12th Annual Roundtable 

More than 140 participants from every state in Federal Region VI (Arkansas, Louisiana, New Mexico, Oklahoma, and Texas) attended the two-day conference to foster Title IV-E agency-university collaborations. These collaborations prepare social work students for public child welfare practice in the federal region. Participants explored topics including national, regional, and state perspectives on child welfare, collaborative training models and regional Title IV-E program evaluation results.           

MaryLee Allen, director of the Child Welfare and Mental Health division of the Children’s Defense Fund was the keynote speaker presenting Title IV-E training innovations and trends across the county.  Madeline McClure, executive director of Tex Protects and Scott McCown, executive director of the Center for Public Policy Priorities addressed policy views on recruitment, training, and retention of child welfare workers.  Chadwick Sapenter, president of Onyx Real Estate Group, delivered an “inspirational” message to the child welfare professionals who face overwhelming challenges each day.  

Officials from the Administration for Children and Families, State Child Welfare agencies and universities conducted focus groups and share pertinent information about child welfare issues.  Nannette Bishop, Administration for Children and Families, presented information on federal regulations.

The purpose of the Roundtable is to foster Title IV-E funded Agency/ University collaborations that prepare social work students for professional public child welfare practice.  These collaborations provide stipends for university students, funds for curriculum innovation, opportunities for training for foster parents and staff, and salaries for staff and faculty.

Please join us next year on May 28-29, 2009 at T Bar M for the 13^th Annual Title IV-E Roundtable.  The Texas Roundtable Group plans to have a mid-year meeting in the Fall, perhaps late September or early October.  We will keep you posted on the date, time, and place.  Dr. Karen Brown and Ms. Liz Kromrei are working on arrangements.  We strongly encourage all of the other state partnerships to have a mid-year meeting within their states and are happy to assist with mailing lists or contacts. 

If you have a presentation or a panel from your state or your partnership and would like to present next year, please contact Dr. Nancy Chavkin at nancychavkin@txstate.edu.  If you have suggestions for keynote presenters, please also let us know.

Powerpoints are available by request from MaryLee Allen’s presentation, Dr. Patrick Leung’s report, Dr. Monit Cheung’s report, and Madeline McClure’s presentation.  Please contact Ms. Elena Gibson at mg42@txstate.edu.

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FIELD FOCUS GROUP – TOOLS FOR THE TRADE

Co-chairs:  Chris Johnson, Martha Wildberger, Tanya Rollins

WHAT’S  NEW:

Sharing Tools of the Trade and things that work well with student interns

·        Chris Johnson – passed out two articles that can be used with students: “Co-Constructing Cooperation with Mandated Clients” and “Solution-Focused Interviewing with Child Protective Services Clients” – students read the articles and then they discuss the articles during supervision

·        Martha Wildberger – discussed  a) using current local articles in supervision to process information on child welfare and b) doing a mock court hearing during supervision so students can start to learn how to prepare for court and formal staffing

·        Holly Durham – uses “Liaison Agency Visit Contact Form” with students; it’s a checklist to make sure students are receiving what they need in the field.  Rita Blanchard also discussed preparing students adequately for what to expect while in field placement

·        Cathy Clark – discussed holding a meeting at the beginning of the semester with field liaison, student coordinator, field instructor, program director, field supervisor, etc.  to make sure all parties are on the same page with the same goals.  Also discussed seminar and the importance of having a regular seminar so students have an opportunity to process field experience.  Provides a Leadership Seminar for both employees and non-employees once a month to problem-solve, discuss issues, and provide peer support.  Hand-out: “Leadership Styles: Using the right one for your situation”

 

While discussing “Tools of the Trade,” there was also discussion of the different logistical issues at each university (how seminar is provided at each university, supervising IV-E students vs. non-IV-E students, how to effectively communicate with agency personnel, who provides direct supervision to students, liability issues, what students can and cannot do while in field placement, etc).

 

WHAT’S NEEDED:

It’s helpful to discuss Tools of the Trade and share ideas.  We would like to do this again next year, and would like for a representative from each university to bring a tool to share with the group so that we can all continue to learn.

 

WHAT’S NEXT:

Next year we will each bring tools/ideas to share with the group. 

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FOCUS GROUP ON Evaluation

Co-chairs:  Patrick Leung and Donn Baumann

 

WHAT’S NEW:

 

• Saw earlier presentation in presentation
• Examining characteristics of worker with hypotheses
• Hot-off-the-press data
• Discussion of other variables that might not be accounted for

 

WHAT’S NEEDED:

• Clarification or discussion of Table 1
• Table 2 interpretation (3 variables related reentry into foster care) is counterintuitive
• Table 3 (multiple variables related to children with two or lower placements), Table 3 (variables related to reunification within 12 months of entering foster care)
• Table 4 related to reunification within 12 months, Table 5 related to finalized adoption in less than 24 months
• Look into literature
• Look at qualitative data
• Check data and do multivariate analysis
• Perhaps do more focus groups

 

WHAT’S NEXT:

• Need social work and non social work analysis
• Put  variables in a logical regression for further analysis of reentry into foster care and children with two or lower placements and other outcomes
• Look at literature to see if support for contraindicated findings and also examine qualitative data
• Compare data with full ethnicity backgrounds
• Will double check coding and data and consider explanations and conclusions from data
• Conduct additional research if needed (focus groups)

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FOCUS  GROUP ON PARTNERSHIPS AND ADMINISTRATIVE ISSUES:  THE BASICS OF PARTNERSHIPS

Co-chairs:  Marcia Sanderson; Cyndi Reed, Melynn Conway (assisting)

 

WHAT’S NEW:

Panel Presentation – Handouts

 

Two main ways relationships start – one person from university or one staff person in region becomes very interested in starting a relationship like this.  Once interest was developed, the university gets the Dean interested or a staff person meets with the university.  Staff are usually interested due to a limited number of MSW or BSW degrees within the regions.  Discussion is held about the benefits to the University as well as the benefits to the agency.  It takes a strong advocate or supporter in one direction to get it started and a strong relationship between the university and the agency to finalize the contract.  You need to give enough time to have discussions on an on-going basis to keep the partnership from having problems.  Communication is critical.  Communication has to be face to face.  It is important that the agency and the university understand each other.  We have to understand each other’s limitations.  We also have to understand each other’s language, as well as the benefits to both.

 

Issues to consider for the University:

• First Commitment comes from the Dean
• Explore cost sharing of faculty salaries
• Determine percentage of faculty match based on existing course offered
• Need buy in from the faculty
• Library commitment – add books, video tapes, dvds, etc.
• Office space is needed with room to grow
• Approvals from Dean and Director
• Get buy in from contracts and grants office at university
• Any curriculum changes need to have the faculty support
• Structural adjustment is a part of this.  Need structure for dispersing the scholarship.
• Hire IV-E staff
• Work closely and establish collaboration with office of field
• Work with office of admissions
• University has to put up a match for these programs. 

 

Benefits to the Agency:

• Educated Workforce
• Training for foster/adoptive parents
• Research possibilities
• Materials available through extensive libraries
• See handouts for more benefits

 

Contracting Issues:

• Real crux is does the region need this service
• Staff Training – overall training needs to be looked at based on region needs
• Stipend Training for students
• Foster Parent Trainings – overall training needs to be looked at based on region needs
• Stipend Students that are attending the universities
• Regions need to look at pool of applicants, turnover, and needs for how many stipend students are needed.  This can also include a greater need for employees with more education.
• Selection of the university is also an issue – non-competitive procurement basis
• Outcomes are listed in the contracts
• Only for Title IV-E positions

 

Reporting Requirements:

• Specific language is outlined in handout.
• Clarity, completeness and conciseness is very important in writing the reports.
• Make sure address on Form 4116 (state purchase voucher) is the address you want the check sent to.
• Service Delivery Report – self evaluation, reporting on every activity engaged in, includes recommendations for improvement.
• Annual report – university’s assessment of the goals of the contract.
• In many universities, the purchase vouchers are handled in another area of the university.
• E-mails are forwarded to the Program Director – this person is considered the single point of contact in the university.
• Three reports concern stipends:  Participant report (attached to the 4116); Discontinuance report (people who drop out of the program); and Graduation report (graduates who will graduate in next 60 days – CPS has to offer job within 60 days of graduation).
• We also need to report on the number of total trainees.

 

WHAT’S NEEDED

• More frequent communication between committee members, regional program, and universities re:  contract and finance issues
• Contacts for other states to get technical advice
• Develop a step by step manual
• Do more to share resources across state lines.   Build training collaborative across states.

 

WHAT’S NEXT

• Join State office is assisting through partnership the completion of the Financial/Contract Manuel information – basic information and online information.
• Elect someone to serve on the Internal Title IV-E Program Committee
• Develop more in-dept conversations between finance/contact, university people, and regional program people.
• Look at extending regional roundtable by one day or half day to have more time for these discussions.
• Look at new BSD Curriculum in this committee.

 

 

FOCUS GROUP ON EMPLOYMENT AND RETENTION

Co-Chairs:  Brian Brumley and Monica Knighton

 

WHAT’S  NEW:

Introduction- Sally Tompkins and Monica from DFPRS- State office

 

Presentation by State office (Sally) See handout 2008 stats

·                    Special investigator continue to have a high turnover

·                    CPS continues to have high turnover in Investigations

 

Top reasons why Staff Leave 18% response rate to the exit interview

·        Working conditions environment STRESS

·        Better pay/benefits

·        Issues with employees their supervisor

Workforce support and Retention Initiative Rider 13

·                    Reducing turnover

·                    Performance measurement losing people first two years

·                    Promote employee communication and input

·                    Improve hiring practices

·                    Strengthen supervision

·                    Manage workloads

·                    Enhance work environment

·                    Value employees (health and wellness) possible raise

Actions to Recruit and Retain Staff (see handout)

·                    Additional Staff

·                    Expanded office space

·                    Expanded mobile technology

·                    Implemented tenure and vision awards

·                    Budgeted for merit raises

·                    Continued stipends (5,000)  for CPS investigators

·                    Established Night shift differential at Statewide intake

·                    Traveled to regions on commissioner’s tour

·                    Created program improvement committees

·                    Strengthened peer training

·                    Implemented  the STARS program

 

WHAT’S NEEDED AND NEXT:

·                    Getting data on pass/fail on Pan Able separating by university

·                    UTA’s  survey collaborating with State office exit interviews 

·                    Disconnect with the hiring specialist and the quality of the worker

·                    Looking at non-case assignable workers

·                    Lack of a presence CPS hiring folks at University Job Fairs

·                    CPS is going beyond the title IV –E educational reimbursement CCL, investigators, APS etc.

·                    Making the process easier for travel reimbursement for workers easier

 

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FOCUS GROUP ON CURRICULUM

Co-chairs:  Monit Cheung and Annette Hodges-Brothers

 

WHAT’S NEW:

 

Developed a casebook as a committee.

•         Cases to be used in teaching and training

•         Internet connections for use in teaching and training

•         Please obtain the Case Scenario CD from Monit Cheung (mcheung@uh.edu)

 

Uniqueness about this casebook:

•                   All are child welfare cases.

•                   There are questions for discussions and tasks to be assigned.

•                   Some cases come with Instructor’s Resources to facilitate discussion or provide as an example for student report writing.

•                   Video cases are provided online.

 

Case 1: Sibling Care in a Child Physical Abuse Case :

•                   Euro-American child, Edwin (8)

•                   Edwin’s 8-month-old brother Justin has a fractured femur.  CPS suspected physical abuse by the child’s father

•                   Both kids are under CPS custody

•                   Task: Assess his mental stability to return to his mother

 

Case 2: Foster Care –
Policy and Rural Practice Implications :

•                   Tanya (14) has two brothers, Tony and Tommy. They were all treated badly at the home with mother and mother’s boyfriend, and they were removed from parental supervision

•                   Tanya is pregnant and confirmed that her mother will not be supportive for her pregnancy.

•                   There are confirmed signs of abuse and neglect for Tanya

•                   No relative or biological father can provide potential placements for the children

Issue:  Placing the children in two separate foster families in the same community

Task: Discuss legislation and agency policy; identify problems and challenges

 

Case 3: An Illegal Immigrant’s Child :

•                   A Honduran mother and her 2 children, Steven (15) and Gracie (16) entered illegally into the United States from Mexico

•                   Mother abandoned the two children in a South Texas County

•                   Mother cannot be located

•                   Children were picked up and placed in foster care 

•                   Steven ran away from the foster home the next day

Task: Work with Gracie and plan for Steven’s return

 

Case 4: Child Physical Abuse :

•                   Mrs. Matthews (30) was diagnosed with Schizophrenia after the birth of Devin

•                   Divorced unexpectedly because of her illness

•                   She beat her two daughters with a belt and school reported the incident

•                   She is concerned about who will take care of her children but there is some extended family

Task:  Plan clinical intervention for each member of the family 

 

Case 5: Child Neglect

•                   A 10-year-old child, Elizabeth Ide, is currently living with her deaf mother

•                   It is reported that the child frequently goes door to door to beg for food and has to care for herself

•                   Elizabeth stated she is also living with her aunt and her 4-year old cousin recently

•                   Elizabeth makes good grades, is very social and states that she was well fed

Task: Identify the child’s concerns and family strengths

 

Case 6: Child Sexual Abuse:

•                   Jackie, a 14-year-old Hispanic female, was currently residing with her maternal grandfather, mother, and her mother’s boyfriend, Roberto

•                   Roberto fights with Jackie’s mother and there was a black eye on her mother’s face

•                   Jackie stated that Roberto had touched her in a bad way

•                   Jackie was unable to recall the number of times or where they were when Roberto touched her

•                   Jackie stated she told her mother about the touching, but her mother did not believe her and said, “It’s all in your head.” 

Task: Assess the child’s ability to differentiate the truth from lies

 

Case 7: Child Neglect & ADHD

•                   Romeo (14, African American male) has been allegedly neglected by his mother, Susan

•                   The referral states that the child has ADHD symptoms and has recently set fire to a neighbor’s patio furniture

•                   He appeared healthy and clean during home visit

•                   He had no visible physical abuse marks but one scratch mark on his hand

•                   His mother was cooperative but felt hopeless about this child 

•                   His teacher reported that Romeo often picks at his skin and hits himself

•                   Task: Assess the child’s developmental level and observe his symptoms

 

Case 8: School Truancy & Depression

•                   John, a 17-year old Asian American, has not attended school for the past 2 weeks

•                   Parents spoke limited English

•                   John had a distinct smell and his hair was messy

•                   He does not have any friends due to their recent move into this school district

Task: Report his behaviors, family functioning and make recommendations to the school

 

Case 9: Foster Child’s Medication

•                   Mariah, just turned 16 years old, is currently in a foster home and parental rights have been terminated subsequent to her parents abandoning her

•                   She was diagnosed with Major Depressive Disorder

•                   She has been unable to effectively deal with her numerous losses 

•                   Decision  on her need for medication is needed

Task: Help the child understand her mental health needs and identify resources to support her

 

Case 10: Childhood Anxiety

•                   Xavier (5), African American boy,  has been placed in the custody of CPS since he was three years old, has no siblings

•                   In the past, he could not walk, talk, interact well with others, or feed himself, and he was used to play in a dark closet for hours. 

•                   He has attached to his current caretaker and his therapist

•                   He will calm down after a temper tantrum or acting out through redirection and calmly talking to him 

•                   He is now able to get along and socialize with children, and is monitored when he interacts with small children

Task:  Assess child’s anxiety disorder and make permanency planning

 

Case 11: Child Abuse and Eating Disorder

•                   Kelly, 13, is being treated at the eating disorders unit at St. Joseph Hospital

•                   She has lost 20 pounds (from 95 pounds) and started to have significant hair loss

•                   Her parents stated that Kelly has had bad mood swings in the last two months

Task: Help the child build self confidence,  identify her definitions of life alternatives, draft a discharge plan

 

Case 12: A Lesbian Adolescent

•                   Lynn, 17-year-old Asian-American female, moved to the U.S. from Vietnam about 10 years ago

•                   She stated that she is not a popular girl and wants to drop out from school

•                   She disclosed that she is attracted to girls and wants to be friends with the caseworker

•                   She is afraid that her parents will beat her up if they found out her sexual orientation

Task: Provide client with information about being a lesbian and the coming out process; include resources in your case plan

 

Case 13: Divorce

•                   Pattie (11 year old, female) has been acting out in school recently

•                   When asked to see her parents, she broke into a hysterical cry and couldn’t control her emotions

•                   Pattie had hurt herself with a pair of scissors

•                   She began living with her father approximately a month ago because her mother abandoned her

Task: Grief work and referrals

 

Case 14: Foster Children

•                   A 22-year-old mother (Jan Sarie), who was an abandoned child, reported a local Catholic Charities stating that her two children (3 years old and 2 months old) are currently staying in a foster home due to her inability to provide shelter for them

•                   She suspected that her two children do not have enough to eat and have poor hygiene

•                   She just got a job and wants to have her children back

•                   This mother has intelligence level of 10-year old and she cannot read or write

Task: Identify client’s strengths, provide service coordination with CPS

 

Case 15: Neglected Children of a Teen Mother

•                   Mary (19) is the oldest of seven children

•                   Mother and maternal grandmother died when she was a child

•                   Sexually abused by her grandfather

•                   Married to 30-year-old man at age 16 and pregnant at 17

•                   Physically abused by her husband

•                   She is now a single mother with twin boys but one of them became ill and she lost her job

•                   She began to neglect herself and her children

Task: Service plan for mother to help improve her functioning

 

Case 16: A Sponsored Child’s Story

•                   Use Dr. Cheung’s article for discussion

•                   Article posted on:

http://www.sw.uh.edu/communityoutreach/cwep_title_IVE.php

(Click under “Child Welfare Research and Training Resources”)

Questions for Discussion will focus on the circle of poverty and impact of poverty on CPS assessment

 

10 Digital Stories: #1-5

Case 1: Aurora Anderson, New York

            Jonitha in this touching story found her sister and praise the effort of this social worker. 

Case 2: Sasha Charles, New York

            This is a touching story from the heart of Sasha, a foster child.

Case 3: Patty Cooper, Oregon

            We can learn from Patty’s own “aging out” story.

Case 4: Felicia Devine, New York

            Felicia shares her rewarding and relationship work with youth.

Case 5: Leslie Fuller, New York

            “I’m more than my past,” said Leslie about her group home and teenage adjustment experiences.

http://www.hunter.cuny.edu/socwork/nrcfcpp/pass/digital-stories/index.htm

 

10 Digital Stories: #6-10

Case 6: Erin Gladstone, Oregon

            Erin shares her work with teens through own family experience, caring and concern.

Case 7: Joshua Griggs, Oregon

            In “My life, my story, my journey,” Joshua, a MSW, expresses his feelings about past abusive environments, advocating not treating children as a statistic.

Case 8: Jessica Kartzmark, Oregon

            This appreciative adopted child tells her story about responsibilities and learning through love.

Case 9: Erin Padula, New York

            “A call for change” gives us hope from this social worker who is willing to help.

Case 10: Matthew Rodriquez, New York

            Matthew who was an acting-out child who lost his mother shared his view about life.

http://www.hunter.cuny.edu/socwork/nrcfcpp/pass/digital-stories/index.htm

 

Other Resources

•                   http://www.sw.uh.edu/communityoutreach/cwep_title_IVE.php

 

•                   National Title IV-E Survey Reports

•                   Journals in Social Work and Related Disciplines

•                   Child Welfare Research and Training Resources

•                   Child Welfare Video Resources

 

A Case Approach: Cheung & Leung’s Book

•                   Use a case (Joe and Mary’s family) to initiate clinical discussions with 10 different theories

•                   Identify case variations after familiar with the theoretical applications

http://www.lovepublishing.com/

 

WHAT”S NEEDED:

•         Incorporate the use of cases in the curriculum

–        Both BSW and MSW courses

–        Process:

•         Students identify the practice implications

•         Use tools to do assessment, problem solving, management skills

•         Critical thinking (thinking outside the box)

•         Quality Assurance

–        Feedback on case assessment

–        Concern about family assessment

•         National Child & Family Review

–        Missing ongoing assessment that happened in families

–        Not only focus on what they see, but also about the children’s re-assessment (e.g., aging out, service gaps, family dynamics, risk, safety, needs and services)

 

•         Forensic courses to address court processes

–        Ability to translate what has to be done in the stand in court

–        Professionalism in social work practice (how to testify and represent the client, agency, and the profession; how to dress

–        Court room testimony (how to talk; how to prepare for testimony)

–        Potential issues that are threatening

–        Court information from experts

•         Mentoring

–        6-8 weeks mentoring as staff (great support and helping them with court testimony)

–        Maintaining best practice information (ongoing)

–        Using experts’ input to strengthen curriculum

 

WHAT”S NEEDED:

•         Documentation

–        Case management, time management

–        Court recording

–        Volume of case materials

•         Case decision making

–        Learning from “wrong decisions” and painful experiences

•         Supervision in child welfare

–        In partnership with universities, teach how to supervise staff

•         Crisis Intervention

–        How to debrief and handle difficult situations, bad outcomes (while at CPS)—learned ahead of time at BSW/MSW program

–        What are staff needs

 

 

 

WHAT’S NEXT:

•         Family Assessment (Ongoing, Revisit)

•         Court and Forensic Support

•         Effective Casework Management (including documentation and field)

•         Case Decisions

•         Supervision Curriculum (including Staff’s self care) (Tied with case outcomes)

•         Task analysis (skills-based curriculum

•         Use existing CPS Training Academy materials in classroom teaching

•         Focus on Effective Casework Management incorporating court preparation and other practice skills

 

 

New Co-chairs: 

University: Rhonda Smith, Texas State

University: Sonja Arredondo, UTPA

CPS: Annette Hodges-Brothers

CPS: Suzanne Irvin