University of Pittsburgh - Child Welfare Training by pengxiuhui


     University of Pittsburgh


 University of Pittsburgh, School of Social Work

The Pennsylvania Child Welfare Training Program
We worry about what a child will become tomorrow,
    yet we forget that he is someone today.
                     Stacia Tauscher
                               University of Pittsburgh, School of Social Work

                              The Pennsylvania Child Welfare Training Program

                   A N N U A L     R E P O R T     F O R    F I S C A L   Y E A R    2 0 0 4 / 2 0 0 5


The Pennsylvania Child Welfare Training Program is a collaborative effort of the University of Pittsburgh, School of Social
Work, the Pennsylvania Department of Public Welfare, and the Pennsylvania Children and Youth Administrators. It was
established to train direct service workers, supervisors, administrators, and foster parents in providing social services to

abused and neglected children and their families. The Training Program is centrally managed and regionally administered by

the University of Pittsburgh, School of Social Work.


The Child Welfare Training Steering Committee provides leadership in setting the direction and planning for the Training
Program. Training Steering Committee members represent the key stakeholders of the Training Program and represent the

diversity of the Pennsylvania Child Welfare system. The Training Steering Committee is co-chaired by the Department of

Public Welfare and the Pennsylvania Children and Youth Administrators.


    OUR VISION                                                      ❖ We value families and youth as members of our team
    The Vision of the Training Program is safety, permanence,         and recognize their contributions to the history and
    and well-being for children and youth, families, and              future success of the Training Program.
    communities, supported by the work of competent,                ❖ We value the professional development of our own
    committed, and confident professionals.                           staff and support their competency-development
                                                                      through a variety of training and learning
    OUR MISSION                                                       opportunities.
                                                                    ❖ We are committed to the on-going development of
    The Mission of the Training Program is to train and provide
                                                                      the Training Program’s Executive Team, believing
    technical support to those working in the Child Welfare
                                                                      strong leadership is the key to an effective
    system and to support those working with us to help
    families and communities to safely parent children and
    youth.                                                        OUR HALLMARKS

                                                                  The Training Program was established in 1992 to train
                                                                  direct service workers, supervisors, administrators, and
    The Training Program is guided by these beliefs, values,      foster parents in providing social services to abused and
    and principles, and strives to demonstrate them in            neglected children and their families. When Child Welfare
    practice:                                                     Training Steering Committee (TSC) members and the
                                                                  Training Program initially reflected on the Hallmarks that
      ❖ Each person and family has strengths and resources,
                                                                  had been achieved in the first ten years of the Training
        which should be maximized in our work with them.
                                                                  Program’s operation, the following list was compiled:
        We respect each person’s connections to their
        families and communities.                                   ❖ All training delivered through the Training Program is
      ❖ All people deserve respect as individuals and are             geographically “customized” to meet the needs of the
        valued as part of the human family. Each person’s             counties within each region.
        unique blend of culture is valued and included in our       ❖ Multi-level curriculum is developed by the Training
        work.                                                         Program. Curriculum contains the following levels:
      ❖ The people who do the work in our communities to                       Knowledge — Awareness — Skill
        assure the safety and well-being of children, youth,                        Values — Basic to Expert
        and families demonstrate their status as professionals                          Monitoring/Managing
        and deserve to be respected and paid at a
                                                                    ❖ The Training Program uses practitioners as trainers
        professional level.
                                                                      to assist with practical application of content
      ❖ Our learners are adults who need learning                     delivered in training to the job.
        opportunities that are solution-focused, timed to
                                                                    ❖ The Training Program ensures the delivery of CORE
        their needs, built on their life experiences, and mesh
                                                                      training to all caseworkers and supervisors.
        with their self-concept. (Malcolm Knowles)
                                                                    ❖ Cultural competency/sensitivity in all aspects of the
      ❖ The Pennsylvania Standards for Child Welfare
                                                                      Training Program.
        Practice informs our work, including the
                                                                  Since our established partnership with the University of
        development of curricula, the presenting of training,
                                                                  Pittsburgh, the Training Program has been exposed to
        and the transfer of learning into practice in order to
                                                                  tremendous opportunities. For this reason, the TSC
        achieve mission-critical outcomes.
                                                                  members and the Training Program felt the need to
      ❖ We are committed to using practitioners throughout
                                                                  identify additional Hallmarks that have been accomplished
        the training process, including curricula development
                                                                  since 2001. They are as follows:
        and review, and in training.
                                                                    ❖ University of Pittsburgh Contributions
                                                                       • Increase in University match support
                                                                       • Increase in resources

  • Contract process improvements                      ❖ Curriculum
  • New building lease (signed 1/31/04)                  • Configuration of training and other initiatives to
  • Integration of Child Welfare Education for             support Program Improvement Plan
    Baccalaureates (CWEB), Child Welfare                 • Revision process of all curricula to meet
    Education for Leadership (CWEL), and the               contextual framework guidelines
    Training Program                                     • Development of skills-based curriculum
  • Provision of Continuing Education Credits and        • Development and implementation of Transfer of
    Certificate Programs                                   Learning
  • National recognition as “Model” training program     • Development of Fiscal curriculum
    (e.g. 2002 Child and Family Services Report)
                                                         • Enhancement of evaluation tools (development
❖ Professional Staff                                       of embedded evaluations, videos, etc.)
  • Major growth of professional staff to achieve        • Development of training and a handbook for
    goals                                                  Administrators
  • Hiring individuals with professional Child         ❖ Technology Development
    Welfare experience and knowledge, as well as
                                                         • Establishment of eight Regional Training Labs
    casework practice skills
                                                         • Development of Technology Skills trainings
  • Creation of the Training Delivery Department
                                                         • Implementation of two online databases (State
    Lead position
                                                           Tracking and Reporting System and
❖ Partnerships
                                                           Pennsylvania Independent Living Outcome
  • Expanding training audience to include other           Tracking System)
    systems, i.e. private providers and cross-system
                                                         • Creation and use of videos in training
                                                       ❖ Organizational Effectiveness Efforts
  • Developing communication bridge with wider
                                                         • Provision of technical support
                                                         • Development and implementation of a variety of
  • Inclusion of youth participation both at county
                                                           assessments including the Organizational
    and state level, i.e. meetings, etc.
                                                           Training Needs Assessment
  • Coordination and implementation of statewide
                                                         • Linking agency outcomes to skill development,
    initiatives (Family Engagement, Systems of
                                                           training delivery, and practice
    Care, and Organizational Effectiveness)
                                                         • Reinforcing training concepts and effective
  • Connecting agency training and technical
                                                           practice into organizations
    support needs with key stakeholders
    (Department of Public Welfare-Office of
    Children, Youth, and Families, Office of Mental
    Health and Substance Abuse Services, etc.)

    The Pennsylvania Child Welfare Training Program

                                                      OUR TRAINING PROGRAM STRUCTURE                                  Improvement initiative outcomes, and the
                                                                                                                      Pennsylvania Standards for Child Welfare
                                                      The University of Pittsburgh, School of Social Work is
                                                      responsible for the overall management of the Training
                                                      Program, which includes strategic planning, as well as        ❖ Promote long-term career development among
                                                      fiscal planning and monitoring, the development of all          Child Welfare professionals;
                                                      curricula, delivery of training, development and              ❖ Promote organizational development for Child
                                                      implementation of technical support and transfer of             Welfare agencies; and
                                                      learning efforts that support Practice Improvement, and       ❖ Evaluate trainee success in applying classroom
                                                      the development and implementation of evaluation efforts.       knowledge to casework practice.

                                                      After several years of rapid growth, the Training Program     Roles within the OE Department:
                                                      stabilized in 2004/2005. The Training Program is comprised      • Independent Living Specialist – familiar with
                                                      of the following divisions that ensure the completion of           Youth Engagement practices; embraces the
                                                      tasks to achieve the Training Program’s Vision and Mission:        values and philosophical framework of SOC; and
                                                                                                                         embraces these values and philosophy when
                                                        ❖ Fiscal and Operations Division
                                                                                                                         working with county Children and Youth
                                                        ❖ Training and Technical Support Division                        Agencies;
                                                        ❖ Technology Development Division                             • Practice Improvement Specialist – familiar with
                                                      Within the Training and Technical Support Division,               the philosophical framework of SOC and Family
                                                      four departments exists: Organizational Effectiveness,            and Youth Engagement; embraces these values
                                                      Curriculum and Trainer Development, Training Delivery,            and philosophy when working with county
                                                      and Research and Evaluation. The purpose of each                  Children and Youth Agencies and promotes
                                                      department is described below:                                    evidence-based practices at the county level that

                                                                                                                        support both SOC and Family and Youth
                                                      ORGANIZATIONAL EFFECTIVENESS (OE)                                 Engagement; assists in coordinating QSRs with
    University of Pittsburgh, School of Social Work

                                                      DEPARTMENT:                                                       county Children and Youth Agencies; familiar
                                                        ❖ Support Practice Improvement within the Child                 with the OE Model of the American Public
                                                          Welfare system, providing training, technical                 Human Services Association (APHSA); promotes
                                                          assistance, and support in the areas of Integrated            use of the APHSA model in assisting county
                                                          Children’s Service Planning (ICSP), Family and                Children and Youth Agencies in utilizing their
                                                          Youth Engagement, OE, Systems of Care (SOC),                  data from the QSR to develop an agency-wide
                                                          and Quality Services Review (QSR), as well as                 strategic plan that supports systemic change;
                                                          other appropriate practice areas requested by                 and facilitates the OE process and plan
                                                          county Children and Youth Agencies;                           development with agencies; and
                                                        ❖ Promote transfer of skills learned in the classroom         • Specialized and Related Transfer of Learning
                                                          to the field through transfer of learning support;            Specialist - supports the skill development of
                                                        ❖ Promote best practice in services provided to youth           staff, supervisors and caseworkers, in topic areas
                                                          in Independent Living (IL) programs;                          specific to practice improvement; provides on-
                                                                                                                        site coaching and mentoring that supports
                                                        ❖ Recruit and approve practitioners as consultants
                                                                                                                        transfer of skills taught in training to the work
                                                          for the Training Program and conduct on-going
                                                                                                                        place; assesses transfer of learning through
                                                          evaluation to ensure the delivery of quality
                                                                                                                        collection of data; and conducts on-going
                                                          technical assistance;
                                                                                                                        training needs assessment for agency staff
                                                        ❖ Elevate Child Welfare practice in Pennsylvania by             through the Organizational Needs Assessment
                                                          supporting county Children and Youth                          (ONA) process.
                                                          administrators, supervisors, and caseworkers with
                                                          the implementation of the Child and Family
                                                          Services Review (CFSR), ICSP, Practice


                                                            ❖ Coordinate and deliver training throughout the
 ❖ Develop and/or revise Core curriculum and

   Transfer of Learning (TOL) tools based on
                                                            ❖ Assist in recruiting practitioners as trainers for the

   feedback from trainers and staff from county
                                                              Training Program and conduct on-going evaluation

   Children and Youth Agencies, the Department of
                                                              and provision of technical assistance to trainers to
   Public Welfare (DPW), and the Training Program;

                                                              ensure the delivery of quality training;
 ❖ Implement the transfer of learning efforts for the
                                                            ❖ Elevate Child Welfare practice in Pennsylvania by

   Core curriculum, Charting the Course Towards
                                                              supporting county Children and Youth
   Permanency for Children and Families (Charting
                                                              administrators, supervisors, and caseworkers with
   the Course);

                                                              the implementation of the CFSR, ICSP, Practice
 ❖ Develop and/or revise standardized curriculum and

                                                              Improvement initiative outcomes, and the
   TOL tools based on Organizational Needs                    Pennsylvania Standards for Child Welfare

   Assessment (ONA), Individual Training Needs                Practice;

   Assessment (ITNA) data, and feedback from
                                                            ❖ Promote long-term career development among
   county Children and Youth Agencies, DPW, and the
                                                              Child Welfare professionals; and
   Training Program;
                                                            ❖ Evaluate trainee success in applying classroom

 ❖ Recruit and approve practitioners as trainers for
                                                              knowledge to casework practice.

   the Training Program and conduct on-going
   evaluation and provision of technical assistance to

                                                            Role within the Training Delivery Department:
   trainers to ensure the delivery of quality training;       • Training Specialist – coordinates training efforts

 ❖ Elevate Child Welfare practice in Pennsylvania by             both regionally and per county based on the

   supporting county Children and Youth                          data collected from a variety of needs

   administrators, supervisors, and caseworkers with             assessment processes.
   the implementation of the CFSR, ICSP, Practice
                                                          RESEARCH AND EVALUATION DEPARTMENT:
   Improvement initiative outcomes, and the

   Pennsylvania Standards for Child Welfare                 ❖ Design evaluation efforts to determine the impact
                                                              of training on worker skill development;

 ❖ Promote long-term career development among               ❖ Provide all Training Program staff with current

   Child Welfare professionals; and                           research and best practices in the field of child
 ❖ Evaluate trainee success in applying classroom             welfare and training development for the use in all

   knowledge to casework practice.                            curriculum and tools developed by the Training

 Role within the Curriculum and Trainer Development         ❖ Elevate Child Welfare practice in Pennsylvania by
                                                              supporting county Children and Youth
   • Curriculum and Instructional Specialist –                                                                         p
                                                              administrators, supervisors, and caseworkers with
      develops curriculum needed by county Children
                                                              the implementation of the CFSR, ICSP, Practice

      and Youth Agencies through a variety of training
                                                              Improvement initiative outcomes, and the

      needs assessment processes; develops critical
                                                              Pennsylvania Standards for Child Welfare
      thinking guides to be used by county Children
      and Youth Agencies to support transfer of
                                                            ❖ Promote long-term career development among

      learning to the work site; and prepares trainers
                                                              Child Welfare professionals; and

      to present curriculum and/or to modify
      curriculum to meet the needs of the individual        ❖ Evaluate trainee success in applying classroom

      agencies.                                               knowledge to casework practice.

                                                            The Training Program’s organizational chart is

                                                            provided for your reference in the Appendix.

    The Pennsylvania Child Welfare Training Program

                                                      OUR TRAINING PROGRAM:                                       should also be assessed to help achieve the outcomes of
                                                      LOOKING BACK ON 2004/2005                                   safety, permanence, and well-being. In 2004/2005, it was
                                                                                                                  determined that in order to gather this data, a new tool
                                                      During 2004/2005, the Training Program focused its work
                                                                                                                  would need to be developed that assessed specific
                                                      in the following Key Responsibility Areas (KRAs):
                                                                                                                  outcome measures the agency was trying to achieve. To do
                                                        ❖ Needs Assessment                                        this, the Organizational Training Needs Assessment
                                                        ❖ Develop and Revise Training and Technical               (OTNA) tool was created. The instrument, which
                                                          Assistance Materials and Tools                          incorporated county Children and Youth Agency specific
                                                                                                                  data, such as the Needs-Based Budget (NBB), county
                                                        ❖ Trainer and Consultant Recruitment, Development,
                                                                                                                  profile, county demographic information, and agency
                                                          and Approval
                                                                                                                  initiatives, was piloted in four county Children and Youth
                                                        ❖ Coordinate, Market, and Deliver Training Events         Agencies: Bedford, Chester, Warren, and Montgomery.
                                                        ❖ Communication, Collaboration, and Quality
                                                          Assurance with Key Stakeholders                         The OTNA pilot process proved successful in determining
                                                                                                                  organizational needs; however, it was determined that
                                                        ❖ Computer Applications and Reporting
                                                                                                                  there was no direct correlation between the OTNA and the
                                                        ❖ Certification                                           ITNA. During this same time, the Training Program was
                                                        ❖ Research and Evaluation                                 embarking upon the incorporation of Organizational
                                                      The following is a summary of work completed within each    Effectiveness (OE) concepts into practice. With the
                                                      KRA:                                                        assistance of the American Public Human Services
                                                                                                                  Association (APHSA), the Training Program determined
                                                      NEEDS ASSESSMENT                                            that OE principles could be embedded in the process of
                                                                                                                  assessing a county Children and Youth Agency’s training
                                                      A training needs assessment instrument is essential to
                                                                                                                  and technical support needs. For this reason, the Training
                                                      assessing the individual training needs of staff. The

                                                                                                                  Program decided to use the OTNA tool as the foundation
                                                      instrument currently used by the Training Program is
                                                                                                                  for an Organizational Needs Assessment (ONA)
    University of Pittsburgh, School of Social Work

                                                      referred to as the Individual Training Needs Assessment
                                                                                                                  instrument. Based upon finalization of the ONA tool, the
                                                      (ITNA). The ITNA lists and prioritizes competencies
                                                                                                                  Training Program will develop a plan for implementation.
                                                      required by Child Welfare professionals based on a
                                                      caseworker’s specific position within his/her agency.       Another aspect of the
                                                                                                                  Training Program’s
                                                      According to the ITNAs submitted for 2004/2005, the
                                                                                                                  2004/2005 Needs
                                                      highest training needs in the state, by competency, were:
                                                                                                                  Assessment efforts
                                                        ❖ 203 – Sexual Abuse                                      included on-site
                                                                                                                  Program Reviews for
                                                        ❖ 202 – Working with Adolescents
                                                                                                                  county Children and
                                                        ❖ 204 – Intake and Investigation                          Youth Agencies who
                                                        ❖ 308 – Adult Psychopathology                             had federally funded
                                                        ❖ 208 – Kinship Care                                      Independent Living
                                                        ❖ 209 – Foster Care                                       (IL) Programs. An IL
                                                                                                                  Program Review
                                                        ❖ 400 – Professional Development
                                                                                                                  typically consists of an
                                                        ❖ 201 – Adoption                                          overall evaluation, as
                                                        ❖ 309 – Substance Abuse                                   well as a technical
                                                        ❖ 303 – Casework with Children                            assistance component.
                                                      As a result of the Child and Family Services Review
                                                      (CFSR), it was determined that in addition to assessing
                                                      individual training needs, organizational training needs

In 2004/2005, the following county Children and Youth              2003/2004 began to be incorporated into all newly

Agency IL Programs were visited:                                   developed Specialized and Related curricula as well,
                                                                   beginning with Child Welfare Casework Practice:

      Allegheny                         Lackawanna                 Children’s Mental Health. This integration into

      Armstrong                         Lawrence                   Specialized and Related training takes the skills learned in

      Beaver                            Luzerne                    foundation level training and applies them to specific areas
                                                                   of content in Child Welfare.

      Bedford                           Lycoming
      Berks                             McKean                     In addition, a second layer, known as the Contextual

      Bradford                          Mercer                     Framework was added to further develop the skills of Child
                                                                   Welfare professionals. Utilizing the flow of casework
      Bucks                             Mifflin

                                                                   practice, this framework builds skill from intake to case
      Butler                            Northampton
                                                                   closure while integrating best practice standards,

      Cambria                           Northumberland             interactional and strengths-focused perspectives, Child

      Centre                            Pike                       Welfare legal mandates, Child Welfare tasks such as Risk

      Clarion                           Potter                     Assessment, and information related to the content’s topic
                                                                   area. This framework was developed and refined using
      Clearfield                        Schuylkill
                                                                   Child Welfare Casework Practice: Children’s Mental

      Clinton                           Snyder                     Health as its pilot and will continue refinement throughout

      Crawford                          Somerset                   2005/2006.
      Erie                              Susquehanna

      Fayette                           Tioga                      TRAINING MATERIALS AND TOOLS

      Forest                            Venango                    The Training Program develops and evaluates curricula

      Franklin                          Warren                     according to guidelines consistent with training needed for

                                                                   Social Work Licensure (LSW) and ensures that the content
      Fulton                            Washington
                                                                   is consistent with current research and relevant to practice
      Greene                            Wayne                      through the implementation of a Quality Assurance (QA)

      Huntingdon                        Westmoreland               process. Curricula content reflects Pennsylvania specific

      Indiana                           Wyoming                    material, is based on current research, promotes the
                                                                   implementation of the Pennsylvania Standards for Child

      Jefferson                         York
                                                                   Welfare Practice, focuses on skill development and
Note: Eight county Children and Youth Agencies did not choose to   permanency issues, and supports casework practice that

receive funding to implement IL programs during 2004/2005.         promotes safety, permanence, and well-being for children
                                                                   and their families. Curricula for the Training Program are

DEVELOP AND REVISE TRAINING AND TECHNICAL                          divided into three categories: foundation skills, specialized

ASSISTANCE MATERIALS AND TOOLS                                     and related, and technology skills.
                                                                   Foundation Skills Training

                                                                   The Training Program designs foundation (core) skills
During 2004/2005, the Training Program continued to

                                                                   training to provide Child Welfare Professionals with the
develop and refine its skill-based curricula to support the
                                                                   fundamental attitudes, knowledge, and skills necessary to
Pennsylvania Child Welfare system in achieving positive
                                                                   provide services to children and their families. Foundation

outcome measures for children, youth, and families as
                                                                   (core) skills training is provided in the following three
defined by the Child and Family Services Review (CFSR)

                                                                   distinct areas:
in child safety, permanence, and well-being.

                                                                     ❖ Caseworker core skills training
The Interactional Helping Skills Model and Solution-

focused Interviewing Model that the Training Program                 ❖ Supervisor core skills training
                                                                     ❖ Administrator core skills training

began integrating into its foundation level training in

    The Pennsylvania Child Welfare Training Program

                                                      Caseworker core skills training                                       • Tuning into Others (Good Example)
                                                                                                                            • Tuning into Others (Bad Example)
                                                      In 2004/2005, the Curriculum and Trainer Development
                                                      Department completed revisions on the new caseworker                  • Communicating Information (Good Example:
                                                      Core skills training Charting the Course Towards                        Child)
                                                      Permanency for Children and their Families (Charting                  • Communicating Information (Bad Example:
                                                      the Course). The curriculum assists in the development of               Child)
                                                      initial skills in newly hired Child Welfare Professionals. The        • Communicating Information (Good Example:
                                                      curriculum introduces caseworkers to the Interactional                  Adult)
                                                      Helping Skills and Solution-focused Interviewing Model.
                                                                                                                            • Communicating Information (Bad Example:
                                                      During the training, caseworkers practice applying the
                                                      Interactional Helping Skills to the various phases of the
                                                                                                                            • Reaching for Feedback (Good Example)
                                                      casework process with families. The following key
                                                      components are included in the curriculum:                            • Reaching for Feedback (Bad Example)
                                                                                                                            • Reaching into Silences (Good Example)
                                                        ❖ Skills-based practice that provides caseworkers with
                                                                                                                            • Reaching into Silences (Bad Example)
                                                          the skills to link risk, safety, and family assessment to
                                                          case planning outcomes and activities;                            • Questioning Child (Good Example)
                                                        ❖ Knowledge and skills that focus on timely                         • Questioning Child (Bad Example)
                                                          permanence in the least restrictive setting with                  • Summarizing Information
                                                          frequent visitation for all cases;                             ❖ 1 embedded evaluation using the Classroom
                                                        ❖ The Pennsylvania Standards for Child Welfare                     Performance System (CPS)
                                                                                                                       Supervisor core skills training
                                                        ❖ Strengths-based practice that empowers individuals

                                                          to be active participants in service planning; and           Based on revisions recommended by the Supervisory
                                                        ❖ Embedded evaluations to ensure Risk Assessment,              Training Advisory Group (STAG), the Curriculum and
    University of Pittsburgh, School of Social Work

                                                          Service Planning, and Family Engagement.                     Trainer Development Department worked in 2004/2005 on
                                                      The third pilot of Charting the Course occurred during           completing revisions to the Supervisor Training Series
                                                      2004/2005. Following the pilot, additional revisions were        (STS) workshops. The goal of the revisions was to make
                                                      required to the curriculum. The final revisions will be          each curriculum skills-based. Plans to offer the curricula in
                                                      completed in 2005/2006 with limited statewide rollout            2005 were modified and the pilot and rollout is now
                                                      occurring in 2006.                                               anticipated for 2006.

                                                      As part of the curriculum process for Charting the Course        Administrator core skills training
                                                      in 2004/2005, the Technology Development Department
                                                      developed and revised tools to be used in the piloting of        In 2004/2005, the Training Program piloted the Leadership
                                                      the curriculum including the following:                          Academy: CORE Training for Administrators training.
                                                                                                                       The following key components were included in the
                                                        ❖ 21 videos                                                    curriculum:
                                                           • You Make a Difference
                                                                                                                         ❖ The Characteristics of Effective Leadership
                                                           • Interactional Skills Video: Mr. Kelly
                                                                                                                         ❖ The Open Systems Model
                                                           • Clarifying Purpose (Good Example)
                                                                                                                         ❖ The Leader: Role Model of Social Work Values and
                                                           • Clarifying Purpose (Bad Example)
                                                           • Managing Authority (Good Example)
                                                                                                                         ❖ What is My Leadership Style?
                                                           • Managing Authority (Bad Example)
                                                                                                                         ❖ Using Information and Data in Decision-Making
                                                           • Feedback Demonstration Video #1
                                                                                                                         ❖ Organizational Effectiveness and Strategic Planning
                                                           • Feedback Demonstration Video #2

  ❖ Applying the Organizational Effectiveness Framework:        The process for developing and implementing each

    General Guidelines for Promoting Change                     curriculum included reviewing the literature and best
  ❖ Applying the Organizational Effectiveness                   practice standards, surveying Child Welfare professionals,

    Framework: Using the Assessment                             and/or forming Quality Assurance Committees (QUAC).

  ❖ Tools and Templates                                         In addition, during 2004/2005, the Curriculum and Trainer

  ❖ An Action Plan for Change: The Monday Morning               Development Department created a resource manual for

    Meeting                                                     the Child Welfare Casework Practice: Children’s Mental
                                                                Health curriculum. The Child Mental Health Resource

Participants of the initial pilot included county Children
and Youth Agency administrators and management staff, as        Book (Ages Birth – 12 years) was created to assist Child
well as representatives of the Department of Public Welfare     Welfare professionals with identifying behavioral indicators

(DPW). The training was well received and was viewed as         of some of the major Mental Health disorders in children,
                                                                as well as various types of treatment available in order to

being useful to both new and experienced administrators.
A second delivery of the training will occur in Fall 2005.      assist and support parents as they seek Mental Health

                                                                services for their child. Major components of the resource

Specialized and Related Training                                manual included:

Beyond the foundation skills training, Child Welfare              ❖ Overview of Child Development
professionals require on-going training to support their

                                                                  ❖ Foundations for Intervention
long-term professional development. The Training Program

                                                                  ❖ Mental Health Disorders in children
designs specialized and related training to build upon the
                                                                  ❖ The Casework Process

foundation level training and cover a variety of topic areas,
such as Children’s Mental Health, Drug and Alcohol, Sexual        ❖ Approaches to Promoting Resiliency and Recovery

Abuse, Interviewing and Adolescents. Note: This is not

inclusive of all topic areas.                                   Administrators

Curricula provided within the specialized and related           Additional training provided to Administrators in
training category is developed for the following populations:   2004/2005 included sessions on state initiatives and
                                                                Practice Improvement efforts at the Pennsylvania Children

  ❖ Caseworkers and Supervisors                                 and Youth Administrators (PCYA) Quarterly Meetings.

  ❖ Administrators                                              These sessions were designed to assist Administrators in

  ❖ Foster Parents                                              meeting their agencies’ Practice Improvement goals
                                                                through subject knowledge and leadership skills.
Caseworkers and Supervisors                                     Workshops presented included:

In 2004/2005, the Curriculum and Trainer Development              ❖ Organizational Effectiveness – October 2004

Department developed and implemented the following new            ❖ Engaging Fathers in Casework Practice –
standard curricula:                                                 October 2004
  ❖ Achieving Permanency for Children in Kinship                  ❖ Managing Complex Change – January 2005

    Foster Care: TOL Package                                      ❖ Practice Improvement: A Shift in Practice –
  ❖ Child Welfare Casework Practice: Children’s                     January 2005

    Mental Health                                                 ❖ Effective Public and Community Relations –
  ❖ Effective Interviewing Skills for Promoting                     March 2005

    Engagement and Change                                         ❖ Making the Connection: Integrated Children’s

  ❖ Helping Foster Parents through the Special                      Service Plan, Systems of Care, Family
                                                                    Engagement, Family Group Decision Making,

    Education Process
                                                                    Administration, and Management – March 2005
  ❖ Overview of Child Welfare and Fiscal

                                                                  ❖ Partnering for Change: Together We Can –
  ❖ Truancy Prevention Education

                                                                    June 2005

     The Pennsylvania Child Welfare Training Program

                                                       Foster Parents                                                  ❖ The Adoption Process
                                                                                                                       ❖ The Path to Healing: Discussing History with the
                                                       The Curriculum and Trainer Development Department
                                                                                                                         Foster / Adopted Child
                                                       developed and implemented the following new standard
                                                       foster parent curricula:                                      Technology Skills Training

                                                         ❖ Cutting: Understanding and Planning for the               Technology skills trainings were developed to enhance the
                                                           Self-Injuring Child                                       technological competence of Child Welfare professionals,
                                                                                                                     as well as increase their competence in the use of
                                                         ❖ Hair and Skin Care for African American and
                                                                                                                     information systems in casework practice. In 2004/2005,
                                                           Biracial Children
                                                                                                                     the Training Program provided the following technology
                                                       In order to meet the changing needs of foster parents as      skills trainings:
                                                       well as ensuring foster parents receive the same content as
                                                       caseworkers, the Training Program utilizes an efficient         ❖ 602 Computer Fundamentals
                                                       process for developing foster parent curriculum. This           ❖ 603 MS Office 2000 Mail Merge
                                                       process consists of identifying an existing caseworker
                                                                                                                       ❖ 603 MS Office XP Mail Merge
                                                       curriculum, designating appropriate learning objectives,
                                                                                                                       ❖ 603 Word 2000: Level 1
                                                       and converting the curriculum to fit the foster parent
                                                       population. The following list represents the foster parent     ❖ 603 Word 2000: Level 2
                                                       curricula conversions that occurred in 2004/2005:               ❖ 603 Word XP: Level 1
                                                                                                                       ❖ 604 Adobe Acrobat Reader 5.0 (PDF)
                                                         ❖ Anxiety and Related Disorders in Foster Children
                                                           and Adolescents                                             ❖ 605 Outlook 2000: Level 1
                                                         ❖ Foster Children with Delinquency, Substance                 ❖ 605 Outlook 2000: Level 2
                                                           Abuse and Early Sexual Activity                             ❖ 605 Outlook XP: Level 1

                                                         ❖ Fostering Children with Delinquency, Substance              ❖ 606 Excel 2000: Level 1
                                                           Abuse and Early Sexual Activity                             ❖ 606 Excel 2000: Level 2
     University of Pittsburgh, School of Social Work

                                                         ❖ Fostering Children with Reactive Attachment                 ❖ 606 Excel 2000: Level 3
                                                                                                                       ❖ 606 Excel XP: Level 1
                                                         ❖ Juvenile Sex Offenders: What Foster Parents Need
                                                                                                                       ❖ 607 Access 2000: Level 1
                                                           to Know
                                                                                                                       ❖ 607 Access 2000: Level 2
                                                         ❖ Overview of Heroin and Prescription Medicine
                                                                                                                       ❖ 607 Access XP: Level 1
                                                         ❖ Schizophrenia/Autism Spectrum Disorders
                                                                                                                       ❖ 608 Power Point 2000: Level 1
                                                       In addition, during 2004/2005, the Training Program
                                                       worked with various practitioners to produce the following      ❖ 608 Power Point 2000: Level 2
                                                       trainer developed curricula:                                    ❖ 608 Power Point XP: Level 1
                                                                                                                       ❖ 608 Power Point XP: Level 2
                                                         ❖ Caring for the Oppositional Child
                                                                                                                     Level 1 technology skills trainings offer participants
                                                         ❖ Foster Parent Burnout
                                                                                                                     foundational application-specific knowledge and skill.
                                                         ❖ Making Room at the Table
                                                         ❖ Meeting the Hair and Skin Care Needs of the               Level 2 technology skills trainings allow participants to
                                                           Black American Culture                                    expand upon the information and skills gained in
                                                                                                                     Level 1 trainings.
                                                         ❖ Protecting Yourself Against Allegations
                                                         ❖ Recognizing and Initiating Intervention in                Level 3 technology skills trainings serve as the final
                                                           Children with Post Traumatic Stress Disorder              step in application journeys by combining the
                                                           (PTSD)                                                    knowledge and skills from previous sessions with
                                                         ❖ Separation Issues for Foster Parents                      advanced information and skill-based techniques.

                                                         ❖ Social Work Values for Foster Parents
TECHNICAL ASSISTANCE MATERIALS AND TOOLS                          Effective change management begins with the engagement

The Training Program provides technical assistance per            of upper and middle managers within an organization. This
                                                                  team is responsible for assessing the agency need by

the approval of DPW. The Training Program develops and
evaluates technical support efforts according to guidelines       evaluating change, anchoring new approaches within the

consistent with best practice standards. The Training             agency culture, and guiding strategic planning for

Program ensures technical assistance content is consistent        continued change, and implementation of best practices.

with current research and relevant to practice through the        Initial OE efforts were provided by the Center for
implementation of a QA process. All technical support             Excellence, which later became the Practice Improvement

efforts reflect Pennsylvania specific material, are based on      Unit within the OE Department. In 2004/2005, the Training
current research and best practice standards, promote the         Program collaborated with the American Public Human
implementation of the Pennsylvania Standards for Child

                                                                  Services Association (APHSA) to develop the following OE
Welfare Practice, and support casework practice that              tools:

promote the outcomes of safety, permanence, and well-
                                                                    ❖ Strategic Readiness Review Tool

being. In 2004/2005, the Training Program provided
technical assistance to county Children and Youth                   ❖ Systems Needs Assessment Tool

Agencies in three main casework practice areas: Practice
                                                                    ❖ Change Planning Template
Improvement, Transfer of Learning, and Independent
                                                                    ❖ Human Resources Capacity Assessment Tool


                                                                  Family Engagement
Practice Improvement

The Training Program’s approach to Practice Improvement           Family Engagement practices empower families to make

is dedicated to providing individualized assistance to            well-informed decisions and plans to keep their children
county Children and Youth Agencies. County Children and           safe and to ensure the formation of life-long relationships

Youth Agencies assess their needs through local planning          with their families, in whatever way they define family and

processes, but may then request the Training Program to           their communities. These practices are underscored by the
help with further assessment, followed by implementation          basic principle that the inherent strengths of families and
                                                                  their resources can be engaged to respond to the safety,

of desired changes. A Practice Improvement Specialist
assists agencies to meet their goals and to utilize, when         permanence, and well-being needs of children. Effective

appropriate, the statewide initiatives that focus on              family engagement begins with the formation of a
                                                                  collaborative partnership with families, communities, and

improving practice. Children and their families are
ultimately the beneficiaries of this collaborative relationship   all helping agencies within each community. Once formed,
and enhanced Child Welfare practices. In 2004/2005, the           the collaborative partnership guides the development of a

majority of the Training Program’s technical assistance           vision and mission, assessment of involved organizations,

efforts were focused on the following Practice                    and strategic planning for change and implementation. One
                                                                  Family Engagement practice that is growing in

Improvement areas:
                                                                  Pennsylvania is that of Family Group Decision-Making
   ❖ Organizational Effectiveness                                 (FGDM).
   ❖ Family Engagement

   ❖ Systems of Care                                              Systems of Care

   ❖ Quality Services Review                                      A Systems of Care (SOC) is a synchronized network of
                                                                  families, communities, and helping agencies working
Organizational Effectiveness

                                                                  together to provide culturally competent and coordinated

Organizational Effectiveness (OE) provides a framework            support and services that are child-centered and family
for a systemic and dynamic approach to improving an               focused for all children, youth and families. To build a SOC,

organization’s capacity for performance. OE underscores           collaborative partners, including families and youth, must

the importance of viewing an organization through its             first look to the services and functions provided within each
operations, key processes, systems, and strategies.               agency and then work to build those services and functions

                                                                  into one comprehensive system. Supporting the SOC effort

     The Pennsylvania Child Welfare Training Program

                                                       across Pennsylvania involves organizational and systems            ❖ 30-Day Follow-Up TOL Visit
                                                       assessment, strategic planning for integration, and                ❖ 60-Day Follow-UP TOL Visit
                                                       communication planning. In Pennsylvania, SOC is closely
                                                                                                                          ❖ 90-Day “Booster Shot” Training
                                                       tied to Integrated Children’s Services Planning (ICSP).
                                                                                                                          ❖ 5-Month Follow-Up TOL Visit

                                                       Quality Services Review                                            ❖ 6-Month On-the-Job Assessment
                                                                                                                          ❖ Closure TOL Visit
                                                       The Quality Services Review (QSR) provides a means for
                                                                                                                       TOL assessment instruments are also provided with this
                                                       assessing the quality of caseworker practice in a county
                                                                                                                       package. The instruments measure the level of transfer of
                                                       Children and Youth Agency. It is a county level assessment
                                                                                                                       learning by participants occurring over the twelve-month
                                                       of case practice through the use of teams that review
                                                                                                                       period. In addition, the caseworker, supervisor, and
                                                       county Child Welfare records. The review assesses a
                                                                                                                       Training Program’s Transfer of Learning Specialist work as
                                                       county Children and Youth Agency’s performance in the
                                                                                                                       a learning team throughout this entire period.
                                                       areas of child protective services, foster care and adoption,
                                                       while focusing on goals in the areas of safety, permanence,     The goal of the Achieving Permanency for Children in
                                                       and well-being. The review is designed to help improve          Kinship Foster Care TOL Package is to provide
                                                       Child Welfare services by identifying strengths and needs       structured activities for caseworkers and supervisors to
                                                       within a county program, as well as areas where technical       work together in order to enhance the application of
                                                       assistance can lead to program improvement.                     knowledge and skills trained in the workshop. This TOL
                                                                                                                       Package provides caseworkers with comprehensive
                                                       Transfer of Learning                                            knowledge and skills for working with children and families
                                                       Effective learning is achieved through a partnership            involved in Kinship Foster Care.
                                                       between individuals and organizations. The Training
                                                                                                                       The first TOL Package pilot will be completed in Fall 2005.
                                                       Program Learning Partnership is a triad formed with staff

                                                                                                                       With the data collected throughout this initial process, the
                                                       from the Training Program, Agency Representatives (i.e.
                                                                                                                       Training Program will assess the effectiveness of it’s newly
                                                       supervisors and administrators), and Trainees. The
     University of Pittsburgh, School of Social Work

                                                                                                                       developed Ten Step Transfer of Learning Process.
                                                       Learning Partnership facilitates effective application or
                                                       Transfer of Learning (TOL) on the job through shared
                                                                                                                       Independent Living
                                                       responsibilities at each phase of the learning cycle.
                                                                                                                       Independent Living (IL) is a collection of services and
                                                       The Learning Cycle describes the process that we follow as      supports across systems that empower youth and young
                                                       individuals and as agencies when learning new information       adults exiting substitute care to reach their fullest potential.
                                                       and developing new skills. Each member of the learning          IL Services are focused on the successful transition and
                                                       partnership has a critical role throughout the cycle in order   self-sufficiency of youth and young adults. In addition, a
                                                       to achieve positive outcomes that promote the safety,           fundamental aspect of programming is to engage youth and
                                                       permanence, and well-being for children and their families.     young adults in a coordinated, cross-system effort to
                                                                                                                       improve their successes and permanent connections as
                                                       In 2004/2005, the first TOL Package was written for
                                                                                                                       they become responsible and productive citizens.
                                                       Achieving Permanency for Children in Kinship Foster
                                                       Care. The twelve-month long TOL Package pilot started in        In 2004/2005, the Training Program’s IL Unit or IL Project
                                                       Fall 2004 with three county Children and Youth Agencies:        was actively involved in the development of Practice
                                                       Cambria, Berks, and Delaware.                                   Standards designed to address the areas of IL assessment,
                                                                                                                       planning, service delivery, and management/monitoring.
                                                       A TOL Package includes the following:
                                                                                                                       These facets of IL Programs are critical to improving the
                                                         ❖ Initial Visit with Supervisors                              outcomes of older youth following discharge from substitute
                                                                                                                       care. The IL Project collaborated with the IL Practice
                                                         ❖ Initial Visit with Caseworkers
                                                                                                                       Standards Workgroup and the Child Welfare League of
                                                         ❖ Pre-Work Activities
                                                                                                                       America (CWLA) to develop these standards. The final
                                                         ❖ Initial Training                                            version of the Pennsylvania Independent Living Practice

Standards is expected to be available in 2005/2006.           and its importance to the delivery of training and supports

                                                              the development of platform skills in new trainers. In
Other technical assistance efforts and tools developed        2004/2005, the Curriculum and Trainer Development

and/or provided in 2004/2005 included:                        Department conducted 3 DOT sessions for contracted

  ❖ Awarded 30 scholarships in amounts up to $1000 to         trainers, as well as individuals from Private Provider

    deserving IL youth                                        Agencies. As a result, twenty-one new contracted trainers
                                                              were brought into the Training Program resulting in 272

  ❖ Assisted 102 IL youth through the IL Project’s SAT
                                                              total contracted trainers.
    and College Fee Waiver Program

  ❖ Produced A Student’s Guide to Financial Aid and           The Training Program also completed 16 first-time trainer
    Scholarships 2005                                         observations, 12 bi-ennial observations, and 40 technical

  ❖ Sponsored 2 individuals to attend the 2004                assistances throughout 2004/2005.

    Destination Future National Youth Leadership              Training on Contents (TOCs) are conducted with approved
    Conference – “Uniting the Voices of Youth”

                                                              trainers after a new curriculum is written. The purpose of
    (sponsored by the National Resource Center for            the TOC is to review the content, sequencing, timing,

    Youth Services) – August 2004                             activities, key learning points, facilitation issues, and
In 2004/2005, the Training Program also began sharing         training aids with new trainers. This helps them to be
resources with key stakeholders via the website and by

                                                              better prepared for training the new content effectively.
distributing compact discs (CDs). The information

contained on the resource CDs included but was not            A total of 7 TOC sessions were conducted for the Training

limited to Child Welfare and other child-serving system       Program on the following curricula:
Literature Reviews, articles, presentations, manuals, and

                                                                 ❖ Lesbian, Gay, Bisexual, Transgender and
research regarding a variety of casework practice areas.
                                                                   Questioning Youth

                                                                 ❖ Effective Interviewing: Skills for Promoting

                                                                   Engagement and Change
                                                                 ❖ Supervisory Skills and Knowledge Related to Case

The Training Program uses a workshop model for most of             Planning
its trainings. Trainers have thorough knowledge of

                                                                 ❖ Supervisory Skills and Knowledge Related to
Pennsylvania Child Welfare practice, the Pennsylvania
                                                                   Substance Abuse

Standards for Child Welfare Practice, and the outcome
measures from the Child and Family Services Review               ❖ Engaging Fathers
                                                              Note: A total of 38 trainers were approved to train these curricula for
(CFSR) in the area of safety, permanence, and well-being.

                                                              the Training Program.
Trainers are also experienced with well-developed

presentation and group process skills. All applicants go      A total of 10 TOC sessions were conducted for Private

through a screening, interview, and assessment process        Provider Agencies on the following curricula:
according to Training Program standards. In addition,                                                                                   p
participants for each workshop evaluate the trainer’s            ❖ Delinquency, Substance Abuse and Early Sexual
                                                                   Activity in Children and Adolescents

performance utilizing the Training Program’s workshop
evaluation form and Training Program staff conduct               ❖ Anxiety and Related Disorders in Children and

observations and evaluations on all trainers in order to           Adolescents
ensure quality. If performance ratings fall below Training       ❖ Depression and Suicide in Children and
Program standards, technical assistance is provided to

improve the trainer’s performance according to Training
                                                                 ❖ Overview of Mental Health Disorders in Children

Program guidelines. Technical assistance is also provided
                                                                   and Adolescents

to further develop a trainer’s skills.
                                                                 ❖ Coaching Grammar and Case Documentation

The Development of Trainers (DOT) training provides new          ❖ Writing Skills for Case Documentation
trainers with an understanding of the adult learning theory

     The Pennsylvania Child Welfare Training Program

                                                       Note: A total of 55 trainers were approved to train these        CORE 106 Risk Assessment                  38                 791
                                                       curricula for their agencies.
                                                                                                                        CORE 107 Family Preservation              29                 722
                                                       In 2004/2005, the Training Program also began the creation       CORE 108 Valuing Diversity                29                 727
                                                       of a Pennsylvania Consultant Pool. Potential consultants
                                                                                                                        201 Adoption                               1                  12
                                                       were recruited from across the Commonwealth. Criteria for
                                                       selection were developed and selection processes began,          202 Working With Adolescents              38                 750
                                                       with plans for actual selection and training of consultants      203 Sexual Abuse                          62                 770
                                                       to be completed in the early part of 2005/2006. An initial
                                                                                                                        204 Intake and Investigation              36                 506
                                                       draft of the Development of Consultant (DOC) workshop
                                                       was written.                                                     205 Legal Issues                          29                 418
                                                                                                                        206 Services To Parents                    4                  76
                                                       COORDINATE, MARKET, AND DELIVER TRAINING
                                                                                                                        208 Kinship Care                          10                 137
                                                                                                                        209 Foster Care                           51                 532
                                                       Training events provided by the Training Program are
                                                       designed to provide direct service workers, supervisors,         301 Treatment Strategies                  20                 406
                                                       managers, and foster parents with the attitudes,                 302 Family Systems Theory                  5                 103
                                                       knowledge, and skills necessary to provide quality services
                                                                                                                        303 Casework with Children                51                1120
                                                       related to the protection of abused and neglected children
                                                       and to stabilizing families.                                     305 Parenting Skills                      25                 560
                                                                                                                        306 Team Building                          9                 199
                                                       Training and technical support was made available at the
                                                       local level in order to ensure that the unique needs of          307 Valuing Diversity                      5                 137
                                                       county Children and Youth Agencies were being served.            308 Adult Psychopathology                 23                 326

                                                       Quality assurance was maintained in products that were
                                                       developed through centralized development processes.             309 Substance Abuse                       72                1350
     University of Pittsburgh, School of Social Work

                                                                                                                        310 Family Violence                       13                 282
                                                       In 2004/2005, the Training Program delivered 1,648
                                                       workshops consisting of 2,327 days of training. A total of       313 Time and Stress Management            23                 481
                                                       33,186 participants attended training (an increase of 34%        315 Writing Skills for Case
                                                       from 2003/2004) with 11,133 Child Welfare professionals          Documentation                             11                 179
                                                       receiving at least one day of training.                          316 Health and Medical Issues              2                  47

                                                       The following is a description of the Foundation Skills          400 Professional Development              22                 429
                                                       and Specialized and Related Trainings held during                501 Supervisor Principles:
                                                       2004/2005, by competency area, as well as the number of          Educational and Supportive Supervision 23                    274
                                                       participants:                                                    521 Supervising Case Plan Development
                                                       TRAININGS FOR CHILD                   WORKSHOPS                  and Implementation                    12                     142
                                                       WELFARE PROFESSIONALS                   HELD      PARTICIPANTS
                                                                                                                        522 Supervising Sexual Abuse Series        3                  62
                                                       CORE 100 Child Protective Services:
                                                       Legal Issues                             41           785        533 Supervising for Optimal Job
                                                                                                                        Performance                               14                 169
                                                       CORE 101 Child Protective Services       40           718
                                                                                                                        538 Developing High Functioning Teams
                                                       CORE 102 Casework Process and                                    Through Understanding Self and Others 2                       24
                                                       Case Planning                            31           695
                                                                                                                        543 Managing Diversity                    11                 138
                                                       CORE 103 The Effects of Abuse and
                                                       Neglect on Child Development             30           786        Note: This is not a comprehensive listing of all trainings provided by
                                                                                                                        the Training Program. Trainings have been grouped according to
                                                       CORE 104 Separation and Placement        28           686        competency area.

                                                       CORE 105 Adoption                        33           789

The following is a description of the Foster Parent               TRAININGS FOR CHILD                  WORSKOPS      TOTAL
                                                                  WELFARE PROFESSIONALS                  HELD     PARTICIPANTS

Trainings held during 2004/2005, by competency area, as
well as the number of participants who attended:                  602 Computer Fundamentals               8           43

TRAININGS FOR                         WORKSHOPS                   603 MS Office 2000 Mail Merge           3           10

FOSTER PARENTS                          HELD       PARTICIPANTS
                                                                  603 MS Office XP Mail Merge             1            6

910 The Foster Parent as Part of the
Foster Care Team                         12             255       603 Word 2000: Level 1                  8           31

911 Abuse and Neglect of Children        24             421       603 Word 2000: Level 2                  2            8

912 Separation and Attachment            15             222       603 Word XP: Level 1                    10          42
913 Behavior Management and                                       604 Adobe Acrobat Reader 5.0 (PDF)      1            4

Discipline                               49             632
                                                                  605 Outlook 2000: Level 1               3           15

914 Family of Origin/Legal Family        28             415
                                                                  605 Outlook 2000: Level 2               1            2

915 The Effects of Fostering on the
Foster Family                             5             114       605 Outlook XP: Level 1                 6           39

920 Legal Issues                         28             539       606 Excel 2000: Level 1                 10          52
921 Working with Children and Youth                               606 Excel 2000: Level 2                 1            8

Who Have Emotional Problems              94            1166
                                                                  606 Excel 2000: Level 3                 1            6

922 Caring for Children Who Have
Been Sexually Abused                      6              78       606 Excel XP: Level 1                   12          72

924 Caring for Infants and Toddlers       2              29       607 Access 2000: Level 1                2            8

926 Fostering School Aged Children        2              59       607 Access 2000: Level 2                1            2

927 Fostering Adolescents                 7             148       607 Access XP: Level 1                  6           32

928 Preparing for Independent Living      9             139       608 Power Point 2000: Level 1           3           16

931 Working with Schools                  8              99       608 Power Point 2000: Level 2           1            1

932 Separation Issues for Children        7             137       608 Power Point XP: Level 1             4           23

933 Stress Management                    17             311       608 Power Point XP: Level 2             1            7

934 Human Sexuality                      16             256       During 2004/2005, the Training Program continued to
935 Using Lifebooks with Children                                 establish eight Regional Training Labs (RTLs) across the

in Foster Care                            6              81       state. Located in Altoona, Mayfield, Meadville,

936 Health Issues                         6             135       Mechanicsburg, Monroeville, Quakertown, Ridgway, and
                                                                  Williamsport, each RTL is equipped with 10 computers to
937 Cultural Competence and
Cross-Cultural Placements                24             374       train Microsoft Office 2000 and Office XP applications as      p
                                                                  well as Adobe Reader and Basic Computer Skills. In
939 Substance Abuse                      38             549

                                                                  addition, each RTL has a Regional Training Room which is
940 Families of Origin                   10             152       equipped to hold 25 participants.

Note: This is not a comprehensive listing of all foster parent    In 2004/2005, the Training Program also facilitated and/or
trainings provided by the Training Program. Trainings have been
grouped according to foster parent competency area.               assisted in the development and delivery of specialized

                                                                  statewide training events including the following:

The following is a description of the Technology Skills
Trainings held during 2004/2005, as well as the number of            ❖ 2 Supervisor Training Events in Fall 2004 (231

participants who attended:                                             individuals attended – inclusive of public, private,
                                                                       and state representatives) – collaborated with the

                                                                       Supervisory Training Advisory Group (STAG) to

                                                                       provide these trainings

     The Pennsylvania Child Welfare Training Program

                                                         ❖ 3 Supervisor Training Events in Spring 2005 (176          In addition, the Training Program collaborated with the
                                                           individuals attended – inclusive of public, private,      following organizations to provide CE credits for their
                                                           and state representatives) – collaborated with the        training events:
                                                           STAG to provide these trainings
                                                                                                                       ❖ Center for Schools and Communities – The Training
                                                         ❖ 19 trainings for the Pennsylvania State Foster Parent
                                                                                                                         Program processed requests for 64 individuals
                                                           Association’s (PSFPA) Annual conference
                                                                                                                         participating in 6 training opportunities;
                                                         ❖ 8 regional trainings for PSFPA
                                                                                                                       ❖ County Children and Youth Agencies – The Training
                                                         ❖ The First Annual Statewide Trainer/Child Welfare              Program processed requests for 33 individuals
                                                           Education for Leadership (CWEL) graduate Training             participating in 4 training opportunities;
                                                           Symposium entitled Bridging Today for the
                                                                                                                       ❖ Statewide Adoption Network (SWAN) – The Training
                                                           Pathways of Tomorrow (approximately 150
                                                                                                                         Program processed requests for 294 individuals
                                                           individuals attended)
                                                                                                                         participating in 14 training opportunities; and
                                                         ❖ Offered Systems of Care (SOC) training by National
                                                                                                                       ❖ Pennsylvania Children and Youth Administrators
                                                           Expert Sheila Pires to county Children and Youth
                                                                                                                         (PCYA) – The Training Program processed requests
                                                           Agencies, the Department of Public Welfare (DPW),
                                                                                                                         for 37 individuals participating in 4 training
                                                           and cross-system partners – October 2004
                                                         ❖ Provided Skill Building in Strategy by Michelle
                                                           Zabel and Marlene Penn (National SOC consultants)         COMMUNICATION, COLLABORATION, AND
                                                           for DPW regional offices – February 2005                  QUALITY ASSURANCE WITH KEY STAKEHOLDERS

                                                         ❖ Quality Services Review (QSR) Training (2 rounds of       The Training Program achieves its vision and mission
                                                           QSRs occurred with training in 11 locations for 14        through communication, collaboration, and quality
                                                           county Children and Youth Agencies – 200 Child            assurance with key stakeholders. The Training Program
                                                           Welfare professionals trained)

                                                                                                                     implements a collaborative approach to completion of
                                                         ❖ 4 Regional Independent Living (IL) Training Events        program projects, development of curricula, and the on-
     University of Pittsburgh, School of Social Work

                                                           during Fall 2004 (150 individuals attended – inclusive    going review of the Training Program’s success. To
                                                           of public, private, and state representatives) –          implement this collaborative approach, the Training
                                                           collaborated with the Statewide Adoption Network          Program forms Quality Assurance Committees (QUACs),
                                                           (SWAN) and Independent Living Project Management          Advisory Groups, and Project Teams whose memberships
                                                           Team (ILPMTM) to provide these events                     include key stakeholders. Further, the Training Program
                                                         ❖ 1 IL Statewide Training Event during Spring 2005          continually solicits feedback through regular contact with
                                                           (140 individuals attended – inclusive of public,          county Children and Youth Agencies, the Department of
                                                           private, and state representatives, as well as youth) –   Public Welfare (DPW), and Private Provider Agencies.
                                                           collaborated with ILPMTM to provide this training         In 2004/2005, the following QUACs were held based on
                                                                                                                     identified curriculum topics for development:
                                                       CONTINUING EDUCATION CREDITS
                                                       FOR SOCIAL WORKERS
                                                                                                                       ❖ Child Welfare Casework Practice: Children’s
                                                       Continuing its collaboration with the University of               Mental Health – 3 QUAC meetings were held to
                                                       Pittsburgh, School of Social Work, the Training Program           provide feedback to the design of an integrated
                                                       once again offered Continuing Education (CE) credits for          children’s Mental Health curriculum. The Training
                                                       Licensed Social Workers (LSWs). The University of                 Program partnered with Community Behavioral
                                                       Pittsburgh, School of Social Work is Council on Social Work       Health Systems, the Office of Mental Health and
                                                       Education accredited and a Pennsylvania pre-approved              Substance Abuse (OMHSAS), Private Provider
                                                       provider of Social Work Continuing Education. Many of the         Agencies, county Children and Youth Agencies, and
                                                       workshops the Training Program offered during 2004/2005           Pennsylvania Child and Adolescent Service System
                                                       met the applicable educational and professional standards         Program (CASSP) to develop a comprehensive
                                                       for CE hours for LSWs. In 2004/2005, the Training Program         mental health curriculum and resource manual;
                                                       awarded a total of 976 CE certificates.

  ❖ Fiscal – 13 QUAC meetings were held to provide              • Presented at the Inaugural Kids Voice

    feedback to the development of two curricula: An              Opportunities Fair – November 2004
    Overview of Fiscal and Child Welfare and Fiscal             • Wrote articles for the IL Luminator, a quarterly

    Invoicing. The two curricula enabled fiscal officers          publication of the Youth Advisory Board (YAB)

    to develop best practice standards for fiscal                 and Valley Youth House

    operations and to develop competencies for core
                                                                • Assisted with the development of the IL Update,
    skills training;

                                                                  a newsletter for IL staff
  ❖ Sexual Abuse – 1 QUAC meeting was held to
                                                                • Partnered with the Pennsylvania Training and

    provide feedback and current research to the revise
                                                                  Technical Assistance Network (PaTTAN) and
    the caseworker Sexual Abuse Series into a contextual
                                                                  the Local Transition Coordinating Councils
    framework; and

                                                                  (LTCCs) to provide IL workers with information
  ❖ Legal Series – 1 QUAC meeting was held to provide             about programs to make sure that youth with

    feedback and current research to the revision of legal        special educational needs understand their

    curricula for the Training Program.                           rights to services and access to education

In 2004/2005, the following Advisory Groups and Project         • Partnered with the Pennsylvania Higher
Teams included:                                                   Education Assistance Agency (PHEAA)
                                                                  representatives to address financial aid and
  ❖ Diversity Task Force (DTF)

                                                                  scholarship programs for youth who planned to

     The DTF is committed to issues of human diversity            enroll in post-secondary institutions
     in Child Welfare. Membership includes individuals
                                                              ❖ Leadership QUAC

     from county Children and Youth Agencies, DPW, and

     the Training Program, as well as trainers and foster         The Leadership QUAC is a collaborative effort of
     parents. In 2004/2005, the DTF continued to provide          the Pennsylvania Children and Youth

     recommendations to support the inclusion of                  Administrators (PCYA), DPW, and the Training

     diversity in all training materials and curricula. The       Program. Throughout 2004/2005, work of this
     DTF also revised the content of the Considering the          group focused on the revision of the Leadership
     Diversity Factor in Training: A Trainer’s                    Academy: CORE Training for Administrators

     Handbook, which is now used as a segment in the              curriculum and planning for Leadership

     Development of Trainers (DOT).                               Academy trainings for the PCYA Quarterly

  ❖ Independent Living Project Management Team
    (ILPMT)                                                   ❖ Private Provider Workgroup
                                                                  The purpose of the Private Provider Workgroup

     The ILPMT assists in the statewide implementation
     of the Title IV-E Independent Living (IL) Program.           was to collaborate across the child serving

     Membership includes individuals from county                  systems in Pennsylvania to foster professional

     Children and Youth Agencies, DPW, Private Provider           development opportunities for staff by providing
     Agencies, and the Training Program. A primary                knowledge and skill-based training opportunities.     p
     purpose of the ILPMT is to provide DPW with on-              The Private Provider Workgroup assisted in

     going feedback regarding the design and                      increasing the attendance of private provider staff
                                                                  in training and identifying training curricula that

     implementation of IL Programs and services.
                                                                  was needed by Private Provider Agency staff.
     In 2004/2005, ILPMT accomplishments included the
     following:                                                   In 2004/2005, the workgroup developed and

                                                                  began to implement short and long-term goals
     • Assisted with the IL Youth Retreat – July 2004
                                                                  outlined in the Training Program’s 2002/2003 –

     • Assisted with the Pennsylvania Communities                 2004/2005 Strategic Plan. Goal areas included:

       of Practice Transition Conference – July 2004              training delivery, needs assessment and
     • Assisted with the Youth Employment Expo: A

                                                                  competency development, curriculum and
       Capital Experience – October 2004                          training development, and communication and

     The Pennsylvania Child Welfare Training Program

                                                               collaboration. In addition, the workgroup           COMPUTER APPLICATIONS AND REPORTING
                                                               developed and implemented a training needs
                                                               survey that was used to guide the curriculum        Data is collected regarding all Training Program and
                                                               content training sessions that were offered to      Independent Living activities using computerized
                                                               private provider agency staff that attended a       databases and other Management Information Systems.
                                                               DOT Training.
                                                                                                                   STARS (State Tracking and Reporting System)
                                                         ❖ Supervisory Training Advisory Group (STAG)
                                                                                                                   An individual training record is maintained for every
                                                               The STAG continued to provide guidance and
                                                                                                                   worker in the system. A training report, which includes all
                                                               leadership in the development of the
                                                                                                                   workshops presented and evaluation scores, is maintained
                                                               Supervisory Training Events held two times
                                                                                                                   for Training Program trainers. Data outputs include:
                                                               during the year. The STAG is responsible for
                                                                                                                   reports of workshops presented, participants in training,
                                                               developing the agenda for the training events
                                                                                                                   evaluation scores, training needs, training attending by
                                                               and to develop workshop training topics that will
                                                                                                                   individual participants, training presented by individual
                                                               be developed into workshops for supervisors
                                                                                                                   Trainers, attendance of training by staff of a local agency,
                                                               across the state.
                                                                                                                   cost per workshop data, and other fiscal data.
                                                         ❖ Trainer Advisory Group (TAG)
                                                               The TAG continued to provide recommendations        In 2004/2005, the Technology Development Department
                                                               on trainer and curriculum development,              continued development on the STARS application. More
                                                               including input into the Trainer/Child Welfare      requirements were gathered to ensure that the
                                                               Education for Leadership (CWEL) Training            development supported the end users of the system. Many
                                                               Symposium held in Spring 2005. In addition, the     new reports and features were added to ensure proper
                                                               TAG assisted in the development of the              data entry and reporting for all concerned parties.
                                                               Trainer’s Palette newsletter for trainers.          Preliminary testing began to ensure accurate data flow

                                                                                                                   throughout the various modules in the application. The
                                                       The Training Program also participated on the following
                                                                                                                   expected release date for Phase I is July 2006.
                                                       statewide committees:
     University of Pittsburgh, School of Social Work

                                                         ❖ Child and Adolescent Service System Program             PILOTS (Pennsylvania Independent Living Outcome
                                                                                                                   Tracking System)
                                                           (CASSP) Advisory Committee
                                                         ❖ Family Group Decision Making Planning and               An individual data file is maintained on each youth
                                                           Implementation Teams and sub-committees                 receiving Independent Living (IL) services to monitor the
                                                                                                                   delivery of services. Reports are made available to the
                                                         ❖ Pennsylvania State Foster Parent Association Board
                                                                                                                   Department of Public Welfare (DPW) and county Children
                                                         ❖ IV-E Planning Committee                                 and Youth Agencies based on need. The PILOTS database
                                                         ❖ Measurement Committee                                   is a system designed to keep track of a youth for both the
                                                         ❖ Practice Improvement Committee                          IL and Aftercare Programs. The system tracks youth from
                                                         ❖ Program Improvement Plan Management Team and            the time entering the program(s) up to 90 days after they
                                                           sub-committees                                          leave either one of the programs.

                                                         ❖ Recruitment and Retention Committee                     In 2004/2005, the Technology Development Department
                                                         ❖ Risk Assessment Task Force (RATF) and sub-              maintained the components and functionality of the
                                                           committees                                              existing PILOTS database in an effort to assist county
                                                         ❖ State Wide Adoption Network (SWAN) Advisory             Children and Youth Agencies with their reporting needs.
                                                                                                                   NEEDS-BASED BUDGET
                                                         ❖ Systems of Care Planning Committee
                                                                                                                   In 2004/2005, the Technology Development Department
                                                                                                                   provided assistance in developing a Needs-Based Budget
                                                                                                                   (NBB) repository for county Children and Youth Agencies
                                                                                                                   to use in submission of their yearly budgets. This project
included development, testing, and training of the            RESEARCH AND EVALUATION

automated tool that was used by county Children and
Youth agencies to develop their NBB budgets.                  In 2004/2005, the Training Program completed the last

                                                              major component of its 2002/2003 – 2004/2005 Strategic

WEBSITE DEVELOPMENT                                           Plan, which was the establishment of a Research and
                                                              Evaluation Department. Based on recommendations from

In 2004/2005, the Training Program’s website evolved into a
                                                              the 2005 American Humane Association (AHA) evaluation,
hub of information that assisted customers with accessing

                                                              initial goals for this area of the Training Program included:
accurate, high quality material regarding the Training

Program, its products and services, as well as accessing        ❖ Assess the Training Program’s goal of measuring and
additional Child Welfare resources. Many important                assessing individual’s knowledge, skills, and values
additions were made to the website, including a variety of        acquisition from training;

material from the Research and Evaluation Department,           ❖ Provide feedback for revisions to curricula;

links to other organizations’ websites, search engine
                                                                ❖ Take evaluation of training beyond the Level 1 (i.e.,

functionality, and trainer and trainee resources. The
                                                                  participant perception) evaluation;
address for the Training Program’s website is

                                                                                                                              Y                                           ❖ Evaluate impact of training on achievement of
                                                                  agency goals, desired client level outcomes, and
                                                                  community goals; and

                                                                ❖ Track impact of training on trainee knowledge

Certification training, including CORE Curricula, the
                                                                  acquisition and comprehension as well as skill
Orientation, Training and Resource Manual (OTRM), and

Supervisory Training Series (STS) is offered to ensure all

                                                              In 2004/2005, the Research and Evaluation Department
Child Welfare professionals can receive certification
                                                              provided support to county Children and Youth Agencies,

training requirements within 12-18 months of employment.
                                                              the Department of Public Welfare (DPW), and Training

Curricula are organized around the goals of the Child         Program staff. Nine literature reviews were obtained and
Welfare System and are consistent with the Pennsylvania       reformatted from the Child Welfare League of America
Standards for Child Welfare Practice and the outcomes         (CWLA) and the American Public Human Services

from the Child and Family Service Review (CFSR). The          Association (APHSA) for the Training Program’s website.

CORE curricula for Caseworkers and the STS curricula for      One extensive original literature review was written.
Supervisors have been developed to assure uniform             Various Practice Improvement resources for county

training of the foundation level competencies.                Children and Youth Agencies were obtained.

The OTRM was developed to assist supervisors in training      A comprehensive cross-system evaluation instrument for
new Child Welfare direct service workers. It was designed     Family Group Decision-Making (FGDM) was finalized by

to guide the orientation and training of the new worker.      Adams County based on our technical recommendations.

The OTRM has one module to complement each of the             This instrument was the cornerstone of the state FGDM
CORE Trainings. The OTRM was designed to assist in the        evaluation system later developed by a subcommittee and         p
transfer of learning for the new worker.                      presented at the International FGDM Conference in June

                                                              2005. Sixteen articles on the proper uses of restraints with
In 2004/2005, a total of 27 rounds of CORE training and 12

                                                              children were obtained and provided to DPW to assist their
rounds of the STS were offered throughout the state to        staff in rewriting a bulletin on this subject. An initial
assist Child Welfare professionals in meeting certification   validation of three embedded evaluations for the new
training requirements. A total of 496 casework staff and 75

                                                              Charting the Course Towards Permanency for Children
supervisory staff completed certification.

                                                              and their Families curriculum was performed.

     The Pennsylvania Child Welfare Training Program

                                                       WHAT ARE PEOPLE SAYING ABOUT                                       • “TOL assessment tools provide a good
                                                       THE TRAINING PROGRAM?                                                framework for caseworker and supervisor
                                                                                                                            interaction.” (TOL Package)
                                                       Since the inception of the Training Program, evaluations
                                                       have been used to gather feedback regarding the quality of      ❖ Independent Living
                                                       our curricula and trainers. Below are responses from some          • “Thank you for such a thoughtful review. Your
                                                       2004/2005 evaluations regarding “…one thing that the                 recommendations are invaluable, and I look
                                                       Trainer or Training Program did that especially                      forward to working on them.” (Program
                                                       impacted you”.                                                       Review)
                                                                                                                          • “Thank you for taking time to address our
                                                         ❖ “The trainer related everything to cases and real
                                                                                                                            concerns and answer our questions. Thanks, too,
                                                           situations…very practical. This hands-on learning is
                                                                                                                            for your courtesy, tact, and professionalism.”
                                                           what I needed.” (CORE Training)
                                                                                                                            (Program Review)
                                                         ❖ “I appreciated the use of videos, group activities and
                                                           discussion – it kept my interest throughout the           SHARING OUR KNOWLEDGE WITH
                                                           training.” (Specialized and Related Training)             OTHERS…
                                                         ❖ “The trainer was excellent. He provided well              In 2004/2005, staff represented the Training Program at
                                                           researched information and used personal stories          the following events:
                                                           from his time in the field.” (Specialized and Related
                                                           Training)                                                 National Staff Development and Training
                                                         ❖ “This training showed me how I can help with the          Association
                                                           training process before my worker even attends the        Training at the Crossroads Conference – November 2004
                                                           training.” (Supervisor Training)                          (Chicago, Illinois)
                                                         ❖ “The utilization of participants’ questions as
                                                                                                                       ❖ Co-Presented “Integrating Interactive Video with

                                                           examples was extremely helpful with understanding
                                                                                                                         Evaluation Software”
                                                           the material.” (Technology Skills Training)
     University of Pittsburgh, School of Social Work

                                                                                                                          • Matt Kerr and Joel Miranda
                                                       In 2004/2005, the inclusion of technical assistance allowed
                                                       Training Program staff to work directly with county             ❖ Co-Presented “Quality Assurance Training and
                                                       Children and Youth Agencies. Below are some responses             Continuous Quality Improvement”
                                                       regarding our Organizational Effectiveness (OE) efforts:           • Jerry Sopko and Mike Danner
                                                                                                                       ❖ Co-Presented “Achieving Child Welfare Outcomes
                                                         ❖ Practice Improvement
                                                                                                                         through Training: Curriculum Development and
                                                            • “Today is the first day that I have seen this
                                                                                                                         Design Perspectives”
                                                              material. It is awesome! Thank you so much.
                                                                                                                          • Karen Ostrander and Lorraine McConahy
                                                              You have made this ICSP process useful for us
                                                              and have set us well on our way in                       ❖ Co-Presented “It’s Not Just Individual Anymore:
                                                              accomplishing the service inventory. You are               How Organizational Training Needs Assessments
                                                              greatly appreciated.”                                      Lead to Achieving Agency Outcomes”
                                                            • “…..And again, thank you and your unit for                  • Jana Hitchcock and Richard Houston
                                                              purpose driven and meaningful help to our                ❖ Co-Presented “Leadership: The Key to Positive
                                                              County.”                                                   Outcomes”
                                                         ❖ Transfer of Learning                                           • Kathy Jones Kelley and Jodi Wadel
                                                            • “It was very helpful for the worker and                  ❖ Served on the National Staff Development and
                                                              supervisor to attend the training together.                Training Association Board
                                                              Supervisors usually are not aware of what the               • Kathy Jones Kelley
                                                              workers are learning in training, making it
                                                              difficult to reinforce knowledge and skills from
                                                              training.” (TOL Package)
Pennsylvania Council for Children, Youth and              Child Welfare League of America

Families Services
                                                          Finding Better Ways: Addressing the Mental Health

LEADING THE WAY through Partnerships, Policy,             Needs of Children, Youth and Families Conference –
Practice and Performance Outcomes Conference – April      May 2005 (New Orleans, Louisiana)

2005 (Harrisburg, Pennsylvania)
                                                            ❖ Co-Presented “Building the Village from the

  ❖ Co-Presented “Transfer of Learning Pilot: Achieving       Ground Up: How Organizational Effectiveness

    Permanency for Children in Kinship Care”                  Facilitates Successful Systems of Care”

     • Richard Houston and Maryann Marchi                      • Jana Hitchcock and Mary Orr in collaboration
Pennsylvania Child and Adolescent Service System                 with Maryrose McCarthy (Northumberland
Program – Training and Technical Assistance                      County Children and Youth Services)

                                                          American Humane Association

Building Bridges Toward an Integrated Systems of
                                                          One Family, Once Community, Many

Care for Children and Families Conference – May 2005
                                                          Voices…Rediscover the Village: Family Group Decision

(State College, Pennsylvania)
                                                          Making Conference – June 2005 (Long Beach, California)
  ❖ Co-Presented “Collaboration for Children with
                                                            ❖ Co-Presented “The Innovative Evaluation

    Mental Health Issues”
                                                              Practices in Pennsylvania”

     • Sandra Fehr and Jennifer Mariani
                                                               • Jana Hitchcock in collaboration with Wendy
  ❖ Co-Presented “Leadership: The Key to Positive

                                                                 Unger (Adams County Children and Youth
    Outcomes for Child-Serving Systems”                          Services)

     • Kathy Jones Kelley and Jodi Wadel


     The Pennsylvania Child Welfare Training Program

                                                       A LOOK TO THE FUTURE…                                                             ❖ Training for Foster Parents

                                                       After thirteen years of operation, the Training Program, which began as               There are over 10,000 foster parents in Pennsylvania requiring
                                                                                                                                             specialized skills to work effectively with children placed in their
                                                       an idea of developing and delivering a comprehensive in-service training
                                                                                                                                             care by the Child Welfare system. Curricula must be based in
                                                       system for Child Welfare professionals across the Commonwealth, had
                                                                                                                                             research and best practices in order to ensure foster parents are
                                                       truly become a key part of the Child Welfare system in Pennsylvania.
                                                                                                                                             provided with the knowledge and tools they need to be effective.
                                                       Strong partnerships and collaborative efforts between the University of
                                                                                                                                             A centralized curriculum and trainer development process allows
                                                       Pittsburgh (University), the Department of Public Welfare (DPW), and the              workshop content to promote best practices and the identification
                                                       Pennsylvania Children and Youth Administrators (PCYA), provided the                   and preparation of practitioners skilled in delivery of the
                                                       foundation for developing a quality training system to meet the initial and           workshop content. Developing curriculum in each individual
                                                       on-going training and technical support needs of Child Welfare agencies.              public and private Child Welfare Agency to meet the training
                                                       The “idea” of building a comprehensive training system became a reality               needs of foster parents would be ineffective, costly, and a
                                                       for Pennsylvania and this reality included not only training and technical            duplication of efforts. In addition, most counties lack this
                                                       support for public Child Welfare Agency casework staff and supervisors                expertise and resource which may well result in substandard
                                                       but also administrators, foster parents, Private Provider Agencies, and               training with greater risk to children and the potential of
                                                       fiscal officers. Through a centralized management system, the Training                replacement and its harmful consequences.
                                                       Program has ensured the same quality of curriculum and trainer skill              ❖ Training for Private Provider Agency staff
                                                       throughout the Commonwealth, while a decentralized delivery system                    Pennsylvania’s Child Welfare system has a long history of
                                                       has ensured training and technical assistance to meet the unique needs                partnering with the Private Provider Agencies for the delivery of
                                                       of the public and private Child Welfare Agencies statewide. The model                 services. In many counties, Private Provider Agency staff are the
                                                       has also emphasized the importance of a Training Steering Committee                   primary providers of services to children in foster care. These
                                                       (TSC) that consists of county and state leaders and key stakeholders                  staff require the same knowledge and skills needed by staff in
                                                       who were actively involved in program planning, monitoring, and training              the public Child Welfare system. Having staff from both the public

                                                                                                                                             and private sector being trained in the same content allows our
                                                       initiatives. The leadership of the TSC held a common vision that a shared
                                                                                                                                             Child Welfare system to approach families with a common vision
                                                       source of training and technical assistance supported the knowledge
     University of Pittsburgh, School of Social Work

                                                                                                                                             and understanding of how to support them effectively while
                                                       and skill developments of all Child Welfare professionals who work in
                                                                                                                                             ensuring children live in safe and permanent homes and
                                                       ensuring the safety, permanence, and well-being of Pennsylvania’s most
                                                                                                                                             communities. It also builds collaboration among public and
                                                       vulnerable children.                                                                  private Child Welfare professionals.
                                                       It is important for the reader of this report to understand, that while           ❖ Training for Fiscal Officers
                                                       many of the accomplishments made in 2004/2005 continued to                            Fiscal officers must understand the various funding streams used
                                                       advanced the Training Program’s Vision and Mission, fiscal changes                    to pay for services delivered to families and children by the Child
                                                       made immediately at the beginning of Fiscal Year 2005/2006 have                       Welfare system. Fiscal officers are challenged with developing
                                                       greatly reduced the Training Program’s ability to provide training and                budgets to maximize resources and in many cases doing more
                                                       technical support services to foster parents, Private Provider Agency                 with less. Most county agencies have only a limited number of
                                                                                                                                             fiscal officers. As a result, development of training for these staff
                                                       staff, and fiscal officers. As we look to the future, it is recommended that
                                                                                                                                             is often a low priority and training needs go unmet.
                                                       the TSC and DPW look closely at the both the short-term and long-term
                                                       impact of the fiscal changes on the Child Welfare system. Specifically,        By developing and delivering training and technical support through the
                                                       areas of concern include training for foster parents, Private Provider         Training Program, resources are maximized and shared among all public
                                                       Agency staff, and fiscal officers, as well as additional research and          and private Child Welfare Agency foster parents, staff, and fiscal officers.
                                                       evaluation to assess the impact of the training and technical support on       In addition, delivering training and technical assistance through a
                                                       outcomes.                                                                      partnership with the University assumes easy and low cost access to
                                                                                                                                      University expertise and reduces the overall cost to both county agencies
                                                                                                                                      and the state agency by allowing access to federal funds and University


     University of Pittsburgh, School of Social Work            ■   The Pennsylvania Child Welfare Training Program

                                  The Pennsylvania Child Welfare Training Program

                                                      Principal Investigator

                                                          Executive Director

                                                         Training and Technical
         Fiscal and Operations                                  Support                        Technology Development

                                               Curriculum and                                  Research and
                       Organizational                                             Training
                       Effectiveness                                              Delivery      Evaluation
It is not of importance where we stand,
 but in what direction we are moving.
               Unknown Author
           University of Pittsburgh, School of Social Work
          The Pennsylvania Child Welfare Training Program

                                                  403 East Winding Hill Road
                                                  Mechanicsburg, PA 17055
                                                    Phone: (717) 795-9048
                                                     Fax: (717) 795-8013

                    T OF UBLIC
               EN                W



                                           RE •



          W                             S

              EA                    N
                   LT H O F P E N

To top