Abstract
Title IV-E Education for Public Child Welfare training programs are designed to build knowledge and practice skills among students and current child welfare workers in efforts to build a competent and highly trained workforce. A mixed methods study was conducted to: 1) measure changes in MSW Title IV-E students' perceived confidence to perform skills across 13 practice content areas for public child welfare practice, and 2) to explore students’ perceptions of their competency for child welfare practice. This study also focused on the impact of prior child welfare experiences on perceived child welfare knowledge and skills among Title IV-E students. A total of 224 Title IV-E MSW students over the course of five academic cohorts participated in this study. Surveys were conducted at three time points: pretest, posttest, and retrospective pretest. Twenty focus groups were conducted during the study time period. Findings indicate gains across all practice content areas with the largest gains in areas of working with the courts and conducting assessments. Qualitative findings assessing student's perception of competency to practice in child welfare include themes of students’ preparation to practice post-graduation and differences between the students’ experiences in the IV-E program and what they witness in the field. Specific practice area recommendations include addressing workers’ age and prior experience in Title IV-E seminars and trainings as well the importance of Title IV-E field instructors in helping to prepare students for child welfare practice.
Highlights
Title IV-E Education for Public Child Welfare training programs are designed to build knowledge and practice skills among students and current child welfare workers in efforts to build a competent and highly trained workforce
A considerable amount of research has been dedicated to evaluating the impact of Title IV-E training on workforce retention, suggesting that IV-E programs are a significant predictor of stronger workforce retention outcomes and are a valuable tool in reducing staff turnover in public child welfare
Research indicates that Title IV-E participants score higher on public child welfare measures of knowledge and practice skills compared to non-program participants, suggesting that IV-E education provides students with fundamental child welfare knowledge and practice skills (Bagdasaryan, 2012; Fox, Miller, & Barbee, 2003; Franke, Bagdasaryan, & Furman, 2009; Jones & Okamura, 2000; Yankeelov, Barbee, Sullivan, & Antle, 2009)
Summary
Title IV-E Education for Public Child Welfare training programs are designed to build knowledge and practice skills among students and current child welfare workers in efforts to build a competent and highly trained workforce. One study assessed findings from an evaluation of a new employee pre-service training program and revealed that newly-hired Title IV-E employees scored higher on both pre and posttest measures of child welfare content knowledge (i.e., areas such as permanency planning, maltreatment definition) and knowledge associated with application of practice skills (i.e., vignettes for decision-making related to child welfare cases) compared to newly hired nonTitle IV-E employees (Franke et al, 2009). Child welfare experience prior to a formal social work education often includes volunteer experience or paraprofessional roles that may introduce students to professional child welfare practice and build skills specific to child welfare settings This experience may include generalist practice courses or exposure as well as a values orientation to the field. Previous child welfare experience exposes and socializes students to the [social work] field, which subsequently increases self-perceived competency in child welfare practice
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