برداشت کارمندان بهزیستی کودکان از ارزش آموزش مددکاری اجتماعی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|34642||2012||7 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Children and Youth Services Review, Volume 34, Issue 9, September 2012, Pages 1735–1741
This study addresses public child welfare workers' perceived value of no-charge Masters level social work education courses as part of a project aiming at increasing professional identity and retention in public child welfare work. Over a 3.5 year time period, a total of 164 respondents completed 338 questionnaires that addressed their attitudes related to the value of their coursework. Descriptive statistics indicated that 90% were either pursuing or intended to pursue a degree in social work. Logistic regression showed that plans to remain in the child welfare field were most related to an understanding of workplace issues, and secondarily to the number of courses taken. Demographic factors were not statistically significant.
This study addresses the effects of providing opportunities to public child welfare workers in the form of Masters level social work education courses. Masters level social work education courses were funded through a grant from the New York State legislature to a consortium consisting of two stakeholders: the state's child protection agency whose official name is the Office of Children and Family Services (OCFS) and the Deans of the New York State schools of social work. Workers volunteered and were selected by local public agencies to take between one and three courses of their choice each semester at a number of social work programs throughout the state, excluding, New York City which has a separate program. In most cases, workers sought to earn a Masters' degree in social work. The connection between social work education and child welfare work has attracted increasing attention since the 1980 when Title IV-E first began funding social work education for child welfare workers. More recently, the Children's Bureau has funded a number of projects with the goal of strengthening the child welfare workforce through partnership with the schools of social work. The thinking behind these commitments is that social work education is optimal for instilling knowledge and skills required for child welfare work (Zlotnick, 2003). Studies demonstrate that a social work education promotes professionalism which in turn is associated with improved practice with families (Curry and Cardina, 2003, Curry et al., 2010 and Strolin-Goltzman et al., 2010). At the same time, public child welfare agencies have experienced difficulties recruiting and retaining competent workers (Annie E. Casey Foundation, 2003, Drake and Yadama, 1996 and US General Accounting Office, 2003). In response, social work educators have joined forces with public child welfare agencies to develop programs aimed at creating a social work educated workforce in child welfare work. Several states have instituted formal consortiums of schools of social work and public child welfare agencies whose missions are to work cooperatively to identify and train both new and veteran workers. Increasingly, social work educators have taken on a commitment to work with both public and private agencies to provide social work education to child welfare workers. Although child welfare is one area of practice among many, its association with social work is firmly rooted in the shared mission of making a better life for children and families in need of services. This article addresses the connection between social work education and the child welfare workforce by describing the New York education opportunity project with its two primary goals: an improvement in worker professional competency through social work education and an increase in rates of workforce retention. These goals were driven by OCFS' plan to improve services to children and families and to address the yearly state agency turnover rate that averaged up to 25% in some counties (Lawson et al., 2006). Although workers taking courses were under no obligation to remain at the agency, administrators thought they would stay for at least the time it took to get the MSW degree. Agency policy makers predicted that that once the MSW degrees were earned, many workers would move into supervisory and other leadership positions. This study examines the project's outcome in three key areas linked to professionalism and retention: better understanding of clients' social and environmental context, greater appreciation of workplace issues, and opportunities for professional networking. The study includes the connection between demographics and retention and the number of courses taken and the intent to remain in the field of child welfare. The linkage of social work education with professionalism in child welfare work and its implication for policy and research are subjects of the discussion.