Child Welfare Policy and the Role of the Supervisor



SUPERVISOR CORE:

CHILD WELFARE POLICY AND PRACTICE FOR SUPERVISORS

- TRAINER’S GUIDE -

SUGGESTED LESSON PLAN

DAY 1

|Topic/Time |Methodology |Learning Objective |Learning Point |

|60 min |Small Group Activity |K1. The trainee is knowledgeable of|Establish the relationship between |

| | |the Adoption and Safe Families Act |federal and state laws and state |

|Review of ASFA, CFSR and |Lecture |of 1997 and the national goals for |regulations the drive child welfare |

|C–CFSR as related to the | |child welfare. |practice. |

|supervisory role |Trainee Guide & Appendix A | | |

| | |K2. The trainee is knowledgeable of|Make the connections on how |

| |Supplemental Handouts: |the outcomes and processes of the |California has specifically |

| |Improving the Lives of |California Child Welfare Outcomes |responded to its review through the |

| |California’s Children & |and Accountability System |PIP with strategies to address areas|

| |Families |(established through AB 636), |needing improvement. Strategies |

| | |including the Peer Quality Case |include fairness and equity, |

| |PowerPoint Slides 1-24 to |Review (PQCR), Self-Assessment, and|developing an outcome driven process|

| |discuss overall changes in |System Improvement Plan (SIP). |that informs practice and utilizes |

| |child welfare in California | |strength-based practices. |

| | | | |

| | | |Continued effort of improvement for |

| | | |child welfare outcomes is everyone’s|

| | | |responsibility |

|Use of the Building Blocks |Group Activity, Laminated |K2. The trainee is knowledgeable |There are systemic efforts being |

|for Child Welfare |paper “blocks” or blocks, |of the outcomes and processes of |made so that resources are brought |

|Improvement in California |flip chart paper – sort which|the California Child Welfare |to bear to assist caseworkers to |

| |blocks are supervisor |Outcomes and Accountability System |work more effectively with families.|

| |controlled or influenced |(established through AB 636), | |

| | |including the Peer Quality Case |The supervisor has a role in |

| |Trainee Guide |Review (PQCR), Self-Assessment, and|improving outcomes for children in |

| | |System Improvement Plan (SIP). |California. |

| |PowerPoint Slide 25 | | |

| | | | |

| |Small Group Discussion – to | | |

| |discuss ways in which | | |

| |supervisors support outcomes | | |

| | | | |

| |Trainee Guide | | |

| | | | |

| |PowerPoint Slides 26-28 | | |

|15 min |Lecture |V1. The trainee will value the need|Reinforce the supervisor’s role in |

| | |to supervise and monitor in ways to|helping his/her unit understand how |

|Making the connections from |Large Group Discussion |achieve ASFA outcomes. |the supervisor and workers fit in |

|the big picture to the | | |the “big picture” and how to |

|actual work of CWS |Trainee Guide | |translate child welfare improvement |

| | | |efforts into everyday practice |

| |PowerPoint Slides 29-33 | | |

|45 min |Lecture |V1. The trainee will value the need|The supervisor is to see “the |

| | |to supervise and monitor in ways to|bigger” picture in improving child |

|The role of the supervisor |PowerPoint, |achieve ASFA outcomes. |welfare outcomes. |

|in achieving better outcomes|Definition and determination | | |

|in child welfare |of outcomes – stating |V2. The trainee will value |The supervisor is to incorporate the|

| |indicators to meet outcomes, |incorporating various practice |use of data as a part of his/her |

| |and differentiating outcomes |issues into supervision |supervisory skill set in the |

| |and processes |outcomes vs. process |organization. |

| | |incorporating data | |

| |Small Group Discussion | | |

| | | | |

| |Pen and Paper Exercise – | | |

| |Trainees will formulate | | |

| |indicators for outcomes. | | |

| | | | |

| |Trainee Guide | | |

| | | | |

| |Supplemental Handout of | | |

| |Action Plan | | |

| | | | |

| |Flip Chart paper or sentence | | |

| |strips | | |

| | | | |

| |PowerPoint Slide 34 | | |

|15 min |BREAK |

|60 min |Lecture |K3.The trainee will understand the |The supervisor understands the |

| | |definitions and criteria of |varying degrees of evidence-based |

|Evidence- Based Practice |Large Group Activity |evidence-based practice and |practice and how to interpret |

| | |promising practices |research and apply to his/her own |

| |Trainee Guide | |practice as well as have his/her |

| | |K4. The trainee will be |workers implement and monitor |

| |PowerPoint Slides 35-36 |knowledgeable of promising |evidence-based practice. |

| | |practices and emerging | |

| |Large Group Activity-Identify|evidence-based practices for | |

| |Benefits and Pitfalls of |achieving: | |

| |Evidence-Based Practice | | |

| | |timely reunification | |

| |Trainee Guide |preventing re-entry into foster | |

| | |care | |

| |Flip Chart Paper |timely adoption | |

| | |minimizing placement moves | |

| |PowerPoint Slide 37 |keeping kids safe in care | |

| | |avoiding reoccurrence of | |

| |Small Group Activity – |maltreatment | |

| |Applying EBP to the Unit |transition to adulthood | |

| | |fairness and equity | |

| |Trainee Guide & Appendix B | | |

| | | | |

| |PowerPoint Slide 37 | | |

| |(repeated) | | |

| | | | |

| | | | |

|10 min |Large Group Discussion |V2.The trainee will value |Introduce or reinforce the |

| | |incorporating various practice |transition of the role from worker |

|Making the Transition from |Trainee Guide |issues into supervision. |to supervisor. |

|Worker to Supervisor | | | |

| |PowerPoint Slide 38 |fairness and equity | |

| | |strength-based family centered | |

| | |practice | |

| | |family engagement | |

|75min |Lecture |V2.The trainee will value |The themes and models of good child |

| | |incorporating various practice |welfare practice will need to be |

|Methods/ |Trainee Guide |issues into supervision |infused into everyday practice. The |

|Models/Themes to improve | | |supervisor will be integral in |

|child welfare outcomes |PowerPoint Slides 39-41 |fairness and equity |helping workers make philosophical |

| | |strength-based family centered |and values shift in working with |

| |Large Group Discussion |practice |families. |

| | |family engagement | |

| |Trainee Guide & Appendices C | |Fairness and Equity remains a |

| |and D | |central theme in working with |

| | | |managers and administration to get |

| |PowerPoint Slides 42-44 | |the needed resources for families. |

| | | | |

| |Pen and Paper Exercise | | |

| | | | |

| |Small Group Discussion | | |

| | | | |

| |Trainee Guide | | |

| | | | |

| |PowerPoint Slide 45 | | |

| | | | |

| |Pen and Paper Exercise | | |

| | | | |

| |Small Group Activity | | |

| | | | |

| |Trainee Guide | | |

| | | | |

| |PowerPoint Slide 46 | | |

| | | | |

| |Pen and Paper Exercise | | |

| | | | |

| |Small Group Activity | | |

| | | | |

| |Trainee Guide | | |

| | | | |

| |PowerPoint Slide 47 | | |

|15 min |Small Group Activity |Review of content of training |Transfer of learning for the day’s |

| | | |training content. |

|Mix and Match: Glossary |Laminated Cards with Terms | | |

| |and Definitions | | |

| | | | |

| |PowerPoint Slide 48 | | |

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