Submission
Subscription
Articles
CE Programs
Contact Us
|
About Us Submission Subscription Articles CE Programs Contact Us |
||||||||
| Article Index Volume 4 - 6 | |||||||||
|
|
|||||||||
Year: 2001 (Vol: 4 No: 1 Page: 3)
Title: Editor's Introduction
Author(s): Seymour J. Rosenthal
Abstract: Notes from the Editor
Article PDF: 41003.pdf
Year: 2001 (Vol: 4 No: 1 Page: 5)
Title: Move from Social Justice to Human Rights Provides New Perspective
Author(s): Elisabeth Reichert
Abstract: Commissioned Paper
Article PDF: 41005.pdf
Year: 2001 (Vol: 4 No: 1 Page: 14)
Title: Perceptions of Responsibility for the Acquisition of Skills and Knowledge in Current Service Environments
Author(s): Michael N. Kane, Elwood R. Hamlin II, and Diane Green
Abstract: Social work practitioners and administrations in public, private-not-for-profit agencies (N=66) rated 23 skills and knowledge items identified by Vandivort-Warren (1996) as critically important to managed care and privatized service delivery environments. Respondents ranked cultural competency (79%), systems thinking (77%), clinical case management (65%), client participation in treatment (64%), and practical research shills (58%) as the most important skill and knowledge items. Respondents believed it was the responsibility of the University to provide knowledge and skills training for these items. Items with lower ranking were viewed as a collaborative educational responsibility between the university and the agency. All knowledge and skills listed were analyzed in relation to gender, venue of instruction, employment setting and agency type. Implications for classroom, filed, and continuing education are discussed.
Article PDF: 41014.pdf
Year: 2001 (Vol: 4 No: 1 Page: 23)
Title: Re-thinking South Korea's Special Graduate Education as a Continuing Education Resource
Author(s): Junseob Shin
Abstract: The need for continuing social work education in South Korea is growing. A rapid expansion of social work education during the 1980s produced a large number of practicing social workers in the field. Some of them are currently at the middle-management level in a variety of social work agencies. Continuing education programs for social workers in the filed, however, have not been well developed. Based on a survey of 216 graduate students enrolled in both general master's programs and special graduate programs in social work, this study analyzed characteristics and functions of each program. An exploration of the special graduate program as a continuing education resource was then approached, and possible implications for activating continuing education in South Korea were drawn.
Article PDF: 41023.pdf
Year: 2001 (Vol: 4 No: 1 Page: 32)
Title: Using a Pretest-Posttest Design to Evaluate Continuing Education Programs
Author(s): Thomas R. Barton, Tracy J. Dietz and Linda L. Holloway
Abstract: To retain licensure or certification, social workers throughout the nation are required to participate in continuing education programs that, at a minimum, attempt to impact new knowledge. The pretest-posttest design is a simple, yet methodologically flawed, way to evaluate such programs. Reported are the results of an experiment that evaluated the impact "testing" has on pretest-posttest evaluations. We find that participants who completed both a pretest and posttest have virtually the same posttest scores as participants who completed only a posttest. Findings suggest that this design can be used to conduct meaningful evaluations of programs intending to increase participant's knowledge.
Article PDF: 41032.pdf
Year: 2001 (Vol: 4 No: 1 Page: 40)
Title: Inside-Outside: Boundary-Spanning Challenges in Building Rural Health Coalitions
Author(s): Judith M. Dunlop, and Brent Angell
Abstract: Trends in reforming human services systems challenge social workers to become effective boundary spanners. As government strategies of decentralization and devolution are implemented, social workers interested in leadership roles will need to understand how to manage the multiple external organizational relationships created by coalition building. This paper presents a conceptual framework for understanding boundary-spanning functions and issues, applies this framework to rural health coalitions, and offers guidelines for teaching about how community practitioners, as boundary spanners, can be more effective in managing the institutional and interpersonal relations involved in coalition building. An understanding of the dual roles that social workers play inside their own organizations and outside- as members of coalitions- offers an opportunity for social workers in rural health settings to play a major leadership role in building collaborative networks.
Article PDF: 41040.pdf
Year: 2001 (Vol: 4 No: 2 Page: 3)
Title: Editor's Introduction
Author(s): Seymour J. Rosenthal
Abstract: Notes from the Editor
Article PDF: 42003.pdf
Year: 2001 (Vol: 4 No: 2 Page: 5)
Title: September 11, 2001: Implications for Social Work Practice and Education
Author(s): Joshua Miller
Abstract: Commissioned Paper
Article PDF: 42005.pdf
Year: 2001 (Vol: 4 No: 2 Page: 15)
Title: Developing or Enhancing Interdisciplinary Programs: A Model for Teaching Collaboration
Author(s): Michelle P. Maidenberg, and Toby Golick
Abstract: This article explores the process and outcome of an interdisciplinary project titled "Law $ Social Work Housing/Home Care Project". This project was developed within the setting of a law school to provide social work and law students the opportunity to work together to assist vulnerable clients in need of both legal and social work services. This article describes how the project was developed and provides examples of clients served at the clinic. In addition, problems are identified that effect the ability of social work and law students to work collaboratively. Recommendations are provided by professionals in the field, former students at the clinic, and supervisors of the programs, in a effort to increase teamwork. This article describes a model for teaching collaboration when seeking to develop or enhance interdisciplinary programs within organizations. The hope is that detailing this experience will be of help to others who decide to replicate this model, or establish similar collaborations within an organization that employs professionals.
Article PDF: 42015.pdf
Year: 2001 (Vol: 4 No: 2 Page: 25)
Title: Demystifying Client-Outcomes: Identifying, Monitoring, and Using Client Outcomes in Child Protection
Author(s): Pat Litzelfelner, and John H. Pierpont
Abstract: Social work education programs invariably include courses in research methods. These courses may or may not include information about how to develop, measure, and monitor client outcomes. Nonetheless, when social workers enter the field, they will ultimately be faced with the responsibility of identifying program goals and objectives and monitoring client outcomes. This article describes the various processes pertaining to developing, measuring, and reporting client outcomes. Using child protective services as an exemplar, a model for initial development and use of client outcomes is presented. Implications for continuing education in social work are presented.
Article PDF: 42025.pdf
Year: 2001 (Vol: 4 No: 2 Page: 32)
Title: Public-Private Mentoring for Leadership and Service Quality
Author(s): Michael J. Kelly and Michael L. Lauderdale
Abstract: This paper describes a mentoring program for public and private sector managers to introduce leadership shills and total quality management (TQM) methods. Managers experienced with TQM in the private sector were matched with public managers and guided through a joint systematic development process to transfer leadership and quality management skills. The multi-year project was designed and supported by the professional continuing education staff of a research university with state and foundation funding. Evaluation results suggest that the project was successful, even though most of the mentoring relationships did not last throughout the project.
Article PDF: 42032.pdf
Year: 2001 (Vol: 4 No: 2 Page: 42)
Title: Social Work Practitioners and Technology Transfer
Author(s): Anna Scheyett, Amelia C. Roberts, and Raymond Kirk
Abstract: The application of new skills and interventions into the practice community is often slow and haphazard. A coaching intervention is proposed to augment traditional social work education techniques and maximize the integration of new knowledge into social work practice. This coaching model includes assessment of a practitioner's readiness for change, stage-wise coaching interventions, assessment of organizational barriers to the transfer of new information, and development of strategies to address these barriers. Implications for social work professionals development and future research are discussed.
Article PDF: 42042.pdf
Year: 2001 (Vol: 4 No: 2 Page: 54)
Title: Distance and On-Campus MSW Students: How They Perform and What They Tell Us
Author(s): Agathi Glezakos, and Cheryl D. Lee
Abstract: The debate over quality of distance education (DE) in social work programs is ongoing. In an attempt to assess the relative merits of this emerging pedagogy, a questionnaire was administered to 56 DE and 44 on-campus (OC), graduating students. The instrument assessed practice competencies in the domains of knowledge, values, and skill. There were no differences between the two groups. In addition, the DE students were asked to rank their required courses for goodness of fit for DE instruction. Research and thesis courses were ranked as the least appropriate. Recommendations include, increasing the amount of DE programs, development of refined outcome assessment tools, and continued research.
Article PDF: 42054.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 3)
Title: Editor's Introduction
Author(s): Seymour J. Rosenthal
Abstract: Notes from the Editor
Article PDF: 51003.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 4)
Title: A Time To Support Fatherhood
Author(s): James Dudley and Jay Fagan
Abstract: Commissioned Paper
Article PDF: 51004.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 16)
Title: Federal and State Policy Initiatives to Strengthen Fatherhood: Issues and Implications for Practitioners
Author(s): Sean E. Brotherson, and Joseph M. White
Abstract: The exploration of ideas and mechanisms for assisting men in their paternal responsibilities encompasses a wide range of possibilities. Demonstration research projects, grassroots educational programs, and community-led initiatives all have a role in shaping father's lives and activities. The development of state and federal-level policy approaches to strengthen fatherhood is an important trend among these efforts. This paper provides a brief conceptual and historical perspective on public policy initiatives related to fatherhood, reviews the status of current federal and state policy initiatives to strengthen fatherhood, and discusses implications for practitioners working in contexts where responsible fatherhood is an issue, including work with low-income fathers, teen fathers, incarcerated fathers, and fathers in other circumstances.
Article PDF: 51016.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 35)
Title: Becoming the North Carolina Fatherhood Initiative: A Work in Progress
Author(s): G. Stan Meloy
Abstract: This article describes the evolving experience of one program director responding to the call to establish a "fatherhood initiative" in Davidson County, North Carolina. The fatherhood imitative described herein is one of the numerous initiative currently being implemented across the country to assist fathers and families. The author assumes a personal narrative writing style to relate those frustrations and joys, challenges and breakthroughs, and successes and failures that are likely to occur in other such enterprises.
Article PDF: 51035.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 45)
Title: Perspectives of a Reform Commission: Ensuring the Role of Fathers in Their Children's Lives
Author(s): Kathleen A. Clark and Randall W. Leite
Abstract: In 1998, the 122nd General Assembly of the State of Ohio created the Ohio Task Force on Family Law and Children (TASK FORCE). The General Assembly had concluded that the parent-child relationship is of fundamental importance to the welfare of a child, and that the relationship between a child and each parent should be fostered unless inconsistent with the child's best interest. The Task Force was instructed to make recommendations on how to create a more civilized and constructive parenting process for children whose parents do not reside together. Qualitative and quantitative data regarding the impact of separation and divorce upon childhood development was obtained through six months of testimony from locally and nationally recognized experts and through reviews of the latest research findings. This article synthesizes the data concerning the importance of the father-child relationship, and delineates the role of social workers in a task force.
Article PDF: 51045.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 57)
Title: Nonresidential Never-Married Fathers: Policy Advocacy Opportunities
Author(s): Glenn Stone
Abstract: The issue related to divorced fathers and their children have received considerable attention in the research literature. We have grown in our understanding of how to improve the post-divorce relationship between father, child, and mother. However, much less attention has been paid to the issues faced by nonresidential never-married fathers and their children. This is unfortunate, for the rate of children born into never-married relationships in on the rise. It is the purpose of this paper to provide a clearer picture of the issues faced by these fathers. In addition, this paper will explore micro and macro practice suggestions that could prove useful in maintaining a positive relationship between the nonresidential never-married father and his child, and the child's mother. Furthermore, the information provided in this paper could serve as a valuable aid in the professional development of social work practitioners, who need information on how to best serve these fathers.
Article PDF: 51057.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 70)
Title: Social Work Strategies for Sustaining Paternal Involvement among Unwed Fathers: Insights from Field Research
Author(s): Waldo E. Johnson
Abstract: In-depth interviews with a Chicago sub-sample of both unwed fathers and mothers in the Fragile Families and Child Well-being Study, conducted at six weeks and again at three months following the focal child's birth, builds upon subsequent survey analysis examining paternal involvement among unwed parents. Collectively, the findings from a conceptual framework for examining and facilitating paternal involvement and family development via the couple relationship context. Social work practice strategies, building upon a strength-based perspective, are proposed with a focus on engaging an often overlooked and underserved member of the family in professional practice and advocacy-the unwed father. Findings are directed toward the development of promising social work interventions for children and families, while simultaneously advancing the aim of social work practice.
Article PDF: 51070.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 84)
Title: Fatherhood Websites
Author(s): Appendix
Abstract: Appendix
Article PDF: 51084.pdf
Year: 2002 (Vol: 4 and 5 No: 3 and 1 Page: 85)
Title: Book Reviews
Author(s): Reviewed by William D. Allen and Albert E. Wilkerson
Abstract: Book Review
Article PDF: 51085.pdf
Year: 2002 (Vol: 5 No: 2 Page: 3)
Title: Editor's Introduction
Author(s): Seymour J. Rosenthal
Abstract: Notes from the Editor
Article PDF: 52003.pdf
Year: 2002 (Vol: 5 No: 2 Page: 4)
Title: Observations from the Field of Faith-Based Organizing: Revitalizing Social Work Skills in Policy and Social Action
Author(s): Janice M. Staral
Abstract: Commissioned Paper
Article PDF: 52004.pdf
Year: 2002 (Vol: 5 No: 2 Page: 15)
Title: Which Clinical Methods Are Associated with Better Preparing Social Work Students and Practitioners for Managed Care, State Licensing, and Other Important Practice Areas?
Author(s): Michael N. Kane, Elwood R. Hamlin, and Wesley E. Hawkins
Abstract: The purpose of this study was to identify which clinical methods were perceived as the most effective in preparing social work students and practitioners for the practice areas of managed care, state licensing, and others. The clinical methods were identified by ratings from a statewide sample (n=260) of licensed clinical social workers practicing in Florida in 2002. Canonical correlation analysis (variant 1 ) found that the clinical methods of (1) task/secondary supervision in the filed, (2) student reports/papers to the instructor, and (3) observation/feedback of client interviews in the filed were significantly related to perceived higher levels of preparedness for work overall in managed care environments and for the specific skill of documentation. A second canonical variant found the clinical methods of (1) process recording, (2) audio-tapes, and (3) task/secondary supervision were inversely correlated to higher levels of preparedness for overall clinical social work practice and the state licensing exam. Implications and future research are discussed.
Article PDF: 52015.pdf
Year: 2002 (Vol: 5 No: 2 Page: 28)
Title: How Victim Assistance Experts Rate Social Work Competencies for Professional Practice
Author(s): Fran S. Danis
Abstract: Crime victim assistance is an emerging field of practice. If social workers are interested in working with crime victims, what knowledge and skills do they need? Is there a fit between generalist social work competencies and those needed for work in this field? An expert panel of victim assistance professionals rated generalist social work competencies for their relative important for practice with crime victims. The panel findings provide the social work profession with specific information on both the generalist and specific competencies necessary for practice with crime victims. Implications for professional development are discussed.
Article PDF: 52028.pdf
Year: 2002 (Vol: 5 No: 2 Page: 38)
Title: Integrating Standardized Measures into Social Work Practice: An Exploratory Study of BSW, MSW, and Continuing Education Curricula
Author(s): Susan Dennison
Abstract: Increased demand for rapid assessments, short term treatment, and ongoing evaluation of client progress have necessitated that social workers more fully integrate standardized measures into their practice. Historically, however, the social work profession has not provided formal training on the use of standardized scales to students or practitioners. In this current outcome-based environment, social work education programs and social service agencies need to update their training to ensure that this area of practice is addressed. This article reports the results of a nationwide survey of BSW and MSW programs that examined: (1) whether standardized measures were addressed in the current curricula; (2) the instructional formats being used; (3) how important social work educators view the inclusion of this material in courses; and (4) concerns that have surfaced around the integration of standardized measures into social work curricula. Implications for future research and training needs are outlined for both social work education programs and social service organizations.
Article PDF: 52038.pdf
Year: 2002 (Vol: 5 No: 2 Page: 46)
Title: Focus Groups: A Qualitative Solution Model of Evaluating a Web-Enhanced MSW Course
Author(s): Janaki Santhiveeran
Abstract: The purpose of this study is to evaluate a web-enhanced MSW course, to discuss focus group methodology for a solution model of evaluation, and to present findings and implications for continuing social work education. Overall, the students were very positive about the web-enhancements. Student benefits included the increased access to the instructor and ongoing feedback from the instructor. The challenges included time demands, task difficulty, technological challenges, and access. The students identified course documents, teacher's corner, and the digital drop box as the most useful web components. Small group pages were rated as the least useful component.
Article PDF: 52046.pdf
Year: 2002 (Vol: 5 No: 3 Page: 3)
Title: Editor's Introduction
Author(s): Seymour J. Rosenthal
Abstract: Notes from the Editor
Article PDF: 53003.pdf
Year: 2002 (Vol: 5 No: 3 Page: 4)
Title: Workplace Mobbing: A new Frontier for the Social Work Profession
Author(s): Elisabeth Reichert
Abstract: Commissioned Paper
Article PDF: 53004.pdf
Year: 2002 (Vol: 5 No: 3 Page: 13)
Title: There is More Translation Than Words: Social Work Continuing Education Presentations in Foreign Language Countries
Author(s): Ellen M. Burkemper, Marla Berg-Weger, and Kathleen J. Welshimer
Abstract: This paper suggest that there are a number of action tasks that social workers should engage in to prepare for the delivery of professional development seminars in foreign language countries. The action tasks include: selecting a translator, adjusting one's presentation to the limitations of translation, preparing with the translator, keeping the audience's attention, and finally, the importance of building a relationship with the translator.
Article PDF: 53013.pdf
Year: 2002 (Vol: 5 No: 3 Page: 20)
Title: Interdisciplinary Teamwork in Community Children's Mental Health: An Innovative Field Model
Author(s): Kellie Reed-Ashcraft, Douglas A. Waring, Cynthia Blanchard Kittle and John Turner
Abstract: The need for staff trained in interdisciplinary settings is increasing in human services. Unfortunately, little discussion is made between teams that are multidisciplinary, and teams that are interdisciplinary. This article describes an interdisciplinary, internship effort in which social work and other students had opportunities to participate with various community multi- and interdisciplinary groups working with children with serious emotional disturbances and their families. The authors also describe the educational focus on delineating multi-versus interdisciplinary groups, and they present evaluation findings of these efforts. Finally, suggestions are provided for improving interdisciplinary educational opportunities in future community-based children's mental health initiatives.
Article PDF: 53020.pdf
Year: 2002 (Vol: 5 No: 3 Page: 29)
Title: A Survey of County Public Child Welfare Agencies: Implications for Distance Learning
Author(s): Helen E. Petracchi
Abstract: Research on the potential utilization of multimedia in the distance education of public child welfare workers is extremely limited. This paper describes a survey of the presence of available information technology in Pennsylvania's 67 public child welfare agencies, with special attention paid to administrative attitudes and impact of this technology on distance education opportunities for the social workers in these agencies. With an 87 percent response rate, survey results suggest the technical capacity for onsite distance education of Pennsylvania's public child welfare workers exists, in an environment in which there is also administrative support for this approach to training delivery.
Article PDF: 53029.pdf
Year: 2002 (Vol: 5 No: 3 Page: 37)
Title: Creating a Web-Based Child Welfare Certificate Program: A collaborative Approach
Author(s): Sally G. Mathiesen, Thomas E. Smith, Pamela W. Graham, Lisa D. Barbanell, and Scottye J. Cash
Abstract: This paper summarizes the technological challenges and lessons learned during a three-year project that included the development of a child welfare certificate program offered to experienced practitioners and degree-seeking. The complex process of collaborating with multiple systems is described in this case example. The paper focuses on the following categories: (a) getting started (assessment of needs and capabilities of all systems); (b) the technological structure of the resulting certificate program; and © lessons learned and recommendations for those beginning similar projects.
Article PDF: 53037.pdf
Year: 2002 (Vol: 5 No: 3 Page: 47)
Title: Book Review
Author(s): Reviewed by Edward Newman
Abstract: Book Review
Article PDF: 53047.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 5)
Title: Editor's Introduction
Author(s): Seymour J. Rosenthal
Abstract: Notes from the Editor
Article PDF: 62005.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 6)
Title: Perspective From The Field
Author(s): Ira Schwartz
Abstract: Editorial
Article PDF: 62006.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 7)
Title: Guest Editor's Overview
Author(s): Michael J. Kelly, and Paul Sundet
Abstract: Editorial
Article PDF: 62007.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 10)
Title: Quality Improvement Centers on Child Protective Services and Adoption: Testing a Regionalized Approach to Building the Evidence Base- A Federal Perspective
Author(s): Melissa Lim Brodowski, Sally Flanzer, Catherine Nolan, and Elyse Kaye
Abstract: Each year, the U. S. Department of Health and Human Services, Administration for Children and Families, Children's Bureau spends approximately $110 million on discretionary activities to fund a variety of research and demonstration grants, training and technical assistance cooperative agreements, and multi-year research contracts with the purpose of building the knowledge base for child abuse and neglect and child welfare services. As part of this effort, the Children's Bureau manages more than 200 grants, cooperative agreements, contracts, and interagency agreements, with most individual awards ranging from $100,000 to several million dollars per year. Each project is testing a specific research question or service model, covering a wide range of topics related to child maltreatment, child protective services, child welfare, adoption, and child abuse and neglect prevention, treatment, and intervention (U.S. Department of Health and Human Services, 2003). This article presents a more in-depth discussion on the Quality Improvement Center Projects.
Article PDF: 62010.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 17)
Title: Adventures in Partnership: Using Learning Laboratories to Enhance Frontline Supervision in Child Welfare
Author(s): Crystal Collins-Camargo and Chris Groeber
Abstract: The Children's Bureau established Quality Improvement Centers to fund regional research projects to improve child welfare practices. The Southern Regional Quality Improvement Centers conducted a multi-faceted needs assessment to identify casework supervision as the focus area for four learning laboratories. These projects are researching the effectiveness of clinical supervision in reducing preventable turnover and enhancing worker practice and client outcomes. Public/university/community partnerships conduct the planning, implementation and evaluation of each site's professional development intervention. This article will describe the model used to promote the development of learning laboratories, and the design for inter-project collaboration and cross-site evaluation.
Article PDF: 62017.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 32)
Title: Meeting Transformational Challenges: Continuing Education and Leadership
Author(s): Michael J. Kelly and Michael L. Lauderdale
Abstract: Organizations and leadership are faced with challenges different for any of those of the 20th century. Changes in the fundamental relationships between all formal organizations and their environments are most pronounced in well developed countries. The first year of the 21st century appears to have signaled the end of a two-decade-long economic boom and ushered in shrinkage of federal, state, local and non-profit spending. Organizations have adjusted by reducing the workforce or discontinuing programs. Important alternatives exist, but they require creating new structures that can transform existing organizations to re-couple with the environment in a way that can cope with these new circumstances. Professional continuing education has important roles to play in creating transformational organizations through developing the tools and training the leaders. The authors' experience with the survey of organizational excellence (SOE) and related tools may provide an example of how this can be done.
Article PDF: 62032.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 40)
Title: Alabama-Mississippi Child Protective Service Casework Supervision Project
Author(s): Kimberly K. Shackelford and Nancy G. Payne
Abstract: The University of Alabama and the University of Mississippi presented the project design and first-tear activities regarding their joint Child Protective Service Casework Supervision Project. Each state child protection agency chose intervention groups and control groups of supervisors for research regarding the effect of the learning labs on staff turnover, client outcomes, organizational culture, and social worker self-efficacy. The Alabama-Mississippi project has been designed to promote evidence-based practice and to help supervisors understand their role in effecting organizational change.
Article PDF: 62040.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 47)
Title: Power to the People: Allowing DHR Workers to Define Aspects of Effective Supervision
Author(s): Joshua Baldwin and Josephine Pryce
Abstract: This article outlines the first phase of a five-year project that examines supervision and supervisory techniques. First- and second- year social work master's students on academic leave from Alabama's Department of Human Resources participated in a free listing task and focus group session to develop a list of topics that the students identified as important to effective supervision. These tasks resulted in a list of 40 topics that will be sorted and ranked by child welfare supervisors in Alabama and Mississippi. The goal of these tasks is to contribute to the development of curriculum for supervisors learning labs.
Article PDF: 62047.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 52)
Title: Improving Clinical Supervisory Practice in Front Line CPS Supervisors: A Mentoring Model
Author(s): Carol Griffin and Debbie Schiell
Abstract: The Arkansas Division of Children and Family Services and IV-E training partners are implementing a model of supervision. This model will incorporate the international and educational components described by Shulman (1993) and Munson (1995) where supervision reflects the parallel process between worker-supervisor and worker-client relationship, along with the support element provide through a mentor. Specific techniques will be implemented, with the goal of improving the supervisor's knowledge and ability to enhance the supervisee's assessment shills. Worker will benefit from regular, structured, supportive contact with the supervisor that will improve the relationship between the worker and the supervisor. In theory, the enhanced relationship will result in greater job satisfaction and a decrease in worker turnover.
Article PDF: 62052.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 57)
Title: The Arkansas Mentoring Family Service Workers Supervisors Project: Process and Outcome Evaluation
Author(s): Kenneth I. Millar, Debbie Shiell and Pat Page
Abstract: This article provides an overview of the evaluation plan for the Arkansas Mentoring Family Service Worker Supervisors Project. The evaluation will consist of two primary components: an ongoing assessment process (formative evaluation) that will review the defined set of activities detailed in the project model and a summative assessment that will consider pre- and post- survey, the performance changes which occurred throughout the process, and time management and efficiency issues with respect to supervision and worker performance.
Article PDF: 62057.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 60)
Title: The Role Demonstration Model of Supervision
Author(s): Paul A. Sundet, Joanne Mermelstein and J. Wilson Watt
Abstract: Concern for the quality and effectiveness of child welfare supervision in Missouri has been a joint concern of the state agency and the University of Missouri-Columbia School of Social Work for some time. Twenty years ago these organizations collaborated on an intensive training project in this arena, the remnants of which are still impacting the system. Attempts to revive that initiative have since been hampered by the paucity of funds. However, when the Children's Bureau funded opportunity through the Quality Improvement Center at the University of Kentucky presented itself, both the administration of the Missouri Department of Social Services and the School of Social Work saw a long sought for resource to draw on to address one of the most pressing workforce needs in this state. The challenges of developing a coherent model of supervision, imparting it to staff and rigorously evaluating its impact are considerable, but ones that the partners have eagerly accepted. The following paper details the model chosen, its rationale and strategies chosen for implementation.
Article PDF: 62060.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 68)
Title: Evaluating Missouri CPS Supervisory Development Project
Author(s): Carrie Bolm, Lesley Pettit, Michael Kelly, and Dale Wolchko
Abstract: This article is an overview of the plan for the Missouri child protective services supervisory development project. The CPS project is one of four funded through the Southern Regional Quality Improvement Center at the University of Kentucky to test 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 child welfare agency and the university in development of this "learning laboratory" project and some challenges of conduction action research.
Article PDF: 62068.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 74)
Title: The Tennessee Child Protective Services Supervisors Development Project
Author(s): Jenny L. Jones, M. Denise Alexander, and Nancy Patterson
Abstract: Child welfare agencies around the country face a number challenges recruiting and retaining case workers. Frontline supervision has been highlighted in the literature as a major contributor to worker satisfaction and retention of caseworker in private and public child welfare agencies, particularly among child protective services caseworkers. The purpose of this article is to present an effective training model that address supervision issues with frontline child protective services supervisors. Furthermore, this model will seek to strengthen and expand a coordinated approach to casework supervision of frontline child protective services supervisors.
Article PDF: 62074.pdf
Year: 2003 (Vol: 6 No: 1, 2 Page: 79)
Title: The Tennessee Child Protective Services Supervisors Development Project: Evaluating Process, Outcome, and the Role of Secondary Traumatic Stress and Burnout
Author(s): Brian E. Bride, and Jenny L. Jones, Samuel A. MacMaster, and Suzanne Shatila
Abstract: This article provides an overview of the evaluation plan for the Tennessee Child Protective Services Supervisors Development Project. Specifically, it describes three primary components of the evaluation design: process evaluation, outcome evaluation, and examination of the role of secondary traumatic stress and burnout. Further, this article describes our plan to use a Web-based survey and the instruments selected for data collection.
Article PDF: 62079.pdf
Year: 2003 (Vol: 6 No: 3 Page: 3)
Title: Editor's Introduction
Author(s): Seymour J. Rosenthal
Abstract: Notes from the Editor
Article PDF: 63003.pdf
Year: 2003 (Vol: 6 No: 3 Page: 4)
Title: An Assessment of Multicultural Competence in Supervision: Implications for Continuing Education
Author(s): Sharon Hines Smith
Abstract: Commissioned Paper
Article PDF: 63004.pdf
Year: 2003 (Vol: 6 No: 3 Page: 13)
Title: The Emerging Field of Crime Victim Assistance: Are Social Workers Ready?
Author(s): Fran S. Danis
Abstract: Assistance to victims of violent crimes is an emerging field of practice undergoing growth and expansion. Given a fit between social work generalist competencies and competencies needed for victim assistance, how well prepared are social workers for working with crime victims? A statewide survey of professional social workers was conducted to assess their academic preparation and their self-identified training needs. Despite a lack of specific course work, social workers have a great deal of experience in working with victims of violence. Survey respondents were also interested in a variety of topics focusing on direct practice with crime victims.
Article PDF: 63013.pdf
Year: 2003 (Vol: 6 No: 3 Page: 20)
Title: The Importance of Including Supervisors When Evaluating Child Welfare Workers' Training
Author(s): Susan E. Mason, Heidi Heft LaPorte, and Arthur Frankel
Abstract: Child welfare professional workers and their supervisors responded to surveys on training effectiveness three months after a series of staff development seminars. Participants in the seminars, which took place in the New York Metropolitan area in 1998-1999, volunteered the names of their agency supervisors and agreed that both they and their supervisors would be asked to complete a follow-up questionnaire on how attendee's professional behavior may have changed related to the staff developing training. A total of 285 trainees and 115 supervisors returned mailed surveys with response rates of 82% and 47%, respectively. Training participants were more than their supervisors to think that co-workers and supervisors noticed changes in their work. Both groups thought that the training benefited clients but there was no formalized way of documenting this finding. Professional; workers and their supervisors favored additional training even when perceptions of efficacy differed. This article demonstrates that in child welfare settings, workers and their supervisors may hold disparate perceptions about that good communication between professional workers and supervisors coupled with articulated and measurable agency goals would go a long way to enhance the long-term effectiveness of staff development.
Article PDF: 63020.pdf
Year: 2003 (Vol: 6 No: 3 Page: 29)
Title: Protective Services Caseworker's Understanding of the DSM: Improving Risk Assessment through Professional Development Training
Author(s): Jennifer C. Davidson, and Joanne Levine
Abstract: Child and adult protective services caseworkers must be capable of understanding relevant information for risk assessment and care plans found in mental health evaluations that are formulated from informative provided in the Diagnostic and Statistics Manual of Mental Disorders (DSM-IV-TR). The literature suggests that many caseworkers are not trained to understand mental health assessments and the DSM-IV-TR. Therefore, the vulnerable clients that these caseworkers serve may not receive optimal care. This article describes a professional development training module, designed to respond to this gap in training and knowledge often reported about protective services workers. The article provides an overview of the module as well as experiential exercises based on adult learning principles, which may support the transfer of participant's learning from the training room to their casework practice. The article also discusses the participant's ratings of satisfaction with this module, which indicated they perceived it as highly relevant.
Article PDF: 63029.pdf
Year: 2003 (Vol: 6 No: 3 Page: 39)
Title: The Impact of Training on Worker Performance and Retention: Perceptions of Child Welfare Supervisors
Author(s): Theresa Tellers-Rogers, Eileen Mayers Pasztor, and Christine B. Kleinpeter
Abstract: This study examined the impact of training on children's social workers performance and retention. One hundred and thirty supervisors of the Loa Angles County Department of Children and Family Services were surveyed. Results revealed that supportive supervision and caseload/workload size contribute most to worker performance and retention.\, and were more important than pre-service or in-service training. Seventy percent of the respondents indicated that training has an overall positive effect on worker retention.
Article PDF: 63039.pdf