Abstract
Three cohorts of BSW and MSW Title IV-E and NCWWI student scholars (n= 125) were educated using a university-agency developed competency-based curriculum and field placement. In order to determine if this curriculum and field placement would improve perceived competence and attitudes toward child welfare work, pre and post-field placement surveys were used. Statistically significant change was demonstrated for most competencies. Attitudes toward child welfare work demonstrated no change from the favorable attitudes students had before entering their field placements. There were no statistically significant differences between BSW and MSW students. Students who had higher perceived competence endorsed motivation and intent to remain in child welfare. Based on the findings, we recommend key strategies to keep up the morale of BSW and MSW graduates in child welfare agencies: transition-to-work initiatives by schools, mentoring programs by agencies, manageable caseloads, and the application of skills and knowledge learned.
Highlights
Three cohorts of BSW and MSW Title IV-E and National Child Welfare Workforce Institute (NCWWI) student scholars (n= 125) were educated using a university-agency developed competency-based curriculum and field placement
A total of 125 Title IV-E and NCWWI Scholar students completed the internship in this state during the test period
Students came from the seven participating Title IV-E child welfare programs in social work schools in the state, which includes two Historically Black Colleges and Universities (HBCU)
Summary
Three cohorts of BSW and MSW Title IV-E and NCWWI student scholars (n= 125) were educated using a university-agency developed competency-based curriculum and field placement. Much of the research on turnover and retention strategies has addressed two key concerns: the importance of retaining highly educated and skilled workers; and, absent that, the negative impacts on the worker, client, and agency experience in the wake (Mor Barak, Nissly, & Levin, 2001). Research on child welfare worker’s turnover or retention and attitudes toward the work has identified more than 20 factors that impact turnover including job satisfaction, selfefficacy, organizational commitment, work conditions, supervisor support, stress, secondary trauma, etc. Job satisfaction was identified as a direct predictor of turnover or retention among child welfare workers (Chen & Scannapieco, 2010; Ellett et al, 2007; Hopkins, Cohen-Callow, Kim, & Hwang, 2010; Levy, Poertner, & Lieberman, 2012; Strolin-Goltzman, 2010). Low job satisfaction has a negative impact on employee’s desire to stay and commit to child welfare work
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