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Caseworker competencies self-assessment: Post pre-service training This is an example of a completed self-assessment that a new caseworker in Maine would fill out following completion of pre-service training. Template/Form/Example
Caseworker competencies self-assessment: Pre-training assessment This is an example of a completed self-assessment that a new caseworker in Maine would fill out prior to training. Template/Form/Example
Child welfare practice in a multicultural environment, California common core curricula for child welfare workers: Competencies and learning objectives This training helps trainees (a) identify the components of cultural competency as they apply to child welfare practice, (b) apply culturally sensitive interventions to families of differing sociocultural and socioeconomic backgrounds, and (c) recognize and value cultural and ethnic differences when working with families, colleagues, and collaterals from diverse backgrounds. Curriculum/Training Material
Competency based learning contract for social workers and clinicians: Supervisor edition This document is designed for supervisors as they support the training of their new workers using a Competency Based Learning Contract Manual, which is a tool to be used in the field to support classroom learning. Guide/Manual
Core Training for Staff Chart of e-resources Reference List/Annotated Bibliography
Cultural standards for curricula This set of standards is designed to help trainers develop workshops that reflect cultural competence, so that participants are able to understand that cultural variables affect their work and the reaction of others; and explore their belief systems that may create value dilemmas and impact their jobs. Curriculum/Training Material
Field practice manual This field practice manual is designed to provide Maine child welfare trainees with an overview of the training process, experiences in the application of topics learned in the classroom and online training, opportunities to develop competence in program policy, practice, and procedures, current information about the district office and community, preparation for classroom participation and re-enforcement of skills introduced in the classroom, and documentation of trainee activities. Guide/Manual
National Indian Child Welfare Association. This guide provides a detailed overview of the process of certification for tribal child welfare workers. Includes rationale, process, requirements, code of ethics, grievance procedure and disciplinary process, and contact information. Guide/Manual
National evaluation of child welfare training grants: Final report This final report discusses the outcomes of a federally funded study conducted by Boston University School of Social Work that evaluated Child Welfare Training Grant projects, and consisted of four parts: a multiple case study of nine previously funded training grantees focused on Independent Living; a comprehensive literature review of child welfare training; a phone survey of 47 State training directors; and a survey of 98 faculty members of schools of social work. Evaluation Material
Professional Development/Professionalized Workforce Chart of e-resources Reference List/Annotated Bibliography
SMAART Manual: Strategies matrix approach to recruitment and retention techniques This manual is designed to enhance capacity for more effective child welfare recruitment, selection, training, and retention practice, by providing child welfare professionals with practical, hands-on tools and information, new ideas, and sufficient background information on complex topics to ask informed questions, know where to turn for additional resources, and begin the process of implementing these strategies in their own agencies. Guide/Manual
Survey of supervisory practices and roles This document provides the findings of a survey, administered to a representative sample of line workers and supervisors in 14 counties across California, which posed five basic questions: 1. What skills, attitudes, and knowledge do line workers, supervisors, and managers think are essential for excellent supervisory practice in the field of child welfare? 2. What are the current practices of supervisors? 3. In what type of trainings do supervisors and managers want supervisors to participate? 4. What level of involvement do/should supervisors have in training line workers? 5. What is the ideal role of a supervisor with regard to mentoring line workers? Evaluation Material
The NSDTA code of ethics for training and development professionals in human services: Case scenarios and training implications This guide explains the framework for and provides case studies for ethical analysis of the Code of Ethics of the National Staff Development and Training Association of the American Public Human Services Association, which outlines best practices for professionals who train human service workers and addresses the values of training and development; responsibilities to training participants, their employers, and clients; and core competencies for human service professionals and trainers. Guide/Manual
Training Transfer Chart of e-resources Reference List/Annotated Bibliography