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

Rawlings, Mary A.; Blackmer, Emily R.

doi:10.1080/15548732.2018.1509760

Cited by 16 publications

(14 citation statements)

References 42 publications

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“…Regarding specific knowledge necessary to support families, studies were scarcer. We identified 11 studies about technical and professional expertise, namely cognitive-behavioral strategies (Al-Khatib & Norris, 2015; Knight, 2015) or modeling skills (Gladstone et al, 2014; Harrison et al, 1999; Sheppard & Clibbens, 2015), training in child observation techniques (Bridge, 1999), conducting plan evaluation (Connell, 2010), or using specific assessment tools (Bogo et al, 2014; McLendon et al, 2012; Rawlings & Blackmer, 2019) and motivational interviewing (Forrester et al, 2012; Stabler et al, 2020). Understanding family context was a topic presented in five studies (Brassart et al, 2017; Gladstone et al, 2014; Hetherington & Baistow, 2001; Platt, 2008; Turney & Tanner, 2001).…”

Section: Resultsmentioning

confidence: 99%

“…It seems that technical and professional expertise can be organized in diverse skills domains. Some of them relate more to cognitive and behavioral skills, implying changes in conduct and thought, like cognitive-behavioral strategies (e.g., Al-Khatib & Norris, 2015) or modeling skills (e.g., Sheppard & Clibbens, 2015), and others relate to skills required in assessing family processes and dynamics such as training in child observation techniques (Bridge, 1999), conducting plan evaluation (Connell, 2010) or using specific assessment tools (e.g., Rawlings & Blackmer, 2019), and motivational interviewing (e.g., Stabler et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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Workforce Skills in Family Support: A Systematic Review

Žegarac

Isakov

Nunes

et al. 2021

Research on Social Work Practice

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Purpose: Skills used in the practice of family support workforce are implemented in different settings and frameworks. The conceptual assumptions and epistemological frameworks of diversity are a challenge. Various paradigms of intervention, different sectors, and disciplinary involvement indicate the need to systematize and clarify knowledge in the field. Method: Using preferred reporting items for systematic reviews and meta-analyses guidelines, a systematic review was conducted, including qualitative, quantitative, and mixed-method studies on skills in the practice of family support. Results: The literature was collected in an exhaustive search of several databases, where a set of 8,489 papers was selected. The workforce skills described were the qualities of the professionals, technical skills, and specific knowledge. Discussion: Most of the studies were literature reviews, did not define specific skills, had very small samples, and had issues with bias. We discuss implications for practice in social work as well as the gaps to be covered in further research of family support.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Workforce Skills in Family Support: A Systematic Review

Žegarac

Isakov

Nunes

et al. 2021

Research on Social Work Practice

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“…Due to the complexity and inevitability of mandatory reporting, training in this area should be required in social work programs and workplaces with specific focus on children and families. Specialized education and training in child welfare produce a greater level of confidence and awareness, as well as greater competency in foundational, generalist practice skills among practitioners (Rawlings and Blackmer 2019 ). Training in mandatory reporting should also subsume the range of relationship repair strategies to avoid the over-reliance on selected strategies that may be insufficient for client needs.…”

Section: Discussionmentioning

confidence: 99%

“…Social workers act as the relationship-building agent through the provision of emotional sensitivity and verbal responsiveness to client concerns including caregiving challenges (Rollins 2019 ). However, maintaining the therapeutic relationship while concurrently upholding the duty to report suspected child maltreatment can undermine the efforts of social workers (Rawlings and Blackmer 2019 ). The potential loss of the relationship or intense conflict with the caregiver often serve as deterrents to reporting in favor of addressing the maltreatment within the therapeutic milieu (Tufford 2014 ; Bogo et al 2017 ; Kuruppu et al 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Decision-Making and Relationship Competence When Reporting Suspected Physical Abuse and Child Neglect: An Objective Structured Clinical Evaluation

et al. 2021

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Mandatory reporting of suspected child abuse and neglect highlights the challenges between the ethical and legal obligations of social workers and the need to maintain the therapeutic relationship with the client. The ability to bridge this tension is paramount to ensure continued psychosocial treatment and the well-being of children. This paper discusses a study to determine the decision-making factors of social work students and practitioners when facing a suspicion of child abuse and neglect, how they justify their decision to report or not report to child protection services, and the current and future relationship repair strategies used with simulated clients during an objective structured clinical evaluation (OSCE). Nineteen BSW, MSW, and experienced practitioners (N = 19) underwent an OSCE with one of two child maltreatment vignettes, physical abuse or neglect. Fisher’s exact test was used to examine participants’ historical and current reporting behaviors. Independent samples T-tests, Cohen’s D, and qualitative content analysis was used to examine participants’ decision making and relationship repair strategies when faced with suspected child abuse and neglect. Results showed that six participants discussed the duty to report during the OSCE while 13 participants did not. Participants’ who discussed and did not discuss the duty to report during the OSCE articulated clear reasons for their decision and identified relationship repair strategies in working with the client. A sub-group of participants who identified the child maltreatment but did not discuss the duty to report, provided more tentative and complex reasons for their inaction and next steps in working with the client. All participants demonstrated a degree of competence and critical reflection in the OSCE, with integration for future learning. These findings are discussed and implications for future practice are offered.

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“…As part of that project, we developed and tested a rating tool for categorizing and summarizing caseworker behaviors. The tool and the development process were similar to the measurement tool developed by Rawlings and Blackmer (2019) . This rating tool was based on two domains: Colorado statute and best practices of the child welfare system.…”

Section: Methodsmentioning

confidence: 99%

"Oh, this is actually okay": Understanding how one state child welfare training system adapted to the COVID-19 pandemic

Schwab‐Reese

Drury

Allan

et al. 2020

Child Abuse & Neglect

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Background Training for new and existing child protection system (CPS) caseworkers is critical to developing and maintaining a competent workforce that effectively works towards safety, permanency, and wellbeing outcomes for children in the system. The COVID-19 pandemic required a shift to virtual training to continue training CPS professionals safely. Objective The purpose of our project was to determine if there were differences in learning outcomes between learners who completed training in the usual delivery methods (Pre-COVID) and the fully virtual delivery methods (Post-COVID). We also sought to understand any factors that facilitated or impeded successful virtual training during the pandemic. Participants and setting Caseworkers-in-training completed learning and satisfaction assessments through standard continuing quality improvement efforts. Training facilitators, course developers, and leadership completed qualitative interviews. Methods We assessed quantitative differences in one US state in learner knowledge, satisfaction, and behaviors before and during the COVID-19 pandemic and conducted a qualitative thematic analysis of interviews with training system employees. Results Overall, there were limited differences in learner outcomes before and after the transition to virtual training delivery. Across the employee interviews, three main themes emerged: organizational culture facilitated the transition, external constraints caused challenges during the transition, and there were opportunities to evolve training practices positively. Conclusions The shift to a virtual learning environment had little impact on learner knowledge or satisfaction. Employee perspectives indicated that the pre-COVID investment in organizational culture has substantial dividends for performance during the crisis.

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

Cited by 16 publications

References 42 publications

Workforce Skills in Family Support: A Systematic Review

Workforce Skills in Family Support: A Systematic Review

Decision-Making and Relationship Competence When Reporting Suspected Physical Abuse and Child Neglect: An Objective Structured Clinical Evaluation

"Oh, this is actually okay": Understanding how one state child welfare training system adapted to the COVID-19 pandemic

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