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The Professional Associationtraining
Published in Noel Timms, Psychiatric Social Work in Great Britain 1939-1962, 2018
As a result of the deliberations of this and other committees, an Extraordinary Executive Meeting on 28th January 1956 considered two policies in regard to generic training. As a short-term policy it was proposed that any generic course with one psychiatric placement might claim special consideration, and in that case the course should be evaluated by the Standing Advisory Committee, paying special attention to adequate teaching in psychiatry; generic courses extended by six months in a complementary psychiatric placement could be acceptable as a membership qualification. It was decided to watch and study these generic courses in regard to age and previous experience, and to ensure that psychiatric social work tutors and supervisors on each course should be consulted on selection. For a long-term policy two suggestions of the training committee were discussed (i) The Association should work towards a two year training for psychiatric social work—students might transfer to second year of this from a generic year, (ii) an advanced University course for experienced caseworkers, from all settings, to give special qualifications to teachers, supervisors, administrative and research workers and other leaders in the field of social work. The Training Sub-Committee asked to consider further how the Association could work towards (ii) and the Professional Development Committee was asked to arrange two general meetings on the whole issue.
A Follow-Up of a Title IV-E Program's Graduates' Retention Rates in a Public Child Welfare Agency
Published in Katharine Briar-Lawson, Joan Levy Zlotnik, Evaluation Research in Child Welfare: Improving Outcomes Through University-Public Agency Partnerships, 2018
Eligibility workers were also slightly more likely to remain at DSS. These workers may have learned some skills in income maintenance to help them do their jobs in child protection. They also may have developed a commitment to the agency from their previous employment, and have accrued vacation and retirements benefits that made continued employment attractive. Most of these workers were BA level workers. Balfour and Neff(1993), in a study of retention in child welfare, found caseworkers that were most likely to stay were those with a bachelor’s degree and at least two years of service with the agency preceded by relevant internship experience. Additionally, caseworkers working for agencies with few pay differentials and advancement opportunities were less likely to leave than were new workers (i.e., caseworker with less than two years employment with the agency) with no previous experience in human services. The probability of leaving increased for those with master’s degrees and limited overtime hours. Thus, the authors suggest that one way to reduce turnover is to focus on staff with more education, less experience, and less stake in the organization. A lesson of the current study is that one way to fight high turnover is to promote from within and use IV-E programs to have workers upgrade their skills.
Consultancy in the workplace
Published in John Launer, Narrative-Based Practice in Health and Social Care, 2018
During the years that we have taught “Conversations Inviting Change,” two themes have come up consistently. The first is that professionals often find the challenges of their teams and workplaces more difficult to address than the casework itself. The second is that once they have encountered a narrative-based approach, they find it just as helpful and effective with such issues as they do with cases. Indeed, when we give practitioners the opportunity to bring narratives either about clients or about colleagues, the majority of stories they bring will often relate to dilemmas they are facing in relation to the workplace. Thus, a great deal of our activity effectively consists of mutual work consultancy. It is often through that medium that learners best acquire narrative skills. Such skills can then also be used not only to assist individual colleagues in supervision, but to help in team functioning and conflict resolution, or applied in action learning sets (Campbell and Huffington, 2008; Leonard and Marquand, 2010; Launer, 2015). Depending on circumstances, it may be possible to do this not only within one’s own team or organisation, but also with colleagues from elsewhere.
Daily life coping—Helping stress-afflicted people manage everyday activities
Published in Scandinavian Journal of Occupational Therapy, 2023
Mikkel Iwanoff Kolind, Sonja Vinkler, Thea Kristensen, Stine Vest Hansen, Jeanette Reffstrup Christensen
The intervention was well received with very low drop-out rates. This was a feasibility study and as such it lacked the scientific rigour necessary to make strong conclusions or have wide-ranging practical implications. Participants were referred by caseworkers with varying degrees of knowledge about indicators of stress, thus screening for stress symptoms was largely based on personal estimation by these case workers and the participants themselves. Future research on the effect of DLC or similar programs may benefit from more stringent inclusion criteria (e.g. specific diagnostic criteria or utilizing cut-off values of validated stress-screening tools). However, while this would improve internal validity, a recent review found that the specificity of the illness was of little influence in the RTW process (both for somatic and mental illness) [11]. Rather, factors that did influence RTW included the participant's positive expectations towards re-employment and recovery, as well as disability levels, workplace factors, and access to multidisciplinary resources (e.g. the inclusion of a physio- or occupational therapist in the rehabilitation process) [11].
Assessing the Healthcare Utilization of Youth Who Died by Suicide: A Case-Control Study
Published in Archives of Suicide Research, 2023
Sara Kohlbeck, Michael Armanious, Michelle Pickett
This study demonstrated that there was not a statistically significant association between manner of death (suicide or MVC-related) and healthcare utilization, as operationalized by the existence of a corresponding record in one healthcare system EMR. While other studies have summarized healthcare utilization prior to suicide death in youth, (Guerra & Vasiliadis, 2016; Renaud et al., 2009; Rhodes et al., 2018; Ruch et al., 2021) this is the first study that we are aware of that has used a comparison group to determine whether manner of injury-related death was associated with the existence of a corresponding EMR record. Our study reflects a lower level of health care utilization prior to suicide death. This may be because three of these studies were conducted in Canada, where there is a nationalized health care system and youth may have more access to health care services in Canada. Given the non-nationalization of healthcare in the United States, our study provides important information specific to our healthcare context. The Ruch study is out of Ohio but examined utilization in the welfare system. Youth in the welfare system may have a case worker who may facilitate access to services and may ensure that health care appointments are made and kept.
Adult Protective Services Training: Insights from California Caseworkers
Published in Journal of Gerontological Social Work, 2021
Pi-Ju Liu, Alicia Neumann, Kate Radcliffe, Anna Chodos
1. Consider caseworker caseload, since it is a barrier to ability to participate in and benefit from training. Where possible, temporarily reduced caseload should be a component of planning a training. At the national level, conduct a caseload study to investigate how overworked caseworkers are, and how it impedes caseworkers’ professional development and provision of best services to clients. The other possibility is to provide incentives to encourage participation in training. For example, NAPSA offers a certificate (NAPSA, n.d.-b) for caseworkers who complete the 23 core competency trainings. The certificate could potentially professionalize the field and encourage training (Liu & Ross, 2020), especially if caseworkers were to testify in court or seek promotion opportunities. Otherwise, more training sessions do not translate to more training, let alone effective training, for caseworkers.