- Home
- » Management & Supervision
- » Training
- » Professional Development
Professional Development
Professional growth and career development are important to the retention of a qualified child welfare workforce. Providing opportunities for growth and career advancement can help improve worker satisfaction and should be a key element in an organization's training system. The following resources provide information on professional development issues and strategies in child welfare.
National Child Welfare Workforce Institute
Works to build the capacity of the nation's child welfare workforce and improve outcomes for children and families through activities that support the development of skilled child welfare leaders in public, private, and tribal child welfare systems. The Institute's Leadership Academy for Supervisors provides the opportunity for supervisors to participate in leadership and other professional development activities in an interactive online environment.
Changing Hats While Managing Change: From Social Work Practice to Administration
Perlmutter & Crook (2nd ed.) (2004)
View Abstract
Helps practitioners determine whether to shift their careers from direct practice to administrative practice and educates social work students about administrative practice.
Finding and Keeping Child Welfare Workers: Effective Use of Training and Professional Development
Fox, Miller, & Barbee
Journal of Human Behavior in the Social Environment, 7(1/2), 2003
View Abstract
Describes a program that the Commonwealth of Kentucky developed in order to address the issue of recruiting and retaining child welfare workers.
From Isolation to Teamwork: Mississippi's Story of Cultural Change in Child Welfare
Shackelford, Sullivan, Harper, & Edwards
Professional Development: The International Journal of Continuing Social Work Education, 9(2), 2006
View Abstract
Reports on a project where Mississippi supervisors in two regions were provided the opportunity for ongoing peer support by engaging in structured learning laboratories of their own design followed by regular mentoring sessions with university faculty.
Multiracial Recruitment in the Field of Family Therapy: An Innovative Training Program for People of Color
Kaplan & Small
Family Process, 44, 2005
View Abstract
Describes the creation of a training program designed to increase the number of family therapists of color in the family therapy field.
A National Professional Development System for Youth Workers
Stone, Garza, & Borden
Journal of Youth Development: Bridging Research and Practice, 1(1), 2006
Challenges the youth development field's lack of a systemic approach to attracting, developing, and sustaining its workforce, particularly direct service workers.
Staff Retention in Child and Family Services: Working With Differences, Workbook 3 (PDF - 1,234 KB)
Anderson, McKenzie, Jackson, & McKenzie (2007)
Developing Models of Effective Child Welfare Staff Recruitment and Retention Training: Training Series: Staff Retention in Child and Family Services
Provides understanding, methods, and tools for tailoring supervision to the diverse characteristics, learning and behavioral styles, and professional development needs of staff. This is the third workbook in the Staff Retention in Child and Family Services series designed to increase child and family service agencies' effectiveness in developing and retaining their staff by applying information from research and best retention practices to their work.
Training Child Welfare Workers in Monterey County: Strategies for Training New Staff, Developing Existing Staff and Identifying Future Staff (PDF - 93 KB)
Edelstein (2003)
Describes the new child welfare induction program implemented in Monterey County in 2000 to train and support workers that has resulted in the retention of new staff. Recommendations for improving recruitment and retention of child welfare staff in Santa Clara County are provided, including developing individualized training plans for each new worker and a collaborative training approach that involves both the training supervisor and the permanent unit supervisor.
Training Transfer: Variables That Predict and Maximize Transfer (PDF - 560 KB)
Antle & Barbee (2003)
Describes research that has found that the effects of training depend on factors such as a motivation to transfer skills from training to practice; transfer conditions, such as organizational goals and supervisor support; and transfer design. This paper suggests that training refresher and reinforcement programs can help participants retain improvements in behavior.
Training, Transfer, and Turnover: Exploring the Relationship Among Transfer of Learning Factors and Staff Retention in Child Welfare
Curry, McCarragher, & Dellmann-Jenkins
Children and Youth Services Review: An International Multidisciplinary Review of the Welfare of Young People, 27, 2005
View Abstract
Describes a longitudinal research study that attempted to promote a better understanding of the training, transfer, and turnover relationship. The research identified transfer of learning factors and an indicator of overall transfer support and explored their relationship to child welfare social worker retention.
Using the Image Exchange to Enhance Interdisciplinary Team Building in Child Welfare
Packard, Jones, & Nahrstedt
Child and Adolescent Social Work, 23(1), 2006
View Abstract
Explores how training in team development and role clarification can provide a foundation for the development of effective interdisciplinary collaboration, which may improve interdisciplinary practice.
Core values, knowledge, and skills
Common Core of Skills and Knowledge for the Children's Workforce (PDF - 345 KB)
Great Britain Department for Education and Skills (2005)
Aims to reflect a set of common values for practitioners that promote equality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and young people and to provide more effective and integrated services.
Common Core Training System Including, Common Core Training for New Caseworkers, Core Essentials for Experienced Caseworkers, Supervisory Core, and Core Essentials for Experienced Supervisors and Managers
Administration for Children's Services James Satterwhite Academy for Child Welfare Training (2003)
View Abstract
Prepares and enhances the training of child welfare practitioners in New York City. It explains the adoption of the Framework of Child Welfare Practice and the mission of the Administration for Children's Services in ensuring the safety, permanency, and well-being of children and families. Principles of service are outlined and the top seven child welfare outcomes are identified, along with the top five child welfare process indicators.
Evaluation of the California Common Core for Child Welfare Training (PDF - 1690 KB)
California Social Work Education Center (2009)
Evaluates the impact of training at multiple levels and provides data on training effectiveness in California.
Family-Centered Practices (PDF - 161 KB)
McDaniel & McKinney
Residential Group Care Quarterly, 6, 2005
Explains how the Wyoming Department of Family Services began implementing family-centered practices in response to the Child and Family Services Review.
Family-Centered, Neighborhood-Based Services: Performance-Based Behaviors for the Child Welfare Practitioner and Community Providers (PDF - 120 KB)
Public Children Services Association of Ohio (2003)
Designed to assist local Ohio counties with implementation of family-centered, neighborhood-based child protection services (CPS). This manual outlines specific performance-based behaviors in different areas of CPS that reflect a family-centered, neighborhood-based approach.
Supervisor's role in professional development
Developing the Supervisor's Capacity to Assist Staff in Transforming Learning Into Practice: Trainer's Guide
University of Wisconsin-Green Bay Northeast Wisconsin Partnership for Children and Families (2003)
View Abstract
Derived from a federally funded project designed to assist Wisconsin child welfare supervisors in training child welfare workers and training or mentoring other supervisors.
Evaluating Missouri CPS Supervisory Development Project
Bolm, Pettit, Kelly, & Wolchko
Professional Development: The International Journal of Continuing Social Work Education, 6, 2003
View Abstract
Tests alternative models of structured supervisory training and development. The article describes the model employed in the evaluation and the specific measures to be used. It also describes the cooperation between the State and child welfare agency and the university in development of this "learning laboratory" project and some challenges of conducting action research.
The Importance of Including Supervisors When Evaluating Child Welfare Workers' Training
Mason, LaPorte, & Frankel
Professional Development: The International Journal of Continuing Social Work Education, 6, 2004
View Abstract
Identifies differences between supervisors and workers regarding the perceived effects of a professional development program provided to employees of New York City's Administration of Children's Services. Attendees and their supervisors were surveyed 3 months after the educational seminar about the worker's ability to apply the content of the training and the benefits to clients.
Mandatory Management Training for Newly Hired Child Welfare Supervisors: A Difference Between Management Research and Training Practice
Preston
Administration in Social Work: The Quarterly Journal of Human Services Management, 28, 2004
View Abstract
Thirty-one State-sponsored management training programs for newly hired child welfare supervisors were assessed using Menefee and Thompson's (1994) 12 social work managerial dimensions. Research has suggested strategic, interpersonal, and technical skills and competencies are important for successful social welfare management.
Report on Pilot Offering of: Developing the Supervisor's Capacity to Assist Staff in Transforming Learning Into Practice
University of Wisconsin-Green Bay Northeast Wisconsin Partnership for Children and Families (2003)
View Abstract
Describes the curriculum of a training program for Wisconsin child welfare supervisors. The program used a peer-mentoring approach to facilitate transferring learning from the program back to the supervisors' job sites. Curriculum included knowledge of the four areas of supervision that related to the Transfer of Learning (TOL), the process for developing a competency-based, performance-driven staff development system, factors affecting performance, performance improvement tools, different worker learning styles, and the peer mentoring process for designing and implementing TOL activities.
The Role Demonstration Model of Supervision
Sundet, Mermelstein, & Watt
Professional Development: The International Journal of Continuing Social Work Education, 6, 2003
View Abstract
Details the model of supervision chosen by the Missouri Department of Social Services and the University of Missouri-Columbia School of Social Work to address the quality and effectiveness of child welfare supervision in the State. The paper also looks at the model's rationale and strategies chosen for implementation.
Staff Retention in Child and Family Services: The Practice of Retention Focused Supervision, Workbook 2 (PDF - 1,030 KB)
Developing Models of Effective Child Welfare Staff Recruitment and Retention Training: Training Series: Staff Retention in Child and Family Services
Anderson, McKenzie, Jackson, & McKenzie (2007)
Provides research information and supervisory competencies for retaining effective staff, including self-assessment and planning tools. This is the second workbook in the Staff Retention in Child and Family Services series designed to increase child and family service agencies' effectiveness in developing and retaining their staff by applying information from research and best retention practices to their work.
Supervision and Mentoring in Child Welfare Services: Guidelines and Strategies
Kim-Berg, Braus, Cole, Reilly, & Scieszinski (2003)
View Abstract
Designed to assist Wisconsin child welfare supervisors in training child welfare workers and mentoring other supervisors. The Transfer of Learning (TOL) program used a peer-mentoring approach to facilitate transferring learning from the program back to the supervisors' job sites.
The Tennessee Child Protective Services Supervisors Development Project
Jones, Alexander, & Patterson
Professional Development: The International Journal of Continuing Social Work Education, 6, 2003
View Abstract
Presents an effective training model that addresses supervision issues with frontline child protective services supervisors. This model seeks to strengthen and expand a coordinated approach to casework supervision of frontline child protective services supervisors.
The Tennessee Child Protective Services Supervisors Development Project: Evaluating Process, Outcome, and the Role of Secondary Traumatic Stress and Burnout
Bride, Jones, MacMaster, & Shatila
Professional Development: The International Journal of Continuing Social Work Education, 6, 2003
View Abstract
Describes three primary components of the evaluation design: process evaluation, outcome evaluation, and examination of the role of secondary traumatic stress and burnout. This article describes a plan to use a web-based survey and the instruments selected for data collection.
Training for Managers and Supervisors to Enhance Their Capability to Understand and Implement
Edmund S. Muskie School of Public Service (2002)
Designed to train managers and supervisors on the Adoption and Safe Families Act (ASFA). Each pilot site was asked to customize the evaluation approach to reflect the changes they made to the curriculum.
Transfer of Learning Strategies for Child Welfare Supervisors
University of Wisconsin-Green Bay Northeast Wisconsin Partnership for Children and Families (2003)
View Abstract
Describes the activities and outcomes of a 3-year federally funded project designed to train Wisconsin child welfare supervisors in the implementation of the Wisconsin's Automated Child Welfare Information System and the practice model imbedded in the system.