Title IV-E Child Welfare Education
Impact on Workers, Case Outcomes and Social Work Curriculum Development
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This book contains essential research results with a focus on the impact of Title IV-E Child Welfare Education to improve worker capacities and case outcomes, as well as on the process and results of social work education in promoting public child welfare work. There are nine chapters written by renowned researchers in public child welfare who applied rigorous quantitative and/or qualitative methodologies to clearly describe measures used, data sources, outcome variables, and implications for education, practice, policy, and research. These evidence-based articles address the following child welfare topics: training partnerships and worker outcomes, effective pedagogy and online education, workplace climate and retention factors, and other topics connecting BSW/MSW education to public child welfare practice. Future child welfare education will need to further expand child welfare knowledge and skills, strengthen worker competencies with a strong commitment to social work values and ethical practice principles, and develop a cohesive supervisory network to build a workforce with positive attitude toward child protection programs.
This collection will inform child welfare educators, administrators and legislators regarding the impact of Title IV-E Child Welfare Education on the development of public child welfare and make recommendations to improve the child welfare curriculum in social work education.
This book was originally published as a special issue of the Journal of Public Child Welfare.
Chapter 1: What's in an MSW? Graduate education for public child welfare workers, intention, engagement, and work environment, Ericka Deglau, Ayse Akincigil, Anasuya Ray & Jennifer Bauwens
Chapter 2: "I was prepared for the worst I guess": stayers' and leavers' perceptions of their Title IV-E education, Amy D. Benton & Michelle Iglesias
Chapter 3: Preparing Child Welfare Practitioners: Implications for Title IV-E Education and Training Partnerships, Austin Griffiths, David Royse, Kristine Piescher & Traci LaLiberte
Chapter 4: The role of Title IV-E education and training in child protection workforce diversification, Kristine N. Piescher, Traci LaLiberte & Mihwa Lee
Chapter 5: IV-E or not IV-E, that is the question: comparisons of BSW Child Welfare Scholars and matched trainee confidence and retention, Greta Yoder Slater, Marissa O'Neill, Lisa E. McGuire & Elizabeth Dickerson
Chapter 6: Factors affecting turnover rates of public child welfare front line workers: comparing cohorts of title IV-E program graduates with regularly hired and trained staff, Anita Barbee, Corrie Rice, Becky F. Antle, Katy Henry & Michael R.Cunningham
Chapter 7: Views on workplace culture and climate: through the lens of retention and Title IV-E participation, Sandhya Rao Hermon, Michael Biehl & Rose Chahla
Chapter 8: An effective pedagogy for child welfare education, Virginia C. Strand & Marciana Popescu
Chapter 9: The future of online social work education and Title IV-E child welfare stipends, Kate Trujillo, Lara Bruce & Ann Obermann
Monit Cheung, PhD, LCSW, is Mary R. Lewis Endowed Professor in Children & Youth at the Graduate College of Social Work, University of Houston, USA. She is Director of the Child & Family Center for Innovative Research and Principal Investigator of the Title IV-E Child Welfare Education Project in Houston, Texas.