Learn how several jurisdictions are implementing strategies to recruit and retain a strong child welfare workforce.
30 Years of Knowledge Building for an Effective Kin-First Culture: A Natural Family Resource for Children in and out of the Child Welfare System
An examination of how child welfare policy in this country has failed children, youth, families, and their communities for decades and Black families since 1619. The timeline pictured gives the reader an outline of the failed policies impacting the poor, Black, and Brown families who have and are touching the child welfare system. Second, the
This report identifies (1) the challenges child welfare agencies face in recruiting and retaining child welfare workers and supervisors, (2) how recruitment and retention challenges have affected the safety and permanency outcomes of children in foster care, and (3) workforce practices that public and private child welfare agencies have implemented to successfully confront recruitment and
Students’ Experiences of an Anishinaabe-Centered Social Work Education Program: NCWWI 1-page Summary
This article, which is the second in a series of three, examines the social work education program at the Center for Regional and Tribal Child Welfare at University of Minnesota, Duluth, and its effect on the 8 students who were interviewed.
Held on May 26, 2022, this learning exchange focused on how universities and agencies engage social work students and graduates as emerging leaders. Panelists shared examples from partnerships in Arkansas and Erie County (NY).
In keeping with the Council on Social Work Education’s competency-based education standards and social work competencies this curriculum content guide provides general information that social work educators should know when working with American Indian/Alaska Native populations.
This learning exchange, held on April 19, 2022, focused on how participants can advance workplace equity in child welfare. Panelists explored research on experiences of workplace discrimination in child welfare and discuss strategies for university and agency partners to build towards more equitable workplaces. The panel discussion was followed by a small group peer-to-peer exchange
Held on March 21, 2022, this learning exchange focused on enhancing knowledge and understanding of ICWA and tribal sovereignty through partnerships between schools of social work and child welfare training units in public and tribal child welfare organizations. Panelists shared examples from partnerships in Georgia and Minnesota.
This infographic describes how the Indian Self-Determination and Education Assistance Act (ISDEAA) applies to child welfare social work practice with American Indian/Alaska Natives.