Intervention In Child Care

Interventions

Family engagement in child protective services is a difficult task that takes care, understanding and patience. It takes a crafty worker to be able to discuss issues with parents related to the safety of their children. According to Fuller, Paceley, and Schreiber (2013), parents experience greater fear when they encounter the child welfare system. Once a family has been reported the child protectives services worker has to make contact with the family and due to the involuntary nature of the visit the fear of a child being removed from the home poses a barrier to the engagement process (Fuller, Paceley, & Schreiber, 2013). Advanced CPS training techniques that seeks to strengthen family engagement through motivational interviewing

Coaching in child welfare can be accomplished either by use of supervisory staff working closely with new workers or through experienced workers working closely with new staff. “The purpose of coaching is to help ensure that newly learned skills are translated into practice” (Lawrence, Nagy, Snyder, & Weatherbolt, 2012). Coaching is not a new or innovating technique, it is currently used by other states in their child welfare training curriculum, absent South Carolina (Improvement, National Child Welfare Resource Center for Organizational, n.d.). Collaborative learning agreements between colleges and universities that offer child welfare related courses offer some a form of coaching as part of their internship field instruction but the requirements are less strenuous and occasionally the interns are not paid and are not employed by the child welfare agency. Professional coaching in child welfare provides opportunities for employee and supervisor collaboration. It provides an additional knowledge base for the employees that allows them the opportunity to discuss areas that they are not familiar with in an open and empowering forum (Lawrence, Nagy, Snyder, & Weatherbolt,

I found it difficult to locate evidence-based documentation related to foster care, case practice and kinship care/relative placement (Strand & Busco-Ruggiero). Evaluation of a program is necessary in determining the future direction of the individual the agency. The Adoptions and Foster Care Analysis and Reporting System (AFCARS) collects case information from state and tribal agencies that received title IV-E funding. Title IV-E is a financial assistance subsidy that provides money to families to supplement the cost of adoption. Its purpose is to remove barriers that are in place that would otherwise not allow families to adopt. Title IV-E funds also provides financial assistance to assist with medical care and other services (Child Welfare Information Gateway, 2011).The AFCARS reports is a collection of data detailing the accuracy and reliability of foster care and adoption case practice. This assessment tool should be used as an agency self-assessment guide to continuously develop their programs (Child Welfare Information Gateway, 2011). The Child and Family Services Reviews enable the Children’s Bureau to ensure that child welfare agencies are conforming to federal requirements of title IV-E. The review also looks at documentation of engagement with families and assist in enhancing their capacity to help children and families achieve positive case outcomes. The