24 Mar The written assignment gives you the opportunity to situate the organization (structure and the social issue that is targeted), identify an organizational problem, challenge, or opport
The written assignment gives you the opportunity to situate the organization (structure and the social issue that is targeted), identify an organizational problem, challenge, or opportunity in your field placement (or human service organization you know well), determine a solution grounded in theory or practice model, strategize for implementing the solution (organizational change), and specify how you will evaluate/assess the change. Your choice for the topic MUST BE AN ORGANIZATIONAL ISSUE (e.g., staff turnover, agency-wide communication dysfunction, etc.). You will follow the logic model format for this change provided in this syllabus.
The written assignment gives you the opportunity to situate the organization (structure and
The social issue that is targeted) identify an organizational problem, challenge, or opportunity in your
field placement (or human service organization you know well), determine a solution grounded
in theory or practice model, strategize for implementing the solution (organizational change), and
specify how you will evaluate/assess the change. Your choice for the paper/topic MUST BE AN ORGANIZATIONAL ISSUE (e.g., staff turnover, agency-wide communication dysfunction, etc.). You will follow the logic model format for this change provided in this syllabus.
ALL papers should have the following: (1) The writing should be clear and concise. (2) Cite
all references in the text. (3) Include a complete list of references at the end of the paper. (4) Cite
all references in standard American Psychological Association format. (5) DO NOT include
identifying names of the organization or persons.
The 5 written assignments are parts of a whole – each paper will include the paper that preceded it. You are required to revise the preceding paper according to the instructor’s recommendations before adding it to the next paper.
Part A – Provides the basis for analysis and understanding of the organization, describing the context of the organization within its marketplace and the social issue it is tasked with addressing. (See Appendix A) (3-4 pages)
· Organization Structure – https://msa.maryland.gov/msa/mdmanual/18dhr/pdf/18dhs.pdf (Appendix A) Attachment “Appendix A Organization” details what certain positions do – USE INFORMATION FOR EXECUTIVE DIRECTOR, DEPUTY EXECUTIVE DIRECTOR FOR PROGRAMS AND OFFICE OF CHILD WELFARE PRACTICE AND POLICY.
· Introduction – Introduce the agency/organization, type (public, not-for-profit, etc.) – https://dhs.maryland.gov/child-protective-services/
· Revenue Streams
· Size (# employees, annual budget, etc.)
· https://msa.maryland.gov/msa/mdmanual/18dhr/html/dhrb.html (budget)
· https://www.linkedin.com/company/mdhumanserv/about/ (# employees)
· Structure (# departments, part of larger org., off-site centers, etc.)
· https://dhs.maryland.gov/category/services/ (services)
· https://dhs.maryland.gov/local-offices/ (24 local offices – some offices have between 1-6 Public Assistance Centers)
· Population served (typed, #s, salient issues) – https://dhs.maryland.gov/about-dhs/#:~:text=The%20Maryland%20Department%20of%20Human,over%20one%20million%20people%20annually (number of people served)
· Stakeholders (all internal & external who have a direct interest in the organization) – https://ctb.ku.edu/en/table-of-contents/participation/encouraging-involvement/identify-stakeholders/main#:~:text=Parents%2C%20spouses%2C%20siblings%2C%20children,Social%20workers%20and%20psychotherapists.
Specific stakeholders – More specifically, DHS stakeholders include The Children's Guild, Baltimore Child Abuse Center, Baltimore City Police Department, Baltimore County Police Department, Maryland Stare Police, group homes, and residential treatment centers (both in and out of state).
· Social Problem – Abuse and Neglect of Children
· Introduction – social problem
· definitions, as relevant
· statistics on prevalence or incidence of the issue – https://cwoutcomes.acf.hhs.gov/cwodatasite/pdf/maryland.html
· studies that look at risk and protective factors in the united states of America (more than one source)
· https://www.cdc.gov/violenceprevention/childabuseandneglect/riskprotectivefactors.html (basic information) – still need 2-3 studies discussing risking and protective factors
· describe briefly the issues relevance to social work and – Social Work & Child Abuse and Neglect Brief attached
· social work interventions that have been utilized – ATTACHMENTS: Child Neglect: A Guide for Prevention, Assessment, and Intervention, Which Interventions do social workers believe are most effective when working with child abuse victims. (Many need to do additional research as well)
· present briefly an evaluation of the effectiveness of those interventions
· Significance of the Issue – describe why this is such a problem for families, group of communities – https://www.kidsdata.org/pages/childabusewhytopicimportant, https://www.childwelfare.gov/topics/can/impact/consequences-can/, https://www.childwelfare.gov/topics/can/impact/consequences/
Social Services Administration Organizational Units
The Executive Director of the Social Services Administration (SSA) is responsible for the overall administration of the Administration with support from two Deputy Directors (Programs and Operations). A number of specific child welfare programs and initiatives are managed within the Administration. In addition, there are five other offices or units within the Administration that provide an infrastructure to support the overall child welfare mission. The Executive Director’s scope of responsibility includes oversight for the provision of a range of administrative supports to 24 Local Departments of Social Services (LDSS) in the areas of policy development, training, foster and adoptive home recruitment and approval, consultation and technical assistance, budgeting, data analysis, quality assurance, and also some direct client services to children and families.
The Executive Director sets the vision for the Administration in establishing an infrastructure to support service delivery and the capacity for ongoing sustainability of these systemic improvements across all 24 local departments. Coordination with the Secretary of the Department of Human Resources, Deputy Secretaries, and Office of the Attorney General, other Administration Directors, and County Directors takes place on a regular basis. The Director represents the Administration with other state and federal agencies, advisory groups, legislators, Governor’s Office personnel, and advocacy groups. The Executive Office includes the Budget and Central Services Unit, which is responsible for the management of SSA’s budget development and monitoring. The Budget and Central Services Unit also is responsible for the development of regulations, legislative updates, and personnel issues.
Deputy Executive Director for Programs
The Deputy Executive Director for Programs is responsible for the Offices of Child Welfare Practice and Policy, Resource Development, Placement and Support Services, and Child Welfare Organizational Development and Training. Each office includes programs and services under their area of expertise:
Office of Child Welfare Practice and Policy, o Child Protective Services (CPS) is a mandated program for the protection of
all children in the State alleged to be abused and neglected. Child Protective Services screens and responds to allegations of child abuse and neglect via investigative or alternative response, performs assessments of child safety, assesses the imminent risk of harm to the children and evaluates conditions that support or refute the alleged abuse or neglect and need for emergency intervention. It also provides services designed to stabilize a family in crisis and to preserve the family by reducing threats to safety and risk factors. This program provides an array of prevention, intervention and treatment services including: Operating a local jurisdiction based telephone hotline for receiving child
abuse/neglect (CAN) reports; Conducting CAN Response (investigative and alternative responses),
family assessment and preventive services screenings; Providing substance exposed newborn crisis assessment and services; Providing background screening checks on current or prospective
employees and volunteers for children/youth serving agencies; Preventive and increased protective capacity of families; and Family-centered services.
o In-Home Family Services are family preservation programs available within
the local departments of social services. These programs are specifically
identified for families in crisis whose children are at risk of out-of-home placement. Family preservation actively seeks to obtain or directly provide the critical services needed to enable the family to remain together in a safe and stable environment. Maryland provides three programs under In-Home Services continuum: Services to Families with Children-Intake (SFC-I), Consolidated In-Home Services (CIHS) and Inter Agency Family Preservation Services (IFPS). SFC-I provides assessment for situations that do not meet the criteria for a CPS response. Many of these cases stem from a family’s self request for service. CIHS are cases referred from CPS, both IR and AR, or SFC- where additional work is needed to bolster a families protective capacities to improve safety and reduce risk. IAFP is similar except that referrals can come from other child serving agency and the child must be at high risk for out-of- home placement.
Out-of-Home Services/Permanency o Foster Care Services:
Short-term care and supportive services for children that have been physically or sexually abused, neglected, abandoned, or at high risk of serious harm.
Services to treat the needs of the child and help the family with the skills and resources needed to care for the child. Children are placed in the least restrictive placement to meet their needs, with a strong preference for relatives as the placement of choice. Attempts are made to keep the child in close proximity to their family; however, the child’s placement is based on the treatment needs of the child and the availability of placement resources.
Time-limited reunification services using concurrent permanency planning to reunite with the birth family or to pursue a permanent home for the child within 12 months of the placement. Permanency planning options that are considered in order of priority:
Reunification with parent(s) Permanent Placement with Relatives (includes guardianship or
custody) Adoption (relative or non-relative) APPLA (Another Planned Permanency Living Arrangement) o Voluntary placement services because of the child’s need for short
term placement to receive treatment services for mental illness or developmental disability
o Adoption Services develops permanent families for children who cannot live with or be safely reunited with their birth parents or extended birth families. The Maryland Adoption Program is committed to finding “Forever Families” for children in the care and custody of the State. Adoption services include study and evaluation of children and their needs; adoptive family recruitment, training and approval; child placement; and post-adoption subsidy support.
o Ready by 21provide independent living preparation services to older youth, ages 14-21 years of age in any type of Out-of-Home placement (such as kinship care, family foster care or residential / group care) to assist the youth in preparation for self sufficiency in adulthood.
o Guardianship Assistance Program serves as another permanency option for children who best needs are not served via reunification or adoption. The goal of this program is to encourage caregivers to become legal guardians of children who have been placed in their home by the Local Department of Social Services by removing financial barriers.
Resource Development, Placement and Support Services
o Resource Development and Retention is responsible for services related to the recruitment and retention of resource families. Program staff provides technical assistance to local departments of social services in development of their local recruitment plans. The Maryland Foster Parent Association also receives technical assistance from this unit. The unit is responsible for monitoring and coordination of the 24 local departments of social services’ resource home development plans.
o Placement and Support Services is responsible for assisting the local departments of social services to facilitate barriers regarding the discharge and placement plans for youth in State care from psychiatric hospitals in Maryland and offer suggestions to the local departments for applicable placements for youths in State care. Placement and Support Services is also responsible for participating in a myriad of committee meetings to represent DHR to maintain rapport with various State agencies, including in-state and out-of-state providers. Program staff gleans updated knowledge of programs and initiatives and assists the local Departments to ensure that the youth in State custody are appropriately positioned at their recommended placements and the placements are in the best interest of the youth. This unit works with stakeholders to identify and develop strategies to improve the array of services available to support children and families in achieving safety, permanence and well-being. The services include education, substance abuse treatment, health care and mental health. This unit is also responsible for monitoring the placement of children in out-of-home care placed in facilities out-of-state. They ensure that all efforts to place children in-state have been exhausted prior to the child being placed out-of-state.
o Oversight of Education and Health Care for Foster Youth is managed within the unit. These responsibilities include oversight of Education and Training Vouchers (ETV), Maryland Tuition Waiver, Education stability, Health Care and the utilization of psychotropic medication. Ongoing work with the Maryland State Board of Education (MSDE) and the Department of Health and Mental Hygiene (DHMH) is managed within the unit as well.
o Interstate Compact on the Placement of Children (ICPC) ensures that foster children placed out-of-state from Maryland and children placed in Maryland from other States receive the same protections guaranteed to the children placed in care within Maryland. The law offers states uniform guidelines and
procedures to ensure these placements promote the best interests of each child while simultaneously maintaining the obligations, safeguards and protections of the “receiving” and “sending” states for the child until permanency for that child is achieved in the receiving state’s resource home, or until the child returns to the original sending State. Interstate Compact on Adoption and Medical Assistance (ICAMA) removes barriers to the adoption of children with special needs and facilitates the transfer of adoptive, educational, medical, and post adoption services to pre-adoptive children placed interstate or adopted children moving between states.. In addition, the IV-E eligible Guardianship Assistance Program Medical Assistance (GAPMA) provides a framework for interstate coordination specifically related to permanency established with custody and guardianship awarded to out-of-State IV-E eligible Foster Parents.
Child Welfare Training and Organizational Development The Training and Organizational Development Unit oversees all aspects
of training activities in child welfare along with the strategic planning to implement and integrate practice updates and innovation.
The Child Welfare Training component oversees and coordinates the contractual delivery and development of training activities with the Child Welfare Academy (CWA) at the University of Maryland School of Social Work. The CWA provides statewide training for caseworkers, supervisors, administrators and resource parents. This partnership with the Child Welfare Academy delivers pre-service training for new employees and administers a competency exam at the end of pre-service training. The CWA offers continuing education workshops to reinforce the expertise and policy updates for the tenured staff. The oversight of the Title IV-E Education in Public Child Welfare Program is managed by this unit as well. This contract provides specialized child welfare training for MSW (Master of Social Work) degree candidates to enhance the skills of Maryland’s public child welfare workforce.
The Organizational Development component uses theories of organizational change to facilitate the overall strategic mission of the Social Services Administration. The unit assesses training needs based on policy development and outcome trends across the continuum of program services. The training assessments inform the delivery method and technical assistance to local departments to enhance the execution of practice activities. The unit serves as lead on implementation of new initiatives.
Deputy Executive Director for Operations
Research, Evaluation, and Quality Assurance Research and Evaluation is responsible for the collection and analysis of data for
SSA and Local Departments of Social Services. They are responsible for reporting for SSA to StateStat, which collects data from all of Maryland’s Departments on
outcomes and trends within their organizations and reports to Governor Martin O’Malley. The Research and Evaluation unit also prepares Federal reports such as the Adoption and Foster Care Analysis and Reporting System (AFCARS), Caseworker Visitation, the National Youth in Transition Database (NYTD), and the National Child Abuse and Neglect Data System (NCANDS).
Quality Assurance is responsible for regular on-site review and data analysis for each the 24 local departments of social services, and develops the reports for these reviews. . The unit oversees the development of local performance improvement plans stemming from the reviews This unit works closely with the Federal government to coordinate improvements to Maryland’s Continuous Quality Assurance process for child welfare.
Systems Development is responsible for assisting with the development, maintenance, training, and support of MD CHESSIE, Maryland’s SACWIS system. This unit works with Central Office and local departments of social services staff to ensure accurate and reliable data is input into MD CHESSIE. The unit works with the MD CHESSIE software contractor on enhancements and troubleshoots any operational problems. This unit is also responsible for assisting public and private providers with trouble shooting issues with their payments that are to be received on behalf of the children in their care. Systems Development also provides support to the SSA Office of Adult Services for its database, the Client Information System (CIS).
Contracts (Purchase of Care)
The Contracts and Monitoring Unit is responsible for the development and monitoring of contracts for all of Maryland's licensed child placement agencies and residential child care agencies. The unit also monitors contracts with Maryland's Department of Juvenile Services (DJS), Department of State Education (MSDE), Department of Developmental Disabilities (DDA) and out-of-state placement agencies. The unit has implemented performance based contracting and will be monitoring the progress of contracts to ensure that they meet basic minimum standards of performance. As the unit moves forward the goal of monitoring contractor performance will shift from a compliance model to an outcome oriented model.
The social work profession has a long tradition of involvement with the child welfare system, working to support thousands of children and their families who are victims of child abuse and neglect every year. In 2001, more than 903,000 children suffered from abuse or neglect, representing a rate of 12.4 maltreated children for every 1,000 children in the general population and nearly one-third of these children were younger than three (NCCANI, 2003).1 Research indicates that poor and racial and ethnic minority children and their families are disproportionately reported, labeled, and mandated into the child welfare system. The nation’s protective services system has long been stretched beyond capacity and child protection agencies do not serve all of the abused and neglected children in their caseloads.
According to recent Health and Human Services data, almost 40 percent of the 900,000 child victims known to child protective services received no services following a substantiated report of maltreatment.2 More federal investments are needed to ensure that children receive these services.
Social workers know that working with the child means working with the whole family and with other environmental factors in a culturally competent way. In fact, social workers have battled child maltreatment for more than 100 years, and to the battle we bring a unique body of knowledge. Social workers and other professionals help families by identifying and addressing the individual, familial, and community challenges they encounter.3 Further, social workers are taught that prevention should be at the front end of all interventions and we applaud the commitment of President Obama to promote the prevention of child maltreatment, to support parents with young children, and to expand Early Head Start. Social workers are on the front lines protecting children and assisting them in finding safe living situations. However, many social workers in child welfare are overburdened with high caseloads and mounting administrative details, while receiving low pay relative to other professions.
• Allocate increased resources to support community-based child abuse prevention activities through the full funding and quick reauthorization of the Child Abuse Prevention and Treatment Act (CAPTA). CAPTA programs support innovations in state child protective services as well as research, training, data collection, technical assistance, and program evaluation.
• Promote professional involvement in child protection through incentives for BSW and MSW students to pursue child welfare work through loan forgiveness, educational leave for current child welfare workers and stipends for students. For the system to be improved, social workers and those who care for children and families must receive adequate salaries, appropriate training, and manageable caseloads if the system is to be truly reformed.
• Provide greater family support resources by fully funding the Promoting Safe
Social Work & Child Abuse and Neglect
2 750 First Street NE, Suite 700 Washington, DC 20002 www.socialworkers.org
and Stable Families (PSSF) program at its authorized level. Investments in family support programs are an important strategy in reducing incidents of child abuse and neglect.
• Expand school health education programs to include mental health education and a curriculum that focuses on parenting and child development to prevent child abuse and neglect.
• Build on programs serving children and families (such as Temporary Assistance for Needy Families, Maternal and Child Health Block Grant, Indian Health Service, and Early Head Start) to offer a variety of child maltreatment prevention services. Integrate program services and blend funding streams to achieve the maximum collaboration among various systems including, child welfare, domestic violence, substance abuse, mental health, and public health.
• Support efforts to address the importance of culturally competent and linguistically appropriate services for children and families and support analysis and evaluation of research- and evidence-based practices that are effective across populations and well-suited to specific populations.
• Strengthen the capacity of the Children’s Bureau and the Office of Juvenile Justice and Delinquency Prevention to address child protection issues including the overrepresentation of children of color in the child welfare system, cultural competency, advocacy for children and data collection and coordination by courts.
–––––––––––––––––––––––––––– References 1 National Clearinghouse on Child Abuse and Neglect Information. (2003). Child Maltreatment
2001: Summary of Key Findings. Washington, DC: U.S. Department of Health and Human Services.
2 U.S. Department of Health and Human Services, Administration on Children, Youth and Families. Child Maltreatment 2006. Washington, DC, U.S. Government Printing Office, 2008.
3 National Association of Social Workers. (2004). If you’re right for the job, it’s the best job in the world. The National Association of Social Workers’ Child Welfare Specialty Practice Section members describe their experiences in child welfare. Washington, DC: Author.
–––––––––––––––––––––––––––– Additional Resources
National Association of Social Workers. (2005). NASW Standards for Social Work Practice in Child Welfare. Washington, DC: NASW Press.
National Association of Social Workers. (2005). NASW Standards for the Practice of Social Work with Adolescents. Washington, DC: NASW Press.
National Association of Social Workers. (2009). Child Abuse and Neglect. Social work speaks: National Association of Social Workers policy statement, 2009-2012 (8th ed., pp. 42-48). Washington, DC: NASW Press.
National Association of Social Workers. (2009). Foster Care and Adoption. Social work speaks: National Association of Social Workers policy statement, 2009-2012 (8th ed., pp. 146-153). Washington, DC: NASW Press
National Association of Social Workers. (2009). Public Child Welfare. Social work speaks: National Association of Social Workers policy statement, 2009-2012 (8th ed., pp. 277-280). Washington, DC: NASW Press.
Child Neglect: A Guide for Prevention, Assessment, and Intervention 55
The goal of the initial prevention or intervention
should be to address safety and other emergency
needs and to increase the caregiver’s readiness for
change-oriented practices or behaviors. By the time
families experiencing neglect come to the attention
of CPS agencies, they often have acute and chronic
needs that require long-term intervention. These
families are significantly more likely to experience
recurrence of child neglect than abusive families. In
some CPS agencies, families experiencing neglect are
given less priority than those dealing with physical or
sexual abuse, even though their risk of recurrence may
be particularly high. 224
Effective ways must be found to target and serve
these at-risk families as soon as they are identified to
minimize risks that could lead to child neglect and
abuse. This chapter discusses the principles comprising
the foundation of prevention and intervention, their
theoretical framework, and key steps in implementing
their practice. Examples of successful interventions
are also presented.
PRINCIPLES FOR EFFECTIVE PREVE
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