San Bernardino County Children and Family Services (CFS)

Transcription

1 San Bernardino County Children and Family Services (CFS) CFS Social Worker Training Guide TRAINEE NAME: TRAINEE START DATE: CFS Training Guide (10/11)

2 Mission Statement HS mission statement The Mission Statement for San Bernardino County Human Services is that Human Services works to build a healthy community by strengthening individuals and families, enhancing quality of life and valuing people. CFS mission statement The Mission Statement for San Bernardino County Children and Family Services (CFS) is to protect endangered children, preserve and strengthen their families, and develop alternative family settings. Services as mandated by law and regulation, will be provided in the least intrusive manner with a family centered focus. This mission is accomplished in collaboration with the family, a wide variety of public and private agencies and members of the community. CTU mission statement The Mission Statement for the Central Training Unit (CTU) is to provide foundational tools, resources, and learning opportunities to assist trainees as they develop their skills to implement best practice principles. CFS Training Guide (10/11)

3 CHILDREN AND FAMILY SERVICES TRAINING GUIDE Table of Contents Training Guide Overview... 1 SECTION I Using the CFS Training Guide... 5 Introduction... 5 Using the Training Guide Features... 6 Training Guide and Supervision... 8 SECTION II Components of the New Social Worker Training... 9 Introduction... 9 Core Curriculum Tier I Core Competencies Tier II Core Competencies O&I On the Job Training (OJT) Section III CFS Guide to Training for New CFS Social Workers Introduction Guide to Learning Tasks and Activities Individual Case Conference Elements Performance Expectations and Evaluation Section IV Documents Introduction Worker Self Assessment WPE WPE Legend Guide for Tracking OJT Training Completion CFS Training Guide (10/11) TABLE OF CONTENTS PAGE 1 OF 1

4 CHILDREN AND FAMILY SERVICES TRAINING GUIDE Training Guide Overview Purpose The purpose of the Children and Family Services (CFS) Training Guide is to direct and support the professional development of new San Bernardino County CFS Social Workers (SW) during their first year of service with Children and Family Services (CFS). The Training Guide is a reference document for SWs, as well as for Supervising Social Service Practitioners (SSSP) and managers who supervise new workers, beginning with the Central Training Unit (CTU) and continuing through the end of the SW s first 24 months of employment. State mandated training for new hires within 12 months of hire All new child welfare workers shall complete a standardized core training program consistent with Welfare and Institutions Code Section 16206, as approved by the California Department of Social Services (CDSS) and shall be completed within 12 months from the date of hire. This core training shall include, but is not limited to, the following topics which have a standard content: Framework for Child Welfare Practice in California Child and Youth Development in a CW Context Child Maltreatment Identification1: Neglect, Physical Abuse and Emotional Abuse Critical Thinking in Child Welfare Assessment: Safety, Risk and Protective Capacity Family Engagement in Case Planning and Case Management Placement and Permanency Statewide Automated Child Welfare Information System State mandated training for new hires within 24 months of hire The State mandates that new child welfare workers will complete training in the following standardized topics within 24 months of hire. Indian Child Welfare Mental Health MEPA/Interethnic Adoptions Provisions Ethics and Values Health Care Needs Supporting Educational Rights & Achievement Documentation for Legal reports Child Maltreatment Identification 2: Sexual Abuse Basic Interviewing Domestic Violence Substance Abuse Child Welfare Practice in a Multicultural Environment Court Procedures 1: Juvenile Court Court Procedures 2: Testimony Self-Care for New Child Welfare Workers CFS Training Guide (10/11) 1

5 Training Guide Overview, Continued Academy CORE Training within the first nine months of hire All newly hired Children and Family Services (CFS) social workers will attend Academy CORE training while he/she is in the CTU and must complete the CORE in order to pass probation. CORE addresses the State mandated training requirements for the first 12 months and some of the training required within the first 24 months of hire. The following topics covered in CORE are considered Tier 1 training with the exception of the last bullet, Self Care for New Child Welfare Workers which is the first Tier II class the social worker will take. Framework for Child Welfare Practice in California Child and Youth Development in a CW Context Child Maltreatment Identification1: Neglect, Physical Abuse and Emotional Abuse Child Maltreatment Identification 2: Sexual Abuse Critical Thinking in Child Welfare Assessment: Safety, Risk and Protective Capacity Family Engagement in Case Planning and Case Management Placement and Permanency Documentation for Legal reports Basic Interviewing Domestic Violence Substance Abuse Child Welfare Practice in a Multicultural Environment Court Procedures 1: Juvenile Court Court Procedures 2: Testimony Self-Care for New Child Welfare Workers (Tier II) Statewide Automated Child Welfare Information System, Child Welfare Services Case Management System (CWS/CMS) training which includes Case Documentation, is offered in the Centralized Training Unit (CTU). Tier 2 trainings within two years of hire In addition to the first Tier II training that is offered at the end of the Core Tier I courses (Self Care), the SW is then required to complete the mandatory Tier 2 courses within the first 24 months of employment. These Tier 2 courses will be offered several times each per year by the Academy and those mandated to attend will be automatically enrolled by PERC. Indian Child Welfare Mental Health MEPA/Interethnic Adoptions Provisions Ethics and Values Health Care Needs Supporting Educational Rights & Achievement CFS Training Guide (10/11) 2

6 Training Guide Overview, Continued Practice standard The Centralized Training Unit (CTU) provides specific topical training, experiential activities, policy and procedures, best practice social work techniques and explores the ethical and moral dimension of the work. Throughout the time in the CTU, the mentor provides on-the-job training and activities to reinforce key skills, knowledge and values. To maintain consistency in provision of both training and field experiences for new workers during their time in the CTU, in the regional unit, and to guide line supervisors in post probationary training for these workers, each new hire will be given an individual CFS Training Guide. This guide will be utilized to structure the new hire s competency development starting in the CTU, through the probationary period and increase the level of competency required up to the first 24 months of employment. The following table shows the continuum of training starting in CTU through the first 24 months and beyond. CTU Probation Post-Probation 0-4 month 4-9 months 9-24 months Begin Tier 1 training Transition to assigned Begin Tier II training Begin On-the-job unit Finish Tier II training Training (OJT) Finish Tier 1 training by 24 months Begin to evaluate Finish OJT knowledge acquisition Continue to observe After 24 months Observation of job and evaluate job skills 40 hours of training skills every two years Three basic skills The three basic skills that a new hire is introduced to at CTU and should be able to demonstrate basic proficiency in are: Interviewing Getting the information Assessment Decision making based on the information received Writing Documenting the justification for the actions taken based on the assessment The new hire will learn these basic skills in the CTU by the use of the On-the Job (OJT) Training Modules and document obtaining those skills on the Guide for Tracking OJT Training Completion. The new hire should demonstrate proficiency in these basic skills by the end of the probationary period (nine months) and mastery of these skills by the end of the first 24 months of employment. Note: Social Worker II and other Social Service Practitioners (SSP) who are in non-case carrying positions do not usually attend CTU. These SW s will receive training directly from their assigned Supervisor. The assigned regional office management will make the final determination as to who will attend CTU. CFS Training Guide (10/11) 3

7 Training Guide Overview, Continued Training guide components The CFS Training Guide consists of four components: Using the CFS Training Guide Using the Training Guide Features Training Guide and Supervision Components of New Social Worker Training Core Curriculum Tier I Core Competencies Tier II Core Competencies O & I On the Job Training (OJT) CFS Guide to Training for New SWs Guide to Learning Tasks and Activities Individual Case Conference Elements Performance Expectations and Evaluations Documents Worker Self Assessment OJT Training Modules-SSP Guide for Tracking OJT Training Completion-SSP WPE WPE Legend Note: The trainees in CTU will receive the CFS Training Guide at CTU Orientation. SW II s and other social workers not attending CTU will receive the CFS Training Guide from their assigned unit supervisor. The CFS Training Guide is available on-line under User Guides/Manuals. In this training guide This training guide contains the following topics: Section Topic See Page I Using the CFS Training Guide 5 II Components of the New Social Worker Training 9 III CFS Guide to Training for New CFS SWs 38 IV Documents 43 CFS Training Guide (10/11) 4

8 Using the CFS Training Guide Section I Introduction This section of the Training Guide describes the Training Guide features and how it is used during supervision. In this section This section contains the following topics: Topic See Page Using the Training Guide Features 6 Training Guide and Supervision 8 CFS Training Guide (10/11) 5

9 Using the Training Guide Features Introduction The Children and Family Services (CFS) Social Worker Training Guide consists of four sections. This is done for the Social Worker to find the desired information easier. The sections are as follows: Training and supervision State and County mandated training components CFS guide for training new Social Workers Documents Training guide and supervision This section discusses how the Training Guide will be used during the individual case conferences, the Centralized Training Unit (CTU) supervisor and mentor s roles, and the assigned unit supervisor s role. State and county component of training This section discusses all the various mandated training the new CFS Social Worker will receive to meet state and county requirements. CFS guide to training new Social Workers This section discusses the training modules, case conferences and how the new Social Worker is evaluated. Documents This section describes the documents that the new Social Worker will be using while being trained. These documents include the following: Worker Self-Assessment used to identify the skills and abilities that they feel confident about and those that require more training, assistance or experience to develop fully. WPE/WPE Legend - used by the supervisor to outlines the new employee's progress, strengths, weaknesses, additional training needs, and the expected transition date. OJT Training Modules used by the new hire to use as their guide for Individual Controlled Instruction. It directs the new hire towards learning experiences of reading, observing, experiencing, etc. There are two sets of Training Modules, one for Social Service Practitioners (SSP) and one for Social Worker II (SWII). OJT Tracking Guides - used by the CTU mentors to track the training tasks/activities that the Trainee completes as well as records the level of learning as observed or tested. There are two sets of Tracking Guides, one for Social Service Practitioners (SSP) and one for Social Worker II (SWII). CFS Training Guide (10/11) 6

10 Using the Training Guide Features, Continued New hire and CTU role The CTU operates under an individual control instruction philosophy where the new hire takes responsibility to coordinate his/her own training with the CTU mentor and supervisor. The CTU role in operating under this philosophy is to make the following components clear to the new hire: Desired Results Identify what is to be done by the new hire and when based on the On the Job (OJT) learning objectives Guidelines - Specify the required CFS policy, procedures and competencies that the new hire will be evaluated on, as identified on the OJT Modules listed CFS handbook chapters and WPE factors Resources Identify to the new hire forms, handbook materials and CFS staff as well as agency partners that are to be utilized to meet the learning objectives Accountability - Linking learning objectives with Work Performance Evaluations (WPE) factors and Provide post-tests to the new hire based on the OJT Training Modules Consequences - Determining the consequences of the new hire if he/she is not meeting the minimum level of competency. The consequences may include: Keeping the new hire within the CTU for extended period of time Extension of the probationary period Termination of employment The CTU Supervisor, mentor, Assigned Unit Supervisor and regional CWSM will meet to discuss whether the Trainee who is having competency issues needs to remain in the CTU longer, transfer to the assigned unit with close supervision or that the Trainee s employment is to be terminated. CFS Training Guide (10/11) 7

11 Training Guide and Supervision Introduction Once an individual is hired by Children and Family Services (CFS), he/she is assigned to the Centralized Training Unit (CTU). The new Social Worker or Trainee will report to the CTU mentor on a regular basis to discuss his/her progress based on the Training Guide. They will meet monthly with the CTU Supervisor. Meetings The Trainee will have monthly meetings with the CTU Supervisor and more frequent meetings with their mentor. See Individual Case Conference Elements on page 44 on what topics are discussed during the weekly and monthly meetings. Supervisor s and mentor s role The CTU Supervisor and mentor overall role in training the new hire, using the CFS Training Guide are: Checking on what training tasks the Trainee has completed Checking if Trainee s progress has been documented Updating training goals for the Trainee Looking at the Trainee s strengths and areas that need improvement See CFSHB Vol. 7, Ch B CFS Training Unit/Staff Training on the specific roles and responsibilities of the CTU Supervisor and mentors. Assigned unit supervisor s role The new hire s assigned unit Supervisor is involved starting when the Trainee begins CTU. These are some but not all of the Assigned Unit s Supervisor s role: Receive feedback from the CTU mentors on the Trainee progress or concerns Help in bonding process between the Trainee and the assigned unit Provide cases for the CTU to train the Trainee Help monitor competency of Trainee CFS Training Guide (10/11) 8

12 Section II Components of the New Social Worker Training Introduction The context for current child welfare practice in San Bernardino County has been the Child and Family Services Reviews (CFSRs). These reviews are from the federal government to help states identify strengths and areas needing improvement within their agencies and programs. Three key outcomes are identified as safety, permanence and well-being for child and family. These outcomes are supported and reinforced by the California Child Welfare Services Improvement Plan and the San Bernardino (SB) County Children and Family Services (CFS) System Improvement Plan (SIP). The four key goals for SB County CFS are: Reunification within 12 months Exits to Permanency within 24 months Placement Stability, and In Care Three Years or Longer (Emancipation at 18) CTU role To help meet the CFS key goals, Children and Family Services (CFS) have the Trainees go through a continuum of training including the Core Curriculum, Orientation and Induction (O&I), and On the Job Training (OJT) while they are in the Centralized Training Unit (CTU). There are three main skill sets that are introduced in the CTU, and that the Trainee will demonstrate with basic proficiency by the end of CTU: Engaging Families and Building Teams Assessment and Decision Making Communication and Documentation The Trainee will gain proficiency of these skills by the end of the probationary period and mastery by the end of the first 24 months of employment. In this section This section contains the following topics: Topic See Page Core Curriculum 10 Tier I Core Competencies 14 Tier II Core Competencies 27 O&I 32 On the Job Training (OJT) 34 CFS Training Guide (10/11) 9

13 Core Curriculum Introduction A statewide advisory group, the California Social Work Education Center (CalSWEC) with other state stakeholders, identify specific curriculum elements for the child welfare specialization as well as a public child welfare research base that could be translated into new, empirically based curricula with child welfare content. CalSWEC lists seven California Child Welfare Curriculum Principals: 1. The goal of child welfare is to promote the health and safety of children and their development toward a positive, productive adulthood 2. Every child has a right to a permanent home for his or her care and upbringing 3. A caring family is the best and least restrictive environment for raising children 4. A wide range of parenting practices, varying as a result of ethnic, cultural, community, and familial differences, can provide adequate care for children 5. In the circumstances of danger to a child, the state has a right to intervene in family affairs to protect the child. In such circumstances, the safety of the child takes precedence over the rights of the parents 6. Every reasonable effort should be made to preserve and strengthen a child s existing family before an alternate placement is considered 7. Services must be available, accessible, timely and effective. PCWTA The purpose of the Public Welfare Training Academy (PCWTA) is to provide standardized training based on the CalSWEC California Child Welfare Curriculum Principals for all California child welfare social workers (SW). These standardized training topics are: Framework for Child Welfare Practice in California Child and Youth Development in a CW Context Child Maltreatment Identification1: Neglect, Physical Abuse and Emotional Abuse Child Maltreatment Identification 2: Sexual Abuse Critical Thinking in Child Welfare Assessment: Safety, Risk and Protective Capacity Family Engagement in Case Planning and Case Management Placement and Permanency CFS Training Guide (10/11) 10

14 Core Curriculum, Continued Additional core training topics The Southern Region of PCWTA which provides training for San Bernardino County CFS, has these additional training topics that will be covered in the Core Curriculum training: Indian Child Welfare Mental Health MEPA/Interethnic Adoptions Provisions Ethics and Values Health Care Needs Supporting Educational Rights & Achievement Tier I and II core competencies and learning objectives The following two maps will discuss the core competencies and learning objectives for each of the Tier and Tier II topics. Currently, PCWTA CORE and PERC O&I curriculums do not include the remaining six Tier II courses mandated by the State for SW s to complete within 24 months from date of hire. These six courses shall include standard competencies and objectives and may be delivered in multiple learning and training modalities. Throughout the year, PCWTA offers advanced courses (MEPA, ICWA, Ethics/Values) that meet the competences and learning objectives of these courses. PERC will automatically enroll those who are mandated to attend the Tier II classes. Indian Child Welfare Act (ICWA) MEPA/Interethnic Adoptions Provisions Mental Health Ethics and Values Health Care Needs Supporting Educational Rights and Achievement Reference: See CFSHB Vol. 7, Ch B CFS Training Unit/Staff Training. CFS Training Guide (10/11) 11

15 Core Curriculum, Continued Using the CFS training record forms PERC has developed the e-learning Network, where CFS staff can register for mandatory and optional training classes. The e-learning Network also maintains a record of all the trainings staff completes in order to track whether staff is meeting the mandatory training hours requirement. In order for staff to get credit for outside classes such as CEU courses, the CFS 40 SOCIAL WORKER PERSONAL TRAINING RECORD has been developed. The CFS 40.1 UNIT TRAINING RECORD has been developed for staff to get credit for unit trainings. The Centralized Training Unit (CTU) mentors use the CFS 40.1 to record the training modules activities. See CFSHB Vol. 7, Ch B CFS Training Unit/Staff Training. The process for completing the forms and submitting them to PERC is as follows: Stage Responsibility Description 1 SW or Supervisor Obtains CFS 40 or CFS 40.1 from the On-line CFS Forms Catalog If reporting training from a outside class If reporting Unit/Office Training Then the SW: Completes the CFS 40 and attaches Certificate of Completion (for CEU class or other outside training), or flyer describing the class/training and Gives forms to the supervisor Then the supervisor: Completes the CFS 40.1 with unit members signing on the form Note: The training must be a minimum of 30 minutes. 2 Supervisor Forwards the CFS 40 and copies of Certificates of Completion (if applicable) and/or flyers to PERC by interoffice mail, or Forwards completed CFS 40.1 to PERC by interoffice mail Note: The CFS 40 and CFS 40.1 need to be submitted to PERC within two weeks of the training event. CFS Training Guide (10/11) 12

16 Core Curriculum, Continued Using the CFS training record forms (continued) Stage Responsibility Description 3 PERC staff Inputs training completion and hours credit based on information on the CFS 40 and/or CFS s SW and/or supervisor if hours credited differ from the hours of training submitted. Note: CFS staff can look in their transcript on the PERC e-learning Network website to check on their completed hours of training. CFS Training Guide (10/11) 13

17 Tier I Core Competencies Introduction The Trainee will start to receive training on the Tier I topics while he/she is in the Centralized Training Unit (CTU) and finish by the end of the probationary period. Each of the topics have core competencies and learning objectives. Framework for child welfare practice The core competencies for this topic are: Understanding the federal, state and county emphasis on achieving positive and measurable outcomes for families and children. Understanding how evidence-based research contributes to the improvement of public child welfare practice and outcomes. Recognizing and valuing the need for fair and equitable treatment of children, youth, and families that addresses their unique sociocultural context. Understanding and valuing the importance of engaging children, youth, families, kin networks, care providers, and community resources in a collaborative, strength-based process. The learning objectives for this topic are: Identifying the three goals of the Adoptions and Safe Families Act (ASFA) of Recognizing the related outcomes and performance indicators that are part of California s Child Welfare Outcomes and Accountability System. Describing an example of an evidence-based practice implemented in California and the rationale that supports it. Identifying the concepts of fairness and equity in child welfare, and decision points in the life of a case where such issues may arise. Identifying key concepts of strength-based practice. Describing effective strategies for engaging families and youth. CFS Training Guide (10/11) 14

18 Tier I Core Competencies, Continued Child and youth development The core competencies for this topic are: Understanding how child/adolescent development is affected by multiple factors, including socioeconomic stressors and poverty in particular, ethnocultural background, parent-child interactions, child abuse and neglect, and delays and disorders common to children in the child welfare population. Understanding children s developmental needs and how developmental level affects a child s perception of events, coping strategies, and physical and psychological responses to stress and trauma. The learning objectives for this topic are: Recognizing key concepts of three developmental theories and describe their relevance to child welfare practice. Explaining and giving examples of the processes and milestones of normal development of infants, toddlers, pre-schoolers, school-age children, and adolescents across the physical, cognitive, social, emotional, and sexual domains. Providing examples of how cultural variations, such as parenting practices, can influence the manifestation and timing of developmental skills and stages. Explaining how parent-child interactions affect early brain development, and providing examples of parenting behaviors that stimulate optimal brain development. Providing examples of how parent-child interactions affect the development of attachment and bonding. Explaining how physical and emotional trauma and neglect affect brain function and development. Recognizing the symptoms of PTSD in children and adolescents, and being able to articulate when a mental health referral is useful or necessary. Recognizing possible adverse consequences of in utero drug and alcohol abuse on infant and child development, including fetal alcohol syndrome, mental retardation and developmental delays. Identifying symptoms associated with failure to thrive and being able to articulate when a medical assessment is useful or necessary. Recognizing the principal characteristics of Attention Deficit Hyperactivity Disorder and the basic concepts underlying current methods of assessment and treatment. Identifying the social, communication, and behavioral indicators associated with autism and other pervasive developmental disorders and explaining why early intervention is important. CFS Training Guide (10/11) 15

19 Tier I Core Competencies, Continued Child maltreatment identification 1: neglect, physical abuse and emotional abuse The core competencies for this topic are: Accurately identifying factors that constitute abuse and/or neglect as defined by the Welfare & Institutions Code Section 300 (a) - (j) and recognizing parenting behaviors that promote child safety and family wellbeing outcomes. Distinguishing scenarios of child maltreatment from those that are not child maltreatment based on a constellation of factors such as physical injuries and behavioral indicators, within a cultural context. Valuing the importance of diversity as it relates to child maltreatment. The learning objectives for this topic are: Identifying indicators of physical abuse. Identifying indicators of neglect. Identifying indicators of emotional abuse. Understanding the legal basis of identifying abuse and neglect in California, and understanding the associated sections of the Welfare & Institutions Code Section 300 (a) - (j). Identifying strength-based information gathering strategies (that include exploration of family strengths, resources, and risk and safety factors) necessary for working with children, families, and others in the context of making a child maltreatment determination. Identifying physical, emotional, and behavioral characteristics of children who have been maltreated, while attending to the cultural and ethnic context of the children. Identifying three cultural practices that may be mistaken for child maltreatment. Child maltreatment identification 2: sexual abuse The core competencies for this topic are: Accurately identifying conduct that may constitute sexual abuse and exploitation, as defined by the Penal Code and referenced in the Welfare and Institutions Code. Distinguishing scenarios of sexual abuse from those that are not sexual abuse, taking into account the physical, emotional, and behavioral indicators of child sexual abuse in child victims and their families. Incorporating a sensitivity to the cultural landscape when engaged in identifying and assessing sexual abuse and exploitation. The learning objectives for this topic are: Knowing the physical, behavioral and emotional indicators and effects of child sexual abuse. Understanding that in some cases there are no identifiable physical, behavioral, and emotional indicators of child sexual abuse. CFS Training Guide (10/11) 16

20 Tier I Core Competencies, Continued Child maltreatment identification 2: sexual abuse (continued) Understanding the legal basis of identifying sexual abuse and exploitation under California law, specifically as defined by the Penal Code and as referenced in the Welfare and Institutions Code. Understanding the family dynamics vis-à-vis a child victim, a nonoffending parent, the offender, and the significance of these dynamics in identifying sexual abuse and exploitation. Recognizing effective engagement strategies that elicit family strengths and protective capacities, as well as risk and safety factors. Recognizing the difference between therapeutic/supportive interviewing techniques and legally acceptable forensic interviewing techniques. Recognizing the factors that may mitigate the short- and long-term effects of child sexual abuse. Critical thinking in child welfare assessment The core competencies for this topic are: Applying knowledge of factors associated with child maltreatment in assessing safety, risk and protective capacity. Accurately gathering and evaluating relevant information about children and families to assess safety, risk and protective capacity. Performing assessments of safety, risk and protective capacity that are informed by child welfare research and best practice, and that consider issues of personal values, fairness and equity. The learning objectives for this topic are: Describing the definition of safety as it applies to child protective services. Describing the definition of risk as it applies to child protective services. Describing the definition of protective capacity as it applies to child protective services. Recognizing factors correlated with child maltreatment, including child development, substance abuse and domestic violence Identifying the elements of an effective safety plan. Identifying the stages in CWS cases where assessments of safety, risk, and protective capacity must occur. Describing the definition of Minimum Sufficient Level of Care. Identifying the factors to consider in assessing for Minimum Sufficient Level of Care. CFS Training Guide (10/11) 17

21 Tier I Core Competencies, Continued Family engagement in case planning and case management The core competencies for this topic are: Understanding the dynamics of engaging families in a mutual family assessment, and comprehensive case planning that includes an assessment of risk/safety factors, underlying contributing factors to maltreatment, and extensive exploration of family strengths and resources. Developing with the family appropriate, time limited case goals and objectives, and formulating observable, behavioral measures of these goals and objectives, and outline all parties agreed upon roles, responsibilities, and activities within required time frames. Valuing the importance of engaging and collaborating with the family and their resources in strength-based, culturally competent ways towards developing a comprehensive, family-specific assessment and case plan. The learning objectives for this topic are: Identifying effective strategies for engaging the family in the development of the case plan. Identifying socioeconomic, cultural and ethnic differences that may impact the case planning process and the actual plan. Recognizing relevant laws and policies that need to be considered during the case plan process: a. ICWA (Federal): Indian Child Welfare Act of 1978 b. AB 408 (State): Assembly Bill 408, re: Quality of Life for Foster Children c. AB 490 (State): Education for children and youth in foster care d. AB 636 (State): Child Welfare System Improvement and Accountability Act of 2001 e. Division 31 regulations (State): CDSS Manual of Policies & Procedures, Sec. 31 f. Concurrent planning g. Reasonable efforts (reunification) Identifying the legal timeframes for case planning activities. Identifying the multiple sources of information necessary to both develop a comprehensive case plan and monitor a family s progress toward case plan goals. Recognizing that purposeful and frequent visitation is highly correlated with successful reunification. Identifying the factors necessary in proceeding with CWS case closures that promote child safety, well-being, and permanency, and also decrease recurrence of maltreatment and recidivism in CWS. CFS Training Guide (10/11) 18

22 Tier I Core Competencies, Continued Placement and permanency The core competencies for this topic are: Understanding the trainee s role and responsibilities when placing children and youth in out-of-home care, as well as the impact of placement on children, youth, and families. Understanding the benefits to children, youth, and families of forming and maintaining strength-based partnerships with caregivers and service providers. Understanding the legal intent and key elements of public policy, federal laws, California laws, and regulations specific to placement of children and youth in out-of-home care. Understanding the federally mandated priorities and rationale for permanency, and how permanency addresses the cultural, developmental, and emotional needs of children and youth. Understanding the necessity for cultural understanding and awareness in all aspects of placement planning and services to support permanency and well-being. The learning objectives for this topic are: Identifying the key elements of public policy, federal laws, California laws, and regulations specific to children and youth placed in out-of-home care: a) ASFA (Federal): Adoption and Safe Families Act of 1997 b) MEPA (Federal): Multi-Ethnic Placement Act of 1994 c) ICWA (Federal): Indian Child Welfare Act of 1978 d) Relative placement (State: CDSS) e) NREFM (CDSS): Non-Relative Extended Family Member placement f) Sibling placement (State: W&I Code) g) ICPC (State): Interstate Compact on the Placement of Children h) SIJS (Federal): Special Immigrant Juvenile Status i) AB408 (State): Assembly Bill 408, re: Quality of Life for Foster Children j) Foster Children s Bill of Rights (State: CA Code of Regulations) k) Least restrictive environment (Federal): Adoption Assistance and Child Welfare Act of 1980 l) Institutional abuse (CDSS Manual of Policies & Procedures, Sec. 31) m) AB490 (State): Education for children and youth in foster care Identifying a wide range of behaviors that relate to separation, including expressions of grief and loss, in children of different developmental stages and of different cultural backgrounds. CFS Training Guide (10/11) 19

23 Tier I Core Competencies, Continued Placement and permanency (continued) Identifying cultural factors that influence family dynamics, parenting, and behavior, as they relate to facilitating adjustment between the home of the child s family of origin and out-of-home caregivers. Identifying the principles of concurrent planning and permanency, and their impact on placement decisions for children and youth. Understanding the distinction between legal permanency and emotional permanency. Identifying the factors that affect the ability of care providers to support the well-being of children and youth in all areas of culture, health, education, visitation, and mental health needs. Understanding that purposeful and frequent visitation is highly correlated with successful reunification. CW Practice in a Multi-Cultural Environment The core competencies for this topic are: Understanding the influence and value of traditional, culturally based childrearing practices and uses this knowledge in working with families. Demonstrating understanding of the influence of culture on human behavior and family dynamics. Critically evaluating the relevance of intervention models to be applied with diverse ethnic and cultural populations. The learning objectives for this topic are: Understanding racism Understanding cultural norms, beliefs, values, language, customs, family structure, and community dynamics Understanding culture and child rearing Understanding ethnographic Interviewing Recognizing acculturation CFS Training Guide (10/11) 20

24 Tier I Core Competencies, Continued Investigation Skills The core competencies for this topic are: Demonstrating respect, fairness, and cultural competence in assessing, working with, and making service decisions regarding clients of diverse backgrounds Demonstrating the ability to conduct an ethnically and culturally competent assessment of a child and family and to develop an effective intervention plan. Understanding the influence and value of traditional, culturally based childrearing practices and uses this knowledge in working with families. Practicing basic principals and techniques of interviewing children and families for purposes of assessment, intervention, and service planning. Demonstrating the ability to respectfully relate to, engage, and assess family members from a strengths-based person in environment perspective, and to develop and implement a case plan based on this assessment. Demonstrating the ability to engage and work with involuntary clients in a manner that includes the exercise of client self-determination. Understanding the inherent power differential in working with clients and effectively managing and balancing that power. Planning, prioritizing, and effectively completing activities and tasks within required time frames. The learning objectives for this topic are: Identifying the information to be gathered in a child maltreatment or neglect investigation Listing the elements to be considered in making the decision as to whether or not abuse or neglect has occurred Designing an investigative plan in response to a child maltreatment/ neglect referral Valuing conducting culturally sensitive investigations Understanding the importance of preparing professional, balanced documentation concerning their observations made during the investigative process CFS Training Guide (10/11) 21

25 Tier I Core Competencies, Continued Crisis intervention The core competencies for this topic are: Demonstrating respect, fairness, and cultural competence in assessing, working with, and making service decisions regarding clients of diverse backgrounds. Demonstrating the ability to respectfully relate to, engage, and assess family members from a strengths-based person in environment perspective, and to develop and implement a case plan based on this assessment. Understanding the inherent power differential in working with clients and effectively managing and balancing that power. Demonstrating understanding of the potential effects of poverty, bias, inequity, and other forms of social oppression on human behavior and family dynamics. Demonstrating the ability to recognize, assess, and devise case plans and referrals to address potential for violence, suicide, and complex psychological difficulties. Demonstrating understanding of the effects of trauma resulting from family conflict, divorce, and family or community violence. The learning objectives for this topic are: Identifying how to intervene with client families impacted by a life experience seemingly beyond their control Understanding and identifying how to utilize crisis intervention strategies with families at risk Valuing the effect of culture on the reaction of an individual to a situation considered a crisis and their response to intervention by outsiders to the situation Understanding the influence of the actions of the social worker in the escalation or the de-escalation of potential or actual crisis situations Basic Interviewing The core competencies for this topic are: Demonstrating respect, fairness, and cultural competence in assessing, working with, and making service decisions regarding clients of diverse backgrounds. Demonstrating self-awareness and the ability to address and overcome personal bias in assessing and working with clients of diverse backgrounds. Demonstrating the ability to conduct an ethically and culturally competent assessment of a child and family and to develop an effective intervention plan. CFS Training Guide (10/11) 22

26 Tier I Core Competencies, Continued Basic interviewing (continued) Understanding the importance of a client s primary language and supporting its use in providing child welfare assessment and intervention services. Practicing basic principals and techniques of interviewing children and families for the purposes of assessment, intervention, and service planning. Understanding the inherent power differential in working with clients and effectively managing and balancing that power. The learning objectives for this topic are: Understanding the principles of effective interviewing techniques, considering age, developmental level, and mental health status of the interviewee. Demonstrating the ability to establish rapport and obtain accurate and comprehensive information for initial and ongoing assessments. Valuing employing strength-based engagement strategies during the interview process to promote fairness and equity in assessments and case management. Court procedures: juvenile court The core competencies for this topic are: Demonstrating the ability to collaborate with individuals, groups, community-based organizations and government agencies to advocate for equitable access to culturally competent resources and services Understanding the dual responsibility of the child welfare social worker to protect children and to provide services that support families as caregivers. Understanding state and federal policy issues and child welfare legal requirements and demonstrates the capacity to fulfill these requirements in practice. Understanding child welfare legal process and the roles of social workers and other professionals in relation to the courts. Demonstrating knowledge of the philosophy, purpose, requirements, and application of federal and state child welfare policy and legislation. Understanding the requirements for effectively serving and making decisions regarding children with special needs, including the balancing of parental and child rights. Identifying agency and legislative policies and procedures that may negatively affect child well being and the success of permanency and family reunification. CFS Training Guide (10/11) 23

27 Tier I Core Competencies, Continued Court procedures: juvenile court (continued) The learning objectives for this topic are: Recognizing the respective roles of bench officers, guardians ad litem, CASAs, county counsel, mediators, and attorneys who represent parents, defacto parents, and minors Describing the child welfare worker s role in providing information to families about legal proceedings. Valuing acting in accordance with the legal concept of due process Valuing the role of the legal system in balancing the protection of children with the constitutional right to parent. Describing the following permanency options for dependent children: reunification, adoption, voluntary relinquishment, legal guardianship, permanent placement with a fit and willing relative and identified placement with a specific goal. Documentation for legal reports The core competencies for this topic are: Gathering, assess, and present pertinent information from interviews, case records, and other collateral sources required to evaluate an abuse or neglect allegation. Understanding policy issues and child welfare legal requirements and demonstrating the capacity to fulfill these requirements in practice. Understanding the process of the legal system and the role of social workers and other professionals in relation to the courts. Demonstrating knowledge of the philosophy, purpose, requirements and application of federal and state child welfare policy and legislation. Demonstrating the ability to prepare written reports for court. The learning objectives for this topic are: Explaining the purpose of each legal document required for CWS Recognizing the organizational format for CWS documents used in the legal system Describing the format and pertinent documentation required for the four main types of court reports Valuing regard for accuracy, objectivity, and unbiased documentation of diverse cultures, lifestyles, and needs CFS Training Guide (10/11) 24

28 Tier I Core Competencies, Continued Court procedures: testimony The core competencies for this topic are: Understanding state and federal policy issues and child welfare legal requirements and demonstrating the capacity to fulfill these requirements in practice. Understanding child welfare legal process and the roles of social workers and other professionals in relation to the courts. The learning objectives for this topic are: Identifying skills and knowledge which help workers effectively prepare for court Identifying ways in which presentation of information, in both oral and written form, can enhance the ability to convey information concerning individual family members and their situations in a fair and equitable way Demonstrating behaviors enhancing effective verbal transmission of information in legal forums Identifying strategies for coping with possible stresses related to interacting in legal settings Valuing the importance of providing accurate, unbiased information in legal forums, consisting of observations and actions based on critical thinking and evidence-based interventions Substance abuse The core competencies for this topic are: Demonstrating the ability to collaborate with individuals, groups, community-based organizations, and government agencies to advocate for equitable access to culturally sensitive resources and services Incorporating knowledge of individual, family, and cultural dynamics, the student recognizes signs and symptoms of substance abuse in children and adults and is able to assess its impact Understanding policy issues and child welfare legal requirements and demonstrating the capacity to fulfill these requirements in practice Demonstrating the ability to assess his or her own emotional responses to clients, co-workers, and situations in which the worker s values are challenged. The learning objectives for this topic are: Describing the relationship between substance abuse and child maltreatment, and the prevalence of substance abuse problems among caregivers of children in the child welfare system Identifying common dynamics of substance abuse in families and its impact on child development and child safety Believing that families should be involved in decision making about AOD problems Valuing strength-based approaches and culturally-specific supports and interventions to address AOD problems CFS Training Guide (10/11) 25

29 Tier I Core Competencies, Continued Domestic violence The core competencies for this topic are: Demonstrating the ability to collaborate with individuals, groups, community-based organizations, and government agencies to advocate for equitable access to culturally sensitive resources and services. Being aware of forms and mechanisms of oppression and discrimination pertaining to low-income and single-parent families and using this knowledge in providing appropriate child welfare services. Understanding the dynamics of family violence, and developing appropriate, culturally sensitive case plans to address these problems. Engaging and assessing families from a strengths-based person in environment perspective and to develop and implementing a case plan based on this assessment. Understanding and utilizing the case manager s role to create and sustain a helping system for clients, a system that includes collaborative child welfare work with members of other disciplines. Demonstrating understanding of the potential effects of poverty, racism, sexism, homophobia, violence, and other forms of oppression on human behavior. Demonstrating understanding of the influence of culture on human behavior and family dynamics. Understanding client and system problems and strengths from the perspectives of all participants in a multi-disciplinary team and effectively maximizing the positive contributions of each member. Demonstrating the ability to recognize potential for violence, suicide, and other potentially harmful behaviors. Demonstrating understanding of the dynamics of trauma resulting from family conflict, divorce, and family violence. The learning objectives for this topic are: Understanding the definitions, signs, symptoms, and cultural and family dynamics of spousal/partner abuse Communicating the effects of spousal/partner abuse on children and families involved in Child Welfare Services in strength-based educational language Accurately identifying problem areas for families involved in Child Welfare Services where spousal/partner abuse is a factor Performing ongoing assessment of spousal/partner abuse and its impact on both children and parents CFS Training Guide (10/11) 26

30 Tier II Core Competencies Introduction Tier II courses are advanced mandatory courses required by the state. The Social Worker typically starts taking these courses after the probationary period and must complete these courses by the first 24 months of employment. Each of these topics has core competences and learning objectives. Indian child welfare act The core competencies for this topic are: Understanding the historical, philosophical, and legal bases for the Indian Child Welfare Act (ICWA). Understanding the origins of historic distrust/trauma and their implications for helping relationships. Understanding issues of fairness, equity, and the disparities experienced by Indian/Native American children and their respective families within the child welfare system. Understanding the fundamental concepts of culture; understanding how one s own culture affects one s perceptions, behavior, values; and knowing how cultural differences and unconscious bias can affect service delivery. The learning objectives for this topic are: Recognizing the historic relationship between Indian Children and Child Welfare policy leading to ICWA. Identifying the legal basis of ICWA as it relates to child welfare practice. Recognizing the potential impact of not identifying Indian/Native American children during the initial stages of the child welfare process. Identifying the basic provisions of ICWA. Explaining how ICWA considers the needs and rights of tribes, families, and children. Describing the potential negative consequences of noncompliance with ICWA. Explaining how tribes and/or tribal representative(s) can be used as a resource for decision-making throughout the life of a case when serving Indian/Native American children Mental health The core competencies for this topic are: Understanding mental health issues which affect families served by the child welfare system. Obtaining knowledge and skills to work effectively with families challenged by mental disorders and mental health issues within the frame of the family s cultural, environmental and family dynamics. CFS Training Guide (10/11) 27