1. UNIVERSITY OF NORTH DAKOTA Preparing resilient child welfare social workers Avery Erickson, BS Todd Sage, MSW, LCSW Melanie Sage, MSW, LICSW, PhD

2. Carenlee Barkdull, PhD, Chair and Project PI Avery Erickson, research assistant Todd Sage, research coordinator Melanie Sage, advisor, BSSW Director Our 17 social work faculty have a range of child welfare practice experience Grant Roles This slide is static and does not animate.

3. The Grants NCWWI: National Child Welfare Workforce Institute IV-E: e IV, Subpart E, of the Social Security Act (foster care) Students who receive either stipend are considered child welfare scholars at UND Three goals: 1.Improve recruitment and selection 2.Create meaningful curriculum and field experiences 3.Support students in identity formation as child welfare worker to improve retention

4. IV-E Child Welfare Scholars Have historically been able to serve in any setting that serves a child welfare population No extra classes/requirements The NCWWI grant gave us opportunity to Revisit/align IV-E Scholar & NCWWI requirements Build a cohort Revisit our curriculum Work closely w/state director and national mentors Explore paths to resiliency and staying power NCWWI Child Welfare Scholars Class requirements/plus Choose own advisor w/CW exp Mentorship/tracking

5. Students watch RJP, write essay, and are interviewed by team Students paired with child welfare mentor from field for ongoing support Admitted students receive funding, choose faculty advisor/mentor, create professional development plan Specialized curriculum includes training in trauma, child welfare, and motivational interviewing; all classes support child welfare competencies. MSW students develop CW- related final project. Annual state child welfare conference and special seminars are held for students and alum Funded Students: from application to 2 years after graduation The animation automatically begins. UND tracks and engages students 2 years post- graduation to provide support. Students expected to participate in follow-up activities.

6. Curriculum Infusion Federal Policies ASFA (1992) MEPA (1994) ICWA (1974) etc Organization of CW Services Prevention services Protective services Foster care and adoption Schools and Court Child Development and Functioning Attachment and separation Normal/abnormal devt Trauma exposure Risk/protective factors Child Abuse and Neglect Indicators Parenting Challenges Indictors Approaches to CW Service Delivery Practice Skills w/Families and Kids Ethical Practice Culturally Informed Practice The animation automatically begins. 64 child welfare competencies with pre-test and post-test self assessment

7. Specialized Instruction Required electives for funded students MSW Students complete a 25 page lit review/ technical manual related to a self- selected topic in child welfare.. Trauma-informed Care EBP assessment and intervention- from a national curriculum, using case-based learning Motivational Interviewing Focus on CW scenarios, collaborative problem solving, addressing risk Child Welfare Elective Principles of child welfare system structure, history, policies

8. Curriculum Themes

9. Cohort Building Challenges of building strong cohorts Distance Education: UND offers online MSW and BSSW programs to serve students who are unable to come to campus- using cohort models. Campus education: BSW program is not cohort- based. MSW program is cohort- based. Field placement: Once students enter field, they may be placed up to 6 hours from each other; only a few students in field at once. Time: The point at which students become child welfare scholars is flexible, so students are at different points in their education. The animation automatically begins.

10. Distance and campus students: Across-program cohort building Yearly conference All NCWWI scholars attend annual child welfare conference Semester meetings Once per semester, all child welfare scholars are included Social media Child welfare scholars participate in a Facebook group, Twitter account is available to all students This slide is static and does not animate.

11. I was able to use the skills that were discussed in the classroom in real-life situations. Our instructors are great at relating skills to us and letting us put them into practice. The education provided is preparing me to work in the child welfare environment along with much more. Advisement and supervision from professors has been a huge asset. I also appreciate their real life experience that can be brought into the classroom to provide understanding. We have some of the most phenomenal instructors in or program. They have a wealth of experience and are great at sharing their experience with us. Student feedback Student Stipend Inventory: Readiness for Child Welfare Work (5-pt. Agreement rating scale) (n = 6) MSD 1.I have the necessary knowledge and skills to be a successful child welfare professional. 3.830.75 1.I am committed to serving vulnerable children, youth, and families. 4.670.52 1.I feel that child protection is the right career for me. 4.670.82 1.I am excited about applying my learning from my traineeship program to my job in child welfare. 4.830.41 1.I am ready to do what it takes to be a successful child welfare professional. 4.830.41

12. Resources www.nccwi.org Student Stipend Inventory http://ncwwi.org/files/Stipend_Student _Inventory_Summary_FINAL.docx UND Child Welfare Scholar Handbook https://www.nursing.und.edu/departm ents/social- work/_files/scholarships/ncwwi-stipend- handbook.pdf

13. What ideas do you have for us? What has been successful for you? For a copy of these slides: Sagepresentations.blogspot.com