Center for Advanced Studies in Child Welfare (CASCW)

Persistent link for this communityhttps://hdl.handle.net/11299/170391

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Assuring the Well-Being School-Aged Children in Foster Care (PN #08)
(2000)
A growing body of research is demonstrating that a large portion of children in foster care suffers significant emotional and behavioral disturbances. Further, a high percentage of maltreated children experience difficulties associated with school-based problems. Given the clear indication that school-aged children may enter foster care with significant risks to their normative functioning in both psycho-social and educational experiences, how competently is the child welfare system responding to these risks?
Attending to Well-Being in Child Welfare (CW360°)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2014)
This issue of CW360° is dedicated to exploring holistic views of well-being with a strong emphasis on addressing unresolved trauma as a key to better outcomes for children, youth, and families. Throughout this publication you will find research, policy, and practice strategies that reflect the emerging aspects of this work today. Articles include a summary of well-being frameworks, research, and definitions found in both research and practice as well as an overview of current federal initiatives and grants to address well-being among children in the child welfare system; practice models to address child and family well-being; examples of collaboration and cross-system partnerships; and perspectives from the field.
Barriers to Traumatic Stress Screening in Child Welfare Settings (PN #28)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2017) Tseng, A; Barry, K; Bray, C; LaLiBerte, T
Many children entering the child welfare system have been exposed to traumatizing events or situations that can have profound adverse effects, including unstable behaviors, cognitive difficulties, problematic relationships, and mental health issues. Unfortunately, multiple factors hinder efforts to screen for traumatic stress in child welfare. It is paramount to identify these children so that they can receive appropriate interventions and services in a timely manner.
Child Welfare and Technology (CW360°)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2011)
This issue is dedicated to exploring how the field of child welfare currently develops, utilizes, and evaluates its interaction with technology. Articles include an overview of how child welfare and technology intersect and challenges encountered, promising practices utilizing technology to improve outcomes for youth and families, and practice examples on harnessing technology to assist workers and improve outcomes.
Child Welfare Reform (CW360º)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2016)
Child welfare policy and practice is ever changing across the nation, with countless reform efforts underway that aim to strengthen and improve the system. We often see large systems change that is sparked by crisis and driven out of a reactive response. Such large-scale change tends to lead to increased pressure on the workforce, and often increases workloads and leaves room for more crises. In order to make significant change that is sustainable, leaders must consider the voices of frontline staff, families, and communities. Reform efforts should consider established science by using data to understand what is working and what is not. It is imperative that supervisors and workers are supported through the ongoing challenges that accompany reform, focusing on high quality training that is provided in a timely manner. This issue of CW360° focuses on the many complex pieces of the child welfare reform puzzle.
Children in Immigrant and Refugee Families: Recognizing Developmental Risk at an Early Age
(2010-02)
Children in Immigrant and Refugee Families: Recognizing Developmental Risk at an Early Age
Children in “Newly Poor” Families: Coping with the Economic Crisis (PN #23)
(2010)
We are now experiencing one of the worst economic downturns since the Great Depression. How children cope within a family environment that has lost the confidence that comes with a steady income is not fully understood. Interviews with School Social Workers, “Homeless Liaisons,” and staff of community agencies provided this edition of Practice Notes with an outline of issues. The experiences they shared reminded all of us engaged in assuring the well-being of children how acute the suffering may be of a child whose expectation of a safe, comfortable, predictable world has been shattered when parents lose their homes, their jobs, and their roles as providers.
Children of Incarcerated Parents (CW360°)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota., 2008)
CASCW’s first issue of CW360° seeks to understand the experiences and outcomes of children of incarcerated parents and their families as they receive child welfare services. Articles include strategies for how workers can navigate laws as they work with children of incarcerated parents, profiles of service providers who are already implementing programs to assist families, and an overview of how increases in the rate of parental incarcerations have led to an evolving landscape.
The Contribution of Ethnographic Interviewing to Culturally Competent Practice (PN #10)
(2001)
Culturally competent practice is generally recognized as indispensable for child welfare practitioners, yet skills and techniques are somewhat elusive. Cultures have differing views and standards for acceptable parenting practices. The stakes are high in assessing risk of harm to vulnerable children. How can the practitioner interpret, assess, and then address the problems of families whose lives and experiences are so different from their own? Ethnography provides a framework for delivering culturally competent services. This issue of Practice Notes provides an introduction to ethnographic interviewing.
Culturally Responsive Child Welfare Practice (CW360º)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2015)
Most often the discussion around culture and child welfare is framed as a struggle or challenge for our field to address. This issue, created in partnership with the Center for Regional and Tribal Child Welfare Studies at the University of Minnesota–Duluth, reflects CASCW’s belief that the field needs to move beyond this to examine how culture can be used to make a difference in our work with all families. Through culturally responsive practice, we believe we will see true change in disparity and disproportionality in child welfare. In addition to research, overview, and stakeholder perspective articles, this issue features an expanded practice section focusing on innovative, community developed practices.
Double Jeopardy: Youth Involved in Dual Systems of Child Welfare and Juvenile Justice & Mental Health Screening (PN #17)
(2005-08)
This edition of Practice Notes is directed to the population of youngsters who are dually involved in the Child Welfare and Juvenile Justice systems. The mental health screening legislation enacted by the Minnesota legislature during the 2003 session directed the two systems to pursue mental health screening. The purpose was clear: early identification of mental health problems, through a screening process, could be a crucial response to the growing concern for the mental health of children in high-risk situations. What follows is an early report on patterns of responses and persistent challenges in Minnesota.
The Exploratory Interview of a Maltreatment Report: The First Encounter in a Child Protection System (PN #14)
(2003-07)
This edition of Practice Notes is concerned with the interface between gathering evidence of maltreatment, and at the same time, assessing family strengths. This dual responsibility is familiar territory for child protection workers and their associates. This “multi-tasking” requires an artful synthesis of intuition, experience, and a solid knowledge base of social work principles. This edition of Practice Notes is directed chiefly to front-line child protection workers.
Family Group Decision Making: Incorporating Family Strengths, Concerns, and Resources in developing a Safety Plan (PN #12)
(2002-09)
Family Group Decision Making (FGDM) articulates a basic principle: the inherent strengths of families and their resources can be engaged to respond to the safety and well being of children. A striking aspect of FGDM is the enthusiasm of professionals as well as the reported high satisfaction of families engaged in this intervention. FGDM is far from a quick fix for vulnerable children in high risk families. But the efforts to mobilize an entire family to provide lasting and available resources across the lifespan of the child is forward looking and engenders a palpable sense of hope.
The Fatherhood Factor in Permanency Planning (PN #15)
(2004-03)
This edition of Practice Notes is intended to reinforce the policy of providing permanency for children by strengthening the relationship between father and child (Minn. Stat. 260.181. Subd. 3). The identification and involvement of unmarried fathers who are not residing with their children has long been a challenge for social workers. However, considering the role of the father is an urgent matter for permanency decisions that must be made within a brief time span.
Helping Maltreated Children Understand and Recognize Emotions (PN #24)
(Center for Advanced Studies in Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2015)
Over the past two decades, research has shown that maltreatment can disrupt a child’s ability to recognize and understand the emotions of others. These difficulties can lead to problems as children attempt to navigate their interpersonal relationships. Child welfare workers can better help children that have experienced abuse and neglect read emotional cues and build successful relationships if they are aware of how maltreatment can impact emotion-processing.
The Intersection of Child Welfare and Disability: Focus on Children (CW360°)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2013)
This issue is dedicated to exploring the issues of children with disabilities in the child welfare system, a population that is overrepresented in child welfare. Articles include an overview of the prevalence and population of children with disabilities in child welfare, evidence-based and promising practices for working with children with disabilities in child welfare, and innovative examples of collaboration and communication across systems.
The Intersection of Child Welfare and Disability: Focus on Parents (CW360°)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2013)
Continuing the exploration of the intersection of child welfare and disability, this issue focuses on the experiences of parents with disabilities and mental illness (MI) in the child welfare system. Articles include an overview of the prevalence and population of parents with disabilities and MI in child welfare, practice strategies and policy recommendations for supporting parents with disabilities and MI, and innovative examples of collaboration and communication across systems.
Kinship Foster Care (PN #03)
(1998-04)
Extensive placement with relatives has created a rapidly expanding segment of the child welfare system. When permanency plans are required, the state has indicated that relative care is a preferred option (MN Chapter 259.29). The advantages for children are many, including stability, permanency, and a lifelong tie to family networks. For this issue, we will look at the topic of relative foster care, also known as kinship care.
Mediation for Child Welfare (PN #11)
(2002-01)
The child protection system is a minefield of disputes. These are inevitable when the state intervenes in the intimate life of a family. We are thus drawn to mediation, a method which is centered in conflict resolution. According to Dr. Mark Umbreit, engaging the parent in an alliance with the child protection worker, rather than as an adversarial party, is the key to good social work practice, and mediation skills provide guidance. This edition of Practice Notes borrows elements from formal mediation models and intends to demonstrate how mediation skills might be incorporated in everyday practice.
Permanency or Aging Out: Adolescents in the Child Welfare System (CW360°)
(Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota, 2009)
Readers are introduced to the complexities often present when working with adolescents in foster care. Solutions and innovations for improving practice are provided. Articles include successes, challenges, and outcomes for youth aging out of care and youth finding permanency, current research and special challenges as youth transition from care, and personal struggles and triumphs of former foster youth, their workers, and organizations.

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