Children and Youth Services Review, 35(1), 2013, pp.19-24.
Publisher:
Elsevier
Most children in the care of the child welfare system have been exposed to multiple traumas in addition to the stressor of being removed from their home. Because the risk for mental health problems following exposure to trauma is high, a critical need exists to introduce trauma-informed practices into the child welfare system. The purpose of this study is to evaluate initial stages of a trauma-informed training program for the Arkansas Division of Child and Family Services (DCFS). In Phase 1, 102 (75%) of DCFS area directors and supervisors participated in 10 regional, two-day workshops modeled after the National Child and Traumatic Stress Network (NCTSN) trauma-informed training for child welfare. Pre- and post-training evaluations demonstrated significant improvements in participants' knowledge of trauma-informed practices. A three-month follow-up with directors and supervisors indicated that use of trauma-informed practices increased significantly and that such changes were correlated with pre- versus post-training improvement in knowledge. Most participants were able to partially implement action steps established at the time of training; however, a number of barriers were cited as preventing full implementation, including time constraints, heavy caseloads, lack of staff, and limited resources. Results are discussed in light of plans under way for Phase II training for all DCFS front-line staff.
(Publisher abstract)
Most children in the care of the child welfare system have been exposed to multiple traumas in addition to the stressor of being removed from their home. Because the risk for mental health problems following exposure to trauma is high, a critical need exists to introduce trauma-informed practices into the child welfare system. The purpose of this study is to evaluate initial stages of a trauma-informed training program for the Arkansas Division of Child and Family Services (DCFS). In Phase 1, 102 (75%) of DCFS area directors and supervisors participated in 10 regional, two-day workshops modeled after the National Child and Traumatic Stress Network (NCTSN) trauma-informed training for child welfare. Pre- and post-training evaluations demonstrated significant improvements in participants' knowledge of trauma-informed practices. A three-month follow-up with directors and supervisors indicated that use of trauma-informed practices increased significantly and that such changes were correlated with pre- versus post-training improvement in knowledge. Most participants were able to partially implement action steps established at the time of training; however, a number of barriers were cited as preventing full implementation, including time constraints, heavy caseloads, lack of staff, and limited resources. Results are discussed in light of plans under way for Phase II training for all DCFS front-line staff.
(Publisher abstract)
Subject terms:
training, traumas, child protection, social workers, mental health problems;
Children and Youth Services Review, 35(11), 2013, pp.1830-1835.
Publisher:
Elsevier
The use of trauma-informed practices in the child welfare system is critically important to prevent system-induced trauma and encourage timely assessment, triage and referral for care when indicated. Ultimately, such measures have the potential over time to decrease the risk for mental health problems in children exposed to a trauma. This study evaluates an initiative in Arkansas to train child welfare front-line staff members in trauma-informed care practices. The impact of the training on knowledge and use of trauma-informed care practices among three types of child welfare staff (caseworkers, program assistants and other front-line staff) was evaluated. Results suggest that this training process was highly successful in improving knowledge of trauma-informed care practices, especially among staff with the least formal education and training. A significant increase in staff use of trauma-informed care practices at the three-month follow-up was also found. Barriers that may prevent staff from full implementation of training concepts are described and strategies to address barriers are proposed.
(Edited publisher abstract)
The use of trauma-informed practices in the child welfare system is critically important to prevent system-induced trauma and encourage timely assessment, triage and referral for care when indicated. Ultimately, such measures have the potential over time to decrease the risk for mental health problems in children exposed to a trauma. This study evaluates an initiative in Arkansas to train child welfare front-line staff members in trauma-informed care practices. The impact of the training on knowledge and use of trauma-informed care practices among three types of child welfare staff (caseworkers, program assistants and other front-line staff) was evaluated. Results suggest that this training process was highly successful in improving knowledge of trauma-informed care practices, especially among staff with the least formal education and training. A significant increase in staff use of trauma-informed care practices at the three-month follow-up was also found. Barriers that may prevent staff from full implementation of training concepts are described and strategies to address barriers are proposed.
(Edited publisher abstract)
Subject terms:
training, traumas, child protection, social workers, staff, mental health problems;
Effective strategies that increase the extent to which child welfare professionals engage in trauma-informed case planning are needed. This study evaluated two approaches to increase trauma symptom identification and use of screening results to inform case planning. The first study evaluated the impact of training on trauma-informed screening tools for 44 child welfare professionals who screen all children upon placement into foster care. The second study evaluated a two-stage approach to training child welfare workers on case planning for children’s mental health. Participants included (a) 71 newly hired child welfare professionals who received a 3-hr training and (b) 55 child welfare professionals who participated in a full-day training. Results from the first study indicate that training effectively increased knowledge and skills in administering screening tools, though there was variability in comfort with screening. In the second study, participants self-reported significant gains in their competency in identifying mental health needs (including traumatic stress) and linking children with evidence-based services. These findings provide preliminary evidence for the viability of this approach to increase the extent to which child welfare professionals are trauma informed, aware of symptoms, and able to link children and youth with effective services designed to meet their specific needs.
(Publisher abstract)
Effective strategies that increase the extent to which child welfare professionals engage in trauma-informed case planning are needed. This study evaluated two approaches to increase trauma symptom identification and use of screening results to inform case planning. The first study evaluated the impact of training on trauma-informed screening tools for 44 child welfare professionals who screen all children upon placement into foster care. The second study evaluated a two-stage approach to training child welfare workers on case planning for children’s mental health. Participants included (a) 71 newly hired child welfare professionals who received a 3-hr training and (b) 55 child welfare professionals who participated in a full-day training. Results from the first study indicate that training effectively increased knowledge and skills in administering screening tools, though there was variability in comfort with screening. In the second study, participants self-reported significant gains in their competency in identifying mental health needs (including traumatic stress) and linking children with evidence-based services. These findings provide preliminary evidence for the viability of this approach to increase the extent to which child welfare professionals are trauma informed, aware of symptoms, and able to link children and youth with effective services designed to meet their specific needs.
(Publisher abstract)
Subject terms:
assessment, child protection, social workers, training, screening, children, foster care, child and adolescent mental health services, mental health problems;
Great Britain. Department for Children, Schools and Families
Publication year:
2010
Pagination:
175p.
Place of publication:
London
This study assesses the scope and content of interdisciplinary training programmes commissioned by Local Safeguarding Children Boards (LSCB), and the participation in courses of professionals and others in contact with and/or working with children. It also aimed to investigate the context for training, specifically, how LSCBs carried out their responsibilities under the statutory guidance and the experiences of training coordinators and trainers. Individual chapters focus on different aspects of training, looking at: Safeguarding children and domestic abuse; Safeguarding disabled children; Parental mental illness and safeguarding children; Outcomes of interagency training for young people with harmful sexual behaviours; Safeguarding children of drug misusing parents; Female genital mutilation and safeguarding children. Each chapter begins with an overview of the literature and the importance of interagency working and training; and then provides provides a brief review of research, including methods used and results and outcomes. The conclusions highlight the policy and practice implications, looks at the cost effective implications and make suggestions for future research into interagency training for safeguarding children.
This study assesses the scope and content of interdisciplinary training programmes commissioned by Local Safeguarding Children Boards (LSCB), and the participation in courses of professionals and others in contact with and/or working with children. It also aimed to investigate the context for training, specifically, how LSCBs carried out their responsibilities under the statutory guidance and the experiences of training coordinators and trainers. Individual chapters focus on different aspects of training, looking at: Safeguarding children and domestic abuse; Safeguarding disabled children; Parental mental illness and safeguarding children; Outcomes of interagency training for young people with harmful sexual behaviours; Safeguarding children of drug misusing parents; Female genital mutilation and safeguarding children. Each chapter begins with an overview of the literature and the importance of interagency working and training; and then provides provides a brief review of research, including methods used and results and outcomes. The conclusions highlight the policy and practice implications, looks at the cost effective implications and make suggestions for future research into interagency training for safeguarding children.
Subject terms:
interagency cooperation, mental health problems, multidisciplinary training, parents, training, child protection, domestic violence, drug misuse, female genital mutilation;
This workbook is intended for staff, trainers, educators, managers and planners in child protection, fostering and adoption, family support, youth work, counselling, education, youth justice, probation, primary care, paediatric nursing, and child and adolescent mental health services. Twenty four activities, a number of photocopiable sections, and advice and guidance are designed to stimulate reflective capacity and offer you resources to bring to bear on the difficulties faced by your clients or service users. The workbook contributes to the understanding and assessment of the mental health needs and problems of children, adolescents and young people.
This workbook is intended for staff, trainers, educators, managers and planners in child protection, fostering and adoption, family support, youth work, counselling, education, youth justice, probation, primary care, paediatric nursing, and child and adolescent mental health services. Twenty four activities, a number of photocopiable sections, and advice and guidance are designed to stimulate reflective capacity and offer you resources to bring to bear on the difficulties faced by your clients or service users. The workbook contributes to the understanding and assessment of the mental health needs and problems of children, adolescents and young people.
Subject terms:
joint working, mental health problems, mental health services, multidisciplinary services, probation, social policy, training, user participation, young offenders, young people, youth justice, youth work, child and adolescent mental health services, child protection, children;
Reports on an inter-agency initiative in Leeds which has seen social workers trained to provide therapeutic services in child and family work.
Reports on an inter-agency initiative in Leeds which has seen social workers trained to provide therapeutic services in child and family work.
Subject terms:
interagency cooperation, mental health problems, psychotherapy, social services, social care provision, social workers, therapies, therapy and treatment, training, young sex offenders, child protection, children, families, health;
GREAT BRITAIN. Department of Health. Social Services Inspectorate
Publisher:
HMSO
Publication year:
1995
Pagination:
102p.
Place of publication:
London
Subject terms:
HIV AIDS, inspection, learning disabilities, looked after children, mental health problems, multidisciplinary services, older people, physical disabilities, quality assurance, social services, social welfare law, social care provision, staff development, training, alcohol misuse, child protection, community care, children, domestic violence, drug misuse;
Aimed at health visitors, psychologists, social workers, school nurses, and parents. Demonstrates how a preventive approach, with intervention as early as possible, can help families with children in difficulties. Chapter one looks at research on troubled children and contains sections on: the needs of children; the nature and prevalence of children's difficulties; continuities of children's behaviour difficulties; the origins of difficulties; and a range of approaches for helping troubled children. Chapter two deals with social learning and cognitive behavioural theory. Chapter three deals with engaging families and supporting parents. Chapters four and five are on the ASPIRE method of assessment and planning. Following chapters look at helping families with: children who are anxious or depressed; children with sleeping problems; eating problems; serious behaviour problems; attention deficit/hyperactivity disorder; children who wet or soil; and parent education and training.
Aimed at health visitors, psychologists, social workers, school nurses, and parents. Demonstrates how a preventive approach, with intervention as early as possible, can help families with children in difficulties. Chapter one looks at research on troubled children and contains sections on: the needs of children; the nature and prevalence of children's difficulties; continuities of children's behaviour difficulties; the origins of difficulties; and a range of approaches for helping troubled children. Chapter two deals with social learning and cognitive behavioural theory. Chapter three deals with engaging families and supporting parents. Chapters four and five are on the ASPIRE method of assessment and planning. Following chapters look at helping families with: children who are anxious or depressed; children with sleeping problems; eating problems; serious behaviour problems; attention deficit/hyperactivity disorder; children who wet or soil; and parent education and training.
Includes chapters on: risking legal repercussions; risk assessment in child protection; children with disabilities; a framework of risk assessment and management for older people; social work with disabled people; risk management and people with mental health problems; risk and substance abuse; offender risk and probation practice; sex offender risk assessment; and the risk of violence to staff.
Includes chapters on: risking legal repercussions; risk assessment in child protection; children with disabilities; a framework of risk assessment and management for older people; social work with disabled people; risk management and people with mental health problems; risk and substance abuse; offender risk and probation practice; sex offender risk assessment; and the risk of violence to staff.
Subject terms:
mental health, mental health problems, management, offenders, older people, physical disabilities, probation service, risk, risk assessment, risk management, sex offenders, social workers, substance misuse, staff, staff management, training, violence, assessment, child protection, children, good practice;