Introduction

The California Social Work Education Center (CalSWEC) Curriculum Competencies for Public Child Welfare, developed for MSW students, are revised periodically to reflect current practice. The most recent version, completed in August 2002, marked the culmination of a revision process initiated by the CalSWEC Board of Directors’ Curriculum Committee and Title IV-E Project Coordinators from participating graduate schools of social work throughout the state. The resulting comprehensive draft included the suggestions of human services stakeholders throughout California who participated in statewide focus groups. A workgroup, drawn from the Project Coordinators and Curriculum Committee members, then met several times to refine the draft.

In crafting the final revision, the workgroup strived to integrate its efforts with the educational guidelines and accreditation standards set forth by the Council on Social Work Education, while preserving the essential elements, general sequence, and usefulness of the prior version. An additional goal was to render the competencies more readily usable by MSW students and faculty in classroom and field.

The current version divides the competencies into Foundation and Advanced categories, which correspond roughly to the first and second years of the MSW program. By eliminating repetition and reorganizing the competencies, the total number has been reduced significantly. The reorganization and elimination of repetition have reduced the total number significantly.

CalSWEC educational competencies are also woven into training models for ongoing professional development in California's Regional Child Welfare Training Academies. Future revisions of the CalSWEC Curriculum Competencies will more explicitly delineate a continuum of competencies related to in-service training as well as social work education.

The Child Welfare Services (CWS) Stakeholders Group

Public child welfare services in California are likely to undergo structural changes in the near future. In August 2000 the CWS Stakeholders Group was formed to address critical concerns facing public child welfare services and to determine which specific strategies will foster greater service quality, effectiveness, and efficiency. As public entities working with a highly vulnerable population, the state-supervised, county-administered child welfare service systems are revising their vision to incorporate advancing scientific knowledge and to address changing service needs through more effective modes of intervention.

The goal of the Stakeholders Group is to produce an implementation plan for the comprehensive redesign of the state’s public child welfare system. Reflecting current knowledge of child development during the critical years from 0 to 3, greater emphasis will be placed on prevention and family support, early intervention, use of multidisciplinary teams, strengths-based practices, equitable access to services, and the development of evidence-based practices.

As the work of the CWS Stakeholders Group continues, the CalSWEC Curriculum Competencies for Public Child Welfare will be refined to accommodate and reflect upcoming changes in California's child welfare services system.

California Child Welfare Curriculum Principles

1. Every child has a right to a permanent home for his or her care and upbringing.

2. A caring family is the best and least restrictive environment for raising children.

3. A wide range of parenting practices, varying as result of ethnic, cultural, community, and familial differences, can provide adequate care for children.

4. The goal of child welfare is to promote the health and safety of children and their development toward a positive, productive adulthood.

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 alternative placement is considered.

7. Services must be available, accessible, timely, and effective.

Advanced Competencies (Second Year)

V. Culturally Competent Child Welfare Practice

This section builds upon the skills developed towards cultural competence in the foundation. A comprehensive understanding of the cultural norms and values of California’s major ethnic, cultural, and immigrant groups is critical in order to make appropriate assessments and to work effectively with members of these groups. Advanced culturally competent practice requires knowledge of the specific challenges faced by different ethnic and cultural populations and the ability to apply that knowledge in legal, social, and psychosocial contexts.5.1 Student demonstrates knowledge of legal, socioeconomic, and psychosocial issues facing immigrants and refugees and is able to devise sensitive and appropriate interventions.

5.2 Student is able to critically evaluate the relevance of intervention models to be applied with diverse ethnic and cultural populations.

5.3 Student demonstrates knowledge of the requirements of the Indian Child Welfare Act and is able to apply its provisions in working with tribal representatives.

5.4 Student demonstrates knowledge of and the ability to apply the Multi-ethnic Placement Act.

VI. Advanced Child Welfare Practice

The practice competency expected in the advanced year addresses the complexity of child protection, special needs, family maintenance, court procedures, and legal requirements. The student builds upon foundation practice and develops knowledge of federal and state child welfare policy.6.1 Student demonstrates knowledge of the philosophy, purpose, requirements, and application of federal and state child welfare policy and legislation.

6.2 Student demonstrates the ability to recognize abuse occurring in out-of-home placements and to take appropriate action to protect children from abuse.

6.3 Student understands the requirements for effectively serving and making decisions regarding children with special needs and the balancing of parental and child rights.

6.4 Student demonstrates skill in interviewing children and adolescents for assessments, interventions, and forensic purposes.

6.5 Student demonstrates the ability to prepare written reports for court.

6.6 Student works collaboratively with biological families, foster families, and kin networks, involving them in assessment and planning and helping them cope with special stresses and difficulties.

 

VII. Human Behavior and the Child Welfare Environment

The competencies address advanced understanding of human behavior in the complexity of situations addressed in child welfare practice, including poverty, teen sexuality, violence, trauma, and suicide. At this advanced level, the student demonstrates the capacity to apply theories of human behavior in developing intervention plans.

7.1 Student demonstrates the ability to assess the effects of family transitions and the impact of becoming a client of the child welfare system.

7.2 Student demonstrates the ability to recognize potential for violence, suicide, and other potentially harmful behaviors.

7.3 Student demonstrates understanding of the dynamics of teen sexuality and gender identity.

7.4 Student is able to identify agency and legislative policies and procedures that create barriers to the growth and development of children and families.

7.5 Student demonstrates understanding of the dynamics of trauma resulting from family conflict, divorce, and family violence.

7.6 Student can apply theories of human development and organizational change in developing intervention plans with clients.

VIII. Child Welfare Policy, Planning, and Administration

These competencies build upon basic knowledge of the work environment to include a broader understanding of policies that affect the delivery of child welfare services. Competencies extend to an understanding of management, political processes, research, and technology, as well as other strategies to enhance organizational effectiveness. The section includes knowledge of funding streams for various services, and planning for services improvement.

8.1 Student demonstrates a beginning understanding of the roles/responsibilities of a leader/manager to plan and develop systems that address diversity in staff and client populations.

8.2 Student understands how political activities and regulatory, legislative, and judicial processes at local, state, and national levels influence agency policies, procedures, and programs.

8.3 Student understands how leader/managers use the collaborative process for the purpose of planning, formulating policy, and implementing services.

8.4 Student understands how to use information, research, and technology to evaluate practice and program effectiveness, to measure outcomes, and to determine accountability of services.

8.5 Student demonstrates knowledge of how organizational structure and culture affect service delivery, worker productivity, and morale.

8.6 Student demonstrates basic knowledge of various federal, state, and local child welfare funding sources and consequent implications for agency policy, objectives, and service delivery.

8.7 Student understands basic principles of contracting for services in public child welfare.

8.8 Student understands how professional values, ethics, and standards influence decision- making processes in public child welfare practice.

8.9 Student demonstrates the ability to negotiate and advocate for the development of resources that children and families need to meet their goals.

 

 

Last Updated: June 30, 2006