and families in the child welfare system. (K&S)YC4

Evaluation

Evaluation

Continuously monitoring outcomes of service plans and system programs to determine if the desired goals are being achieved and, if not, to use this information to reconsider goals and strategies developed in the planning phase, or services and resources identified in the implantation stage.


FOUNDATION

8a.Demonstrates a commitment of evaluating his/her own social work/child welfare practice. (S)SW 330, 340, 345, 350, 410, 411YYC2, C3, C4

8b.Understands the purpose of outcome measurement and is able to seek family, organization, and community feedback for purposes of monitoring practice, service refinement and outcome evaluation. (K&S)SW 350, 411, 412YC4

8c.Is able to communicate the effectiveness of her/his practice to families, colleagues, employers, etc. (S)YC4

8d.Understands the role of external review and accrediting bodies including the federal government/Children’s Bureau, Council on Accreditation, citizen review panels and the child mortality reviews. (K)YYC3, C4

8e.Understands the criteria used to evaluate state and county child welfare agency performance in federal reviews as it relates to child, family and program outcomes. (K)YYC3, C4

8f.Understands the importance of evaluating his/her own professional education and training needs. (K)SW 443YC2, C3, C4

Advocacy

Advocacy

Recognizing individual or group needs, providing intervention on behalf of children and families, communicating to decision makers, and initiating actions to secure or enhance a needed service, resource or entitlement that children and families need to meet personal and administrative goals.


FOUNDATION

9a.Is able to identify agency and legislative policies and procedures that may negatively affect child well-being and the success of permanency and family reunification. (S)SW 360, 412YYC2, C3

9b.Understands negotiation and advocacy for the development and retention of resources that children, youth, and families need to meet personal goals and agencies need to meet administrative goals. (K)SW 412YC4

9c.Is able to identify the strengths and limitations of an organization, including its cultural competence and commitment to human diversity and can assess the effects of these factors on services for children, youth, and families. SW 345, 412YYC4

9d.Is able to communicate clearly, concisely and objectively to decision-makers the recognized and documented needs of individuals and groups.SW 360, 412Y

Policy

Policy

Understanding policies that affect delivery of child welfare services and the mission, priorities and resource allocation that guide the development and implantation of policy in public and private non-profit social services.


FOUNDATION

10a.Demonstrates basic knowledge of the philosophy, purpose, requirements, and application of the major federal, state, and local social policies affecting children, youth, and families in the child welfare system, including ICWA, MEPA, Title IV-B, Title IV-E, CAPTA, CFSR, ASFA, PSSF, TANF, WIA, Chafee, and Fostering Connections. (K)SW 360YYC1, C2, C3, C4

10b.Demonstrates an understanding of the legal framework for child welfare practice, including the Juvenile Court process and other court proceedings related to child welfare practice. (K)YYC2, C4

Supervision & Mgmt.

Supervision and Management

Recognizes the importance of the supervisory role in achieving desired service and organizational outcomes for children, youth and families and other stakeholders, in assessing and managing performance, and enhancing the ability to achieve positive outcomes through continuous improvement efforts.


FOUNDATION

11a.Understands how organizational structure, climate, and culture affect service effectiveness, worker productivity and morale. (K)SW 412YC4

Professionalism in CW

Professionalism in Child Welfare

Demonstrating professional competence in child welfare while providing respectful and culturally appropriate services to children and families and demonstrating professional use of self within the values and ethics of social work practice.


FOUNDATION

12a.Understands the importance of the use of supervision and consultation in child welfare practice and actively seeks feedback and consultation from supervisors and experienced colleagues. (K&S)SW 340, 411YYC1, C2, C3, C4

12b.Demonstrates an ability to establish appropriate boundaries with children, families and colleagues. (S)SW 410, 411Y

12c.Demonstrates the ability to work with colleagues from a wide array of personal and professional backgrounds in a respectful and productive manner. (S)SW 340, 411Y

12d.Understands how professional social work values, the NASW’s Code of Ethics, and Minnesota Board of Social Work’s Standards of Practice and Ethical Conduct influence decision making and planning in public child welfare practice. (K)SW 340, 410, 411YYC1, C2, C3, C4

12e.Is able to identify and analyze ethical issues that arise in the course of practice in social work. (K&S)SW 340, 411YC2, C4ADVISING

12f.Understands and distinguishes among personal and professional values and ethics and considers possible courses of action to pursue when personal and professional values conflict. (S)YC4ADVISING

12g.Understands mandated reporting laws and his/her role as a mandated reporter of child abuse and/or neglect. (K)SW 216? 340, 443YY

12h.Understands and is able to apply data privacy laws and policies to the handing of sensitive data on children and families in the child welfare system. (K&S)ALL COURSESYC1, C2, C3, C4ADVISING

12i.Understands the concept of vicarious or secondary trauma and its potential impact on personal health and professional practice, and has developed healthy coping methods and self-care strategies to address this issues. (K&S)SW 340, 443YYC3, C4ADVISING?

Sheet1


SW 320 Child Welfare course Field

Cohort Curriculum


7a.

Demonstrates an ability to employ clear, concise and cohesive writing skills with attention to structure, grammar and spelling.

ALL COURSES Y Y ADVISING

7b.

Demonstrates the ability to accurately and concisely document a variety of case related information, including assessment content, case notes and court narratives. (S)

SW 340, 410, 411, 412 Y

7c.

Understands the importance of and is able to modify written forms of communication based upon a child or caregiver’s cognitive ability, literacy level, and use of their primary language and understanding of the English language. (K&S)

SW 410, 411 Y C4

7d.

Understands and is able to apply data privacy laws and policies to the handling of sensitive data on children and families in the child welfare system. (K&S)

Y C4

Communications and DocumentationEffectively sending and receiving verbal, electronic and written communication within the appropriate cultural context.

FOUNDATION

EXAMPLE


SW 320 Child Welfare Course Field

Cohort Curriculum


12a.

Understands the importance of the use of supervis ion and consul tation in chi ld wel fare practice and actively seeks feedback and consul tation from supervisors and experienced col leagues . (K&S)

SW 340, 411 Y Y C1, C2, C3, C4

12b.Demonstrates an abi l i ty to establ i sh appropriate boundaries with chi ldren, fami l ies and col leagues . (S)

SW 410, 411 Y

12c.Demonstrates the abi l i ty to work with col leagues from a wide array of personal and profess ional backgrounds in a respectful and productive manner. (S)

SW 340, 411 Y

12d.

Understands how profess ional socia l work va lues , the NASW’s Code of Ethics , and Minnesota Board of Socia l Work’s Standards of Practice and Ethica l Conduct influence decis ion making and planning in publ ic chi ld wel fare practice. (K)

SW 340, 410, 411 Y Y C1, C2, C3, C4

12e.Is able to identi fy and analyze ethica l i s sues that ari se in the course of practice in socia l work. (K&S)

SW 340, 411 Y C2, C4 ADVISING

12f.

Understands and dis tinguishes among personal and profess ional va lues and ethics and cons iders poss ible courses of action to pursue when personal and profess ional va lues confl ict. (S)

Y C4 ADVISING

12g. Understands mandated reporting laws and his/her role as a mandated reporter of chi ld abuse and/or neglect. (K)

SW 216? 340, 443 Y Y

12h.Understands and i s able to apply data privacy laws and pol icies to the handing of sens i tive data on chi ldren and fami l ies in the chi ld wel fare system. (K&S)

ALL COURSES Y C1, C2, C3, C4 ADVISING

12i .

Understands the concept of vicarious or secondary trauma and i ts potentia l impact on personal hea l th and profess ional practice, and has developed heal thy coping methods and sel f-care s trategies to address this i s sues . (K&S)

SW 340, 443 Y Y C3, C4 ADVISING?


Demonstrating profess ional competence in chi ld wel fare whi le providing respectful and cul tura l ly appropriate services to chi ldren and fami l ies and demonstrating profess ional use of sel f within the va lues and ethics of socia l work practice.

FOUNDATION

EXAMPLE

Diversity & Cultural Competence

Diversity and Cultural Competence

Demonstrating a working knowledge of and sensitivity to the dynamics of diversity, respecting and learning from the unique characteristics and strengths of families and tribes, and applying these concepts and skills to enhance individual and family functioning.

BSW Program coursework (Specify)SW 320 Child Welfare CourseFieldCohort CurriculumOther (program specific forums, seminars, advising)

FOUNDATION

1a.Can demonstrate understanding how diversity characterizes and shapes children’s and families’ experiences in receiving child welfare services, further understanding that dimensions of diversity include age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex and sexual orientation. (S)SW 340, 345, 410, 411 412YYC3

1b.Become familiar with the children’s families’ beliefs, values, race, ethnicity, history, tribe, culture, religion and language. (S)YYC4

1c.Demonstrates self-awareness and understanding of the influence of culture on human behavior and family dynamics. (S)SW 330, 410, 411NY

1d.Demonstrates an attitude of respecting and learning from the unique characteristics and strengths of families and tribes while honoring diversity within and across cultures. (S)SW 345, 411NYC4?FORUM?

1e.Demonstrates basic knowledge of legal, socioeconomic and psychosocial issues facing immigrants, refugees and/or minority groups and can apply that knowledge in devising culturally competent and effective intervention. (K&S)SW 330, 345, 360YYC2, C3

1f.Understands the influence and value of the families’ traditional, culturally based child rearing practices and uses this knowledge in working with families. (K&S)SW 345, 411YYC1, C2, C3

1g.Demonstrates understanding of the importance of children and families’ primary language and supports it use in providing child welfare assessment and intervention services. (K)SW 345, 410, 411YYC2, C3

1h.Can conduct an individualized ethnically and culturally competent assessment of a child and family and develop an effective intervention plan that is tailored to that child and family. (S)SW 340, 345, 410, 411, 412Y?YC1, C4

1i.Assesses his/her own knowledge and humility about individuals from specific groups they work with and seeks consultation and expertise to fill gaps. (S)ALL COURSES?YYC1, C4ADVISING

1j.Demonstrates knowledge of the rationale for and requirements of the Multi-Ethnic Placement Act and of the Indian Child Welfare Act and applies those provisions in working with families and Tribal representatives. (K&S)SW 360YYC2, C4

Engagement

Engagement

Respectfully relating to and engaging families from a strengths-based, family-centered perspective to establish common goals concerning child safety, permanency and well-being.


FOUNDATION

2a.Creates a relationship with children, youth and families by listening and appreciating the families’ stories and recognizing and acknowledging their (children/family) expertise about their own family system. (K &S)SW 340, 410, 411YYC1, C2ADVISING

2b.Understands the critical role of developing trust with children and families engaged in child welfare services. (K)SW 340, 345, 410, 411, 443YYC1, C2, C3ADVISING

2c.Understands the importance of engaging and building relationships with all parental figures, including non-custodial parents. (K)SW 411YYC1, C2, C3, C4

2d.Understands the community context of children and family and why that context is important to the engagement process (e.g. tribes). (K)SW 340, 411, 412?YYC1., C2, C3

2e.Can demonstrate understanding of reasonable and active efforts policies and how they play a role in how county child welfare workers engage and work with families involved in the court system. (K)SW 360?YYC2, C4SUPPLEMENTAL READINGS/ACTIVITY

2f.Demonstrates transparency, develops trust, identifies areas of common ground and shares feasible power in engaging individuals and families around concerns such as safety. (S)SW 340, 410, 411Y?YC2, C3, C4ADVISING

2g.Understands how child welfare involvement, including but not limited to attachment, separation and placement, affects a child and family and how these experiences may influence a child’s physical, cognitive, social and emotional development. (K)YYC2, C3, C4ADVISING, SUPPLEMENTAL READINGS/ACTIVITY

2h.Demonstrates understanding of child and youth development, including physical, cognitive, social and emotional development. (K)SW 330YYSUPPLEMENTAL READINGS/ACTIVITY?

2i.Demonstrates understanding of the primary stages and processes of adult development and family life. (K)SW 330YSUPPLEMENTAL READINGS/ACTIVITY?

2j.Recognizes developmental indicators of abuse or neglect. (S)YYC1, C2, C3

Partnering & Collaboration

Partnering and Collaboration

Applying strengths perspective in an environment context and working in respectful, interdisciplinary, and meaningful collaboration with families, communities, and other professionals to achieve shared goals.


FOUNDATION

3a.Identifies current and potential resources in the neighborhood and community, both formal and informal, to assist the family in safety and coping. (S)SW 340, 410, 411, 412YYC2, C3, C4?ADVISING? SUPPLEMENTAL READINGS/ACTIVITY?

3b.Strives to maintain and enhance community and cultural connections with children, youth and families. (S)SW 340, 345, 411YYC2, C3, C4?SUPPLEMENTAL READINGS/ACTIVITY?

3c.Demonstrates familiarity with such community collaborations as family group decision making, citizen review panels, child protection teams and child mortality reviews and parent leadership teams. (K)YYC4?SUPPLEMENTAL READINGS/ACTIVITY?

3d.Demonstrates an ability to work in multidisciplinary teams and willingness to incorporate different professional and/or cultural perspectives into case plans/ practice strategies when appropriate. (S)YC3, C4?SUPPLEMENTAL READINGS/ACTIVITY? SEMINAR OR FORUM

3e.Understands with the various roles of people in the legal and court process related to child welfare (protection, custody, adoptions) as well as how to effectively interact with people in those roles. (K&S).YYC1, C2SUPPLEMENTAL READINGS/ACTIVITY

Assessment

Assessment

Respectfully relating to and engaging families from a strengths-based, family-centered perspective to establish common goals concerning child safety, permanency, and well-being.


FOUNDATION

4a.Is able to identify the major family, health and social factors contributing to child abuse and neglect, as well as the resilient and positive factors that act to preserve the family and protect the child. (K)YYC1, C2, C3SUPPLEMENTAL READINGS/ACTIVITY

4b.Recognizes and accurately identifies the physical and behavioral indicators of abuse, family violence and neglect, and can assess the dynamics underlying these behaviors. (K)YYC1, C2, C3SUPPLEMENTAL READINGS/ACTIVITY?

4c.Is able to integrate knowledge of individual, family and cultural dynamics, and recognizes signs and symptoms of at-risk behaviors including chemical health and domestic violence in children/youth and adults, and assess their impact. (K&S)SW 340, 345, 410, 411YYC1, C2?SUPPLEMENTAL READINGS/ACTIVITY

4d.Demonstrates understanding and an ability to integrate into an assessment the strengths perspective and empowerment approaches and understands how they can positively influence growth, development and behavior change. (K&S)SW 330, 340, 410, 411YC2, C3

4e.Is able to gather, assess, analyze and present pertinent information from interviews, case records, and collateral sources when evaluating an abuse or neglect allegation and making assessments, effective referrals for services or further evaluation. (S)SW 340, 410, 411YC3, C4?

4f.Has familiarity with mandated mental health screenings and other standardized children’s mental health assessments; trauma-informed screening and effective evidence-based assessment instruments. (K)YYC3?

4g.Demonstrates the ability to perform a preliminary safety assessment and to monitor the safety of the child through ongoing assessment of risk. (S)YC4?

Case Planning in CW


Setting goals, developing strategies, and outlining tasks and schedules derived from the engaging, assessing and partnering process in order to develop a flexible plan that will facilitate change with families and with the ultimate goal of supporting permanency.


FOUNDATION

5a.Understands and demonstrates the ability to develop a safety plan with the family based upon information gathered during the assessment of the family. (S)YYC3, C2?SUPPLEMENTAL READINGS/ACTIVITY? ADVISING?

5b.Understands and demonstrates the ability to develop a case plan with the family using strengths-based, family-centered, person-in-environment perspectives, and seeks opportunities to include family choices as a means of promoting empowerment. (S)SW 330, 340, 410, 411YYC3, C1? C2?

5c.Is able to articulate with the family the effects of maltreatment and the behaviors or conditions contributing to its risk. (S)YSEMINAR?

5d.Is able to develop a case plan (taking into account legal requirements and related policies) for effectively serving and making decisions regarding children and parents with special needs and disabilities. (S)SW 360YYC3? C4?

5e.Utilizes knowledge of and the requirements of the Indian Child Welfare Act and the Multiethnic Placement Act and applies those provisions in working with tribal representatives, agencies, legal entities and families to create appropriate case plans. (K&S)SW 360YYSEMINAR?

5f.Demonstrates the ability to identify service/treatment plan requirements and to construct measureable objectives with the family so the family knows when the goals are achieved. (K&S)SW 340, 410, 411YC3SUPPLEMENTAL READINGS/ACTIVITY?

5g.Understands the principles of concurrent and permanency planning and is able to integrate those principles into a case plan, taking into account the educational, health and emotional needs of children. (K&S)SW 360?YYC3, C4

Implementing CW Svcs.

Implementing Child Welfare Services

Identifying and applying the most effective, ethical and culturally appropriate services, resources, and processes to meet the goals established in the planning stage appropriate to the family.


FOUNDATION

6a.Utilizes engagement and assessment skills to maintain and develop an ongoing, productive and respectful relationship with children, youth, families and tribes. (S)SW 410, 411YC3?SUPPLEMENTAL READING/ACTIVITY?

6b.Demonstrates understanding of processes for identifying resources and making appropriate service referrals in order to implement a case plan. (K)SW 410, 411, 412YYC4?

6c.Demonstrates an ability to understand and present permanency options for children and youth, including, when appropriate, kinship care and adoption services. (S)YYC2? C3?

6d.Demonstrates the ability to monitor implemented strategies and to follow legal standards for case reviews appropriate to the practice setting in order to achieve case plan goals and make adjustments as necessary. (S)YC2? C3? C4?

6e.Understands the importance of maintaining connections with biological family. (K)SW 330, 340, 410, 411,YYC1, C2, C3

6f.Demonstrates an understanding of the complexity of a child’s ties with foster, adoptive and biological families and interaction with his/her community. (S)YYC1, C2, C3

6g.Demonstrates how to plan for and initiate termination of professional relationship with children and families. (S)SW 340, 410, 411YC4

6h.Understands the importance of actively pursuing and maintaining sibling bonds (with siblings in placement and/or at home) and demonstrates the ability to do so. (K)YYC1, C2, C3? C4?

Communications & Documentation

Communications and Documentation

Effectively sending and receiving verbal, electronic and written communication within the appropriate cultural context.


FOUNDATION

7a.Demonstrates an ability to employ clear, concise and cohesive writing skills with attention to structure, grammar and spelling. ALL COURSESYYADVISING

7b.Demonstrates the ability to accurately and concisely document a variety of case related information, including assessment content, case notes and court narratives. (S)SW 340, 410, 411, 412Y

7c.Understands the importance of and is able to modify written forms of communication based upon a child or caregiver’s cognitive ability, literacy level, and use of their primary language and understanding of the English language. (K&S)SW 410, 411YC4

7d.Understands and is able to apply data privacy laws and policies to the handling of sensitive data on children and families in the child welfare system. (K&S)YC4

Evaluation

Evaluation

Continuously monitoring outcomes of service plans and system programs to determine if the desired goals are being achieved and, if not, to use this information to reconsider goals and strategies developed in the planning phase, or services and resources identified in the implantation stage.


FOUNDATION

8a.Demonstrates a commitment of evaluating his/her own social work/child welfare practice. (S)SW 330, 340, 345, 350, 410, 411YYC2, C3, C4

8b.Understands the purpose of outcome measurement and is able to seek family, organization, and community feedback for purposes of monitoring practice, service refinement and outcome evaluation. (K&S)SW 350, 411, 412YC4

8c.Is able to communicate the effectiveness of her/his practice to families, colleagues, employers, etc. (S)YC4

8d.Understands the role of external review and accrediting bodies including the federal government/Children’s Bureau, Council on Accreditation, citizen review panels and the child mortality reviews. (K)YYC3, C4

8e.Understands the criteria used to evaluate state and county child welfare agency performance in federal reviews as it relates to child, family and program outcomes. (K)YYC3, C4

8f.Understands the importance of evaluating his/her own professional education and training needs. (K)SW 443YC2, C3, C4

Advocacy

Advocacy

Recognizing individual or group needs, providing intervention on behalf of children and families, communicating to decision makers, and initiating actions to secure or enhance a needed service, resource or entitlement that children and families need to meet personal and administrative goals.


FOUNDATION

9a.Is able to identify agency and legislative policies and procedures that may negatively affect child well-being and the success of permanency and family reunification. (S)SW 360, 412YYC2, C3

9b.Understands negotiation and advocacy for the development and retention of resources that children, youth, and families need to meet personal goals and agencies need to meet administrative goals. (K)SW 412YC4

9c.Is able to identify the strengths and limitations of an organization, including its cultural competence and commitment to human diversity and can assess the effects of these factors on services for children, youth, and families. SW 345, 412YYC4

9d.Is able to communicate clearly, concisely and objectively to decision-makers the recognized and documented needs of individuals and groups.SW 360, 412Y

Policy

Policy

Understanding policies that affect delivery of child welfare services and the mission, priorities and resource allocation that guide the development and implantation of policy in public and private non-profit social services.


FOUNDATION

10a.Demonstrates basic knowledge of the philosophy, purpose, requirements, and application of the major federal, state, and local social policies affecting children, youth, and families in the child welfare system, including ICWA, MEPA, Title IV-B, Title IV-E, CAPTA, CFSR, ASFA, PSSF, TANF, WIA, Chafee, and Fostering Connections. (K)SW 360YYC1, C2, C3, C4

10b.Demonstrates an understanding of the legal framework for child welfare practice, including the Juvenile Court process and other court proceedings related to child welfare practice. (K)YYC2, C4

Supervision & Mgmt.

Supervision and Management

Recognizes the importance of the supervisory role in achieving desired service and organizational outcomes for children, youth and families and other stakeholders, in assessing and managing performance, and enhancing the ability to achieve positive outcomes through continuous improvement efforts.


FOUNDATION

11a.Understands how organizational structure, climate, and culture affect service effectiveness, worker productivity and morale. (K)SW 412YC4

Professionalism in CW


Demonstrating professional competence in child welfare while providing respectful and culturally appropriate services to children and families and demonstrating professional use of self within the values and ethics of social work practice.


FOUNDATION

12a.Understands the importance of the use of supervision and consultation in child welfare practice and actively seeks feedback and consultation from supervisors and experienced colleagues. (K&S)SW 340, 411YYC1, C2, C3, C4

12b.Demonstrates an ability to establish appropriate boundaries with children, families and colleagues. (S)SW 410, 411Y

12c.Demonstrates the ability to work with colleagues from a wide array of personal and professional backgrounds in a respectful and productive manner. (S)SW 340, 411Y

12d.Understands how professional social work values, the NASW’s Code of Ethics, and Minnesota Board of Social Work’s Standards of Practice and Ethical Conduct influence decision making and planning in public child welfare practice. (K)SW 340, 410, 411YYC1, C2, C3, C4

12e.Is able to identify and analyze ethical issues that arise in the course of practice in social work. (K&S)SW 340, 411YC2, C4ADVISING

12f.Understands and distinguishes among personal and professional values and ethics and considers possible courses of action to pursue when personal and professional values conflict. (S)YC4ADVISING

12g.Understands mandated reporting laws and his/her role as a mandated reporter of child abuse and/or neglect. (K)SW 216? 340, 443YY

12h.Understands and is able to apply data privacy laws and policies to the handing of sensitive data on children and families in the child welfare system. (K&S)ALL COURSESYC1, C2, C3, C4ADVISING

12i.Understands the concept of vicarious or secondary trauma and its potential impact on personal health and professional practice, and has developed healthy coping methods and self-care strategies to address this issues. (K&S)SW 340, 443YYC3, C4ADVISING?

Sheet1

Child Welfare Curriculum: BSW Child Welfare Guidebook• Supplement social work

knowledge and skills for student learning in the classroom

• Preparation for child welfare setting prior field placement experience

• Depth to social work knowledge and skills specific to child welfare

• Provide consistency across student cohort groups

• Ongoing resource for graduates

BSW Child Welfare Guidebook –Building Blocks

• Learning Theories & Frameworks• Critical thinking• Experiential/Transformational• Contemplative/Mindfulness

• Social work knowledge, skills, values, and ethics

• Child Welfare Theories, Frameworks, and Foci• Solution-focused • Trauma Informed • Self-care• Racial Disproportionality & Disparity

Table of ContentsUNIT I A PERSONAL INTRODUCTION 1

THE DAY I GREW UP 1USING THIS GUIDEBOOK 3

UNIT II UNDERSTANDING CHILD WELFARE WORK 4

REALISTIC JOB PREVIEW 4TITLE IV-E OF THE SOCIAL SECURITY ACT 4THE CHILD WELFARE SYSTEM 5CHILDREN AND FAMILIES WHO HAVE ENTERED THE CHILD WELFARE SYSTEM 6WHO IS IN THE CHILD WELFARE SYSTEM? 8

EPAS: 2.1.10(c); CWK: 3e, 6eEPAS: 2.1.10(c); 6eEPAS: 2.1.8; CWK: 10a, 10b

UNIT III CHILD MALTREATMENT 11

CHILD MALTREATMENT – THE GATEWAY TO CHILD WELFARE SERVICES 11MANDATED REPORTERS TRAINING 11WHAT IS CHILD MALTREATMENT 12PREVALENCE 13IMPACT OF ABUSE AND NEGLECT 14HEALING AND HOPE 14SEEING THROUGH ANOTHER’S EYES – HEALING NEEN 15

EPAS: 2.1.7; CWK: 2.j, 4bEPAS: 2.1.10(c); CWK: 6eEPAS: 2.1.8; CWK: 10aEPAS: 2.1.1; CWK: 12g

SAMPLE

Table of ContentsUNIT VII SELF-CARE & SAFETY IN CHILD WELFARE PRACTICE 52

SELF-CARE IN THE CHILD WELFARE SETTING 52PRACTICING MINDFULNESS 53SAFETY 55TRAUMA STEWARDSHIP 57SECONDARY TRAUMA 59

EPAS: 2.1.1; CWK: 8fEPAS: 2.1.1; CWK: 11aEPAS: 2.1.1; CWK: 12i

UNIT VIII POLICY, EVALUATION, & REPORTING SYSTEMS IN CHILD WELFARE 62

CHILD WELFARE HISTORY 62THE IMPACT OF POLICY 62ACTION FOR CHANGE 63FEDERAL POLICY 64STATE OF MINNESOTA POLICY 67

STATE CHILD WELFARE POLICY 67JUVENILE COURTS – CHIPS 68GOVERNMENT DATA PRACTICES LAW 68

REPORTING SYSTEMS 70FEDERAL REPORTING AND MONITORING 71MINNESOTA REPORTING AND MONITORING 71

EPAS: 2.1.10(a); CWK: 2e, EPAS: 2.1.8; CWK: 7dEPAS: 2.1.10(d): CWK: 8aEPAS: 2.1.6; CWK: 8d, 8eEPAS 2.1.5: CWK: 9b, 9cEPAS: 2.1.8; CWK: 10a,10bEPAS 2.1.1; CWK: 12h

SAMPLE

Professional Review & ImplementationProfessional Review

• Child welfare colleagues (academia and direct practice) – reviewed

• Former Title IV-E Child Welfare Director - reviewed & edited

• Child Welfare Advisory Team –topic review

Implementation• Child Welfare Guidebook copied

onto USB flash drive• Copies provided to all students• Cohort specific “syllabus” created

and distributed to students utilizing Child Welfare Guidebook

Evaluation – exiting students N=4Strengths

• Social work courses for generalist practice

• Supplemental readings, videos, podcasts

• Discussions in cohort meetings• Field placement experience provide

hands-on learning• Program director with knowledge and

practice experience• Cultural competence with American

Indian families and communities

Areas of Improvement• Switch in advisors along with difference in

teaching style• Need reality of child protection work

earlier• Large amount of information• Increase to weekly or summer meetings • Increase support through program• Increase number of meetings with all

cohort groups• Legal information (statutory guidelines

and court process)• Greater emphasis on cultural competence

Recommendations and Next steps• Update Child Welfare Guidebook –

• 2015 EPAS• Child Welfare Competencies (Governor’s Task Force and Child Protection

Work Groups)• Reconsider “packaging” to achieve greater simplicity

• Utilize tracking system for child welfare competencies in specific social work courses

• Combine field trips to ChIPS court hearings, tribal and public child welfare agency sites, and panel discussions with Child Welfare Guidebook readings

• Combine student cohort groups for learning discussions• Expand learning timeframe to summer• Reconsider use of Desire 2 Learn Brightspace

CommentsQuestionsDiscussion

SOMETIMES OUR LIVES HAVE TO BE COMPLETELY SHAKEN UP CHANGED, AND REARRANGED TO RELOCATE US TO THE PLACE WE’RE MEANT TO BE

What Students Need to Know: Creating Meaningful Child Welfare Curriculum within the BSW ProgramToday’s agendaContext: Child Welfare Education in MinnesotaContext: Child Welfare at SCSUChild Welfare CompetenciesChild Welfare Competency DevelopmentChild Welfare Competency* Categories Competency links to Knowledge (K) and Skill (S) Practice BehaviorsCreating child welfare curriculumLinking Competencies & Behaviors to the BSW & Child Welfare CurriculumSlide Number 11Slide Number 12Slide Number 13Child Welfare Curriculum: �BSW Child Welfare GuidebookBSW Child Welfare Guidebook – �Building BlocksTable of ContentsTable of ContentsProfessional Review & ImplementationEvaluation – exiting students N=4Recommendations and Next stepsSlide Number 21Slide Number 22

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