Twenty-Five Years of the Children's Bureau Investment in Social Work Education

Barbee, Anita P.; Antle, Becky F.; Sullivan, Dana J.; Dryden, Althea; Henry, Katy

doi:10.1080/15548732.2012.705237

Cited by 14 publications

(5 citation statements)

References 26 publications

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“…Social work practice and child welfare practice have longstanding historical alignment, with social workers staffing the child welfare workforce since the profession’s inception (Perry & Ellett, 2008 ). Many students emerge from social work degree programs (both at Bachelors (BSW) and Masters (MSW) levels) with specializations in the field of child welfare and are primed to enter the field with targeted expertise in this area (Barbee et al, 2012 ; Robin & Hollister, 2002 ; Whitaker, 2012 ). Given the extremely high rates of child maltreatment and psychiatric illness in the child welfare population (Courtney & Charles, 2015 ; Courtney et al, 2014 ; Katz et al, 2020 ), social workers in this field need to be consistently provided with updated information, training and tools that make effective detection of suicidal behaviors possible.…”

Section: Implications For Social Work Practice and Policymentioning

confidence: 99%

Screening and Assessment of Suicidal Behavior in Transition-Age Youth with Foster Care Involvement

Katz

Gopalan

Wall³

et al. 2023

Child Adolesc Soc Work J

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Transition-age youth with foster care involvement (TAY, ages 17–22) are at heightened risk for suicidal behavior. Despite this, mental health screenings are not standardized across child welfare (CW) systems and existing assessment tools are not designed for use with this specific population. As such, TAY are unlikely to be adequately screened for suicide risk and connected with needed services. In this paper, we sought to identify screening and assessment tools that could be effective for use with TAY in CW settings. Using PubMed and PsycINFO, we conducted a search of the current literature to identify some of the most commonly used screening and assessment tools for youth. We then narrowed our focus to those tools that met predefined inclusion criteria indicating appropriateness of use for TAY in CW settings. As a result of this process, we identified one brief screening tool (the ASQ) and four assessments (the SIQ-JR, the C-SSRS, the SHBQ, and the SPS) that demonstrated specific promise for use with TAY. The strengths and limitations of the tools are discussed in detail, as well as the ways that each could be used most effectively in CW settings. We highlight three key points intended to guide social work practice and policy: (1) systematic, routine assessment of mental health and suicide risk across CW settings is critical; (2) the protocol for assessing suicidal behavior in TAY must account for the wide variations in context and service provision; and (3) CW workers administering assessments must be thoughtfully trained on risk identification and the protocol implementation.

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Section: Implications For Social Work Practice and Policymentioning

confidence: 99%

Screening and Assessment of Suicidal Behavior in Transition-Age Youth with Foster Care Involvement

Katz

Gopalan

Wall³

et al. 2023

Child Adolesc Soc Work J

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“…Furthermore, little research has been able to specifically examine the relationship between participation in Title IV-E child welfare agency-university training programs and actual outcomes for children and families who are involved in the child welfare system (Barbee et al, 2012;Ellett, 2014;Falk, 2020;Hartinger-Saunders & Lyons, 2013;Scannapieco et al, 2012). Comprehensive studies linking IV-E training to child and family outcomes are difficult to undertake for a variety of reasons, including: inconsistent program implementation across states and universities, IV-E organizational complexity, high worker turnover, and challenges defining and assessing client outcomes (Ellett, 2014;Falk, 2020;Social Work Policy Institute, 2012).…”

Section: Outcomes Of Title Iv-e Training Programsmentioning

confidence: 99%

Child Welfare and Social Work Education

Leotti

Sugrue

Itzkowitz³

et al. 2023

ASW

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Social work has long been involved in child welfare practice. Though lauded as well- intended and admirable work, the profession’s involvement in the child welfare system is fraught with contradictions, ethical tensions, and a legacy of historical trauma and deep mistrust in Black and Native American communities. Challenging this legacy requires an honest look at how schools of social work participate in policies and practices that work to uphold racialized surveillance and forcible family separation. Accordingly, this paper invites readers into a critical conversation regarding social work’s collaboration with child welfare systems via Title IV-E training programs. To these ends, we draw on the conceptual framework of abolition as a useful tool for interrogating and disrupting social work’s relationship to child welfare.

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“…In this national CB meeting there was obvious excitement for expanding IV-E partnerships. This meeting helped further spread the development of IV-E university/state agency partnerships from 68 in 1996 (Zlotnik & Cornelius, 2000) to 144 in 2004 (Barbee, Antle, Sullivan, Dryden, & Henry, 2012). At the same time, there was growing recognition from the Social Work National Association of Deans and Directors (NADD) of the importance of IV-E participation for SW programs to prepare graduates for careers in CW.…”

Section: Some National Experiences and Perspectives On Iv-e Iv-e Progmentioning

confidence: 99%

A First-Hand Account of Title IV-E Child Welfare Initiatives in Social Work Education and Practice

Ellett

2014

ASW

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This article describes the personal experiences and insights of a child welfare practitioner and professor derived from 20 years of involvement in IV-E agency/university partnerships. The author describes perspectives from her work in IV-E programs in multiple contexts (federal, state, and local). Included are descriptions of important historical events and changes in IV-E programs that have served to facilitate or impede successful child welfare practices and the education of IV-E students. Emphasis is given to the importance of: (a) communicating the complexity of work in child welfare particularly by IV-E students; (b) the challenge of sustaining effective IV-E partnership programs; (c) designing and implementing sound IV-E program evaluation procedures; and (c) understanding the political and policy-driven contexts framing current CW practices.

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Twenty-Five Years of the Children's Bureau Investment in Social Work Education

Cited by 14 publications

References 26 publications

Screening and Assessment of Suicidal Behavior in Transition-Age Youth with Foster Care Involvement

Screening and Assessment of Suicidal Behavior in Transition-Age Youth with Foster Care Involvement

Child Welfare and Social Work Education

A First-Hand Account of Title IV-E Child Welfare Initiatives in Social Work Education and Practice

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