Professionalizing the Child Welfare Workforce: Kentucky's Credit for Learning (CFL) Initiative

Sar, Bibhuti K.; Bledsoe, Linda K.; Sullivan, Dana J.; Weeks, Pamela L.; Fox, Steve; Barrett, Lisa H.; Wadlington, Kim L.; Cashwell, Suzie T.

doi:10.1080/15548730802523208

Cited by 5 publications

(6 citation statements)

References 12 publications

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“…Clearly, professional socialization does not stop with an advanced degree; rather it is ongoing and the findings of this research have implications for the continued professionalization of the child welfare system and for continuing professional education. A number of states, including New York, have made efforts to professionalize the public child welfare workforce (Barbee et al, 2009;Sar et al, 2008). This study suggests that those efforts should be maintained and that social workers are well suited to child welfare work, in that they can make informed decisions based on their professional training rather than personal opinion.…”

Section: F=12 Nsmentioning

confidence: 86%

Does Ethnicity Matter? Social Workers’ Personal Attitudes and Professional Behaviors in Reporting Child Maltreatment

Ashton¹

2010

ASW

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This study examined differences in the attitudes of professional social workers regarding corporal punishment and the perception and reporting of child maltreatment, according to the worker’s ethnic group membership (Asian, Black American, Black Caribbean, Hispanic, and non-Hispanic White). Data were obtained by mailed questionnaires from 808 members of the New York City chapter of NASW. Data were analyzed by analysis of variance. Results indicate that approval of corporal punishment and perception of maltreatment differed according to ethnic group membership. However, ethnicity had no effect on the likelihood of reporting maltreatment. Findings suggest that social work values override personal-culture values in the execution of job-related responsibilities. Implications for education and practice are discussed.

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Section: F=12 Nsmentioning

confidence: 86%

Does Ethnicity Matter? Social Workers’ Personal Attitudes and Professional Behaviors in Reporting Child Maltreatment

Ashton¹

2010

ASW

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“…One article by Sar, Bledsoe, Sullivan, Weeks, Fox, Barrett, Wadlington and Cashwell (2008) talks about a child welfare workforce, but appears to focus exclusively on social workers. Frost and Parton (2009) refer to a children's social care workforce made of up integrated teams that include social workers alongside health and education professionals.…”

Section: Towards a Sustainable Coherent And Appropriate Child Welfarmentioning

confidence: 99%

“…Participants emphasised that it was essential that the status of social workers be improved. Sar et al (2008) argue in a North American child welfare context that the professionalisation of social workers has been an important strategy in both improving the quality of service (and thus ensuring child safety and wellbeing) and in sustaining a stable, experienced work force. The previous attempts to increase the numbers of child welfare personnel by lowering admission qualifications, according to Sar et al (2008: 472), resulted in the salaries decreasing and the overall status of employment in child welfare agencies being lowered, to the detriment of the sector.…”

Section: Improving the Status Of Social Workmentioning

confidence: 99%

“…Sar et al (2008) explain that training can occur at two points of professional development: basic foundational training and continuing education. Training can be offered as pre-service (as a prerequisite to practice) or as in-service (accompanying service delivery).…”

Section: Developing a Relevant Training Modelmentioning

confidence: 99%

“…Sar et al (2008) note that universities aim to deliver broad-based education, while agencies have immediate needs that should be satisfied. Although this is a universally recognised gap, it is nevertheless a matter of concern.…”

Section: Developing a Relevant Training Modelmentioning

confidence: 99%

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Towards a Sustainable, Coherent and Appropriate Child Welfare Workforce in South Africa

Schmid

2014

Social Work

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Who Gets What? Describing the Non‐supervisory Training and Supports Received by Home Visiting Staff Members and its Relationship with Turnover

Chen

Spiker

Wei

et al. 2019

American J of Comm Psychol

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Highlights• Technical assistance (TA) received by home visiting staff members differed based on staff members' characteristics.• Supervisors received more TA hours and more remote and individual TA compared to home visitors.• Home visitors more commonly participated in on-site trainings for multiple staff members.• TA received by staff members also differed by program characteristics including model, size, and maturity.• Characteristics of the TA that staff members received did not predict staff members' turnover.Abstract The early childhood home visiting field lacks a basic understanding of home visiting program staff members' receipt of on-the-job training from experts outside of their programs who are not their immediate colleagues or supervisors. To address this gap, we created a unique dataset by asking program leaders to log the external technical assistance (TA) that staff members received, and we collected a survey from 288 of the same staff members. We performed descriptive analyses to learn how many hours of TA staff members were receiving, what topics the TA most commonly addressed, and what formats (e.g., in-person or virtual/remote, individual, or group) the TA was most commonly provided in. We then associated characteristics of the TA received with staff and program characteristics, as well as with staff members' turnover. Multilevel analyses showed the TA supports that home visiting staff members received differed by role (home visitor or supervisor) and program characteristics, including home visiting model-Nurse Family Partnership (NFP) or Parents as Teachers (PAT)-program size, and maturity. About 23% of the home visiting staff members left their programs over the course of 18 months. PAT staff members were more likely to leave their programs than NFP staff members. We did not find that characteristics of TA received were predictive of staff members' turnover. Implications and the need for further research are discussed.

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Professionalizing the Child Welfare Workforce: Kentucky's Credit for Learning (CFL) Initiative

Cited by 5 publications

References 12 publications

Does Ethnicity Matter? Social Workers’ Personal Attitudes and Professional Behaviors in Reporting Child Maltreatment

Does Ethnicity Matter? Social Workers’ Personal Attitudes and Professional Behaviors in Reporting Child Maltreatment

Towards a Sustainable, Coherent and Appropriate Child Welfare Workforce in South Africa

Who Gets What? Describing the Non‐supervisory Training and Supports Received by Home Visiting Staff Members and its Relationship with Turnover

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