Collaborative Field Instruction and Training Project (CFIT)

1. Collaborative Field Instruction and Training Project (CFIT) CSU Dominguez Hills Years of Implementation: 2011-2013 Model components: Mutual Partnership Activities Field Curriculum Field Placement Selection Process Presenters: Carol Bittmann, MSW Anita Gibbins, MSW

2. Problem Statement and Operating Theory of Change • What was the identified need/problem? Develop a stronger foundation year field experience for interns that would better prepare them for their concentration field placement in PCW and as skilled MSW’s practicing in PCW upon graduation. • How does this project address the need/solve the problem? ● Development of Field Sites for Project ● Development of Intern skills (engagement – eval) ● Micro – Macro experiences ● Provides specific experiences with an identified population – Foster Youth ● Development of Specialized Field Seminar Curriculum

3. Core Components/Activities ● Research has reflected that the percentage of foster youth who enter college and remain to the point of certificate or degree attainment is significantly lower when compared to non-foster care youth. ● Colleges and Universities who have committed resources to serve Foster Youth transitioning into higher education are in need of additional resources to better serve this population. 1-2 Foundation level MSW interns placed at participating community college to work specifically with foster/former foster youth in higher education.

4. Core Components/Activities • Identify institutions of higher education serving foster/former foster youth who would like to partner with MSW Internship Program. 2011: 4 sites were identified: Cerritos City College Long Beach City College Los Angeles City College Pasadena City College Obtain Agreement Letter Develop MOA between site and CSUDH

5. Core Components/Activities ● Identify and Develop Field Instructors and Preceptors to support intern’s learning experience and use of intern within the field site. - Contract with Field Instructors with background in PCW • Conducted Needs Assessment of newly identified FI’s and Preceptors • Provided overview and training for FI’s and Preceptors • Provided ongoing support and consultation via University field liaison and CalSWEC PC • Monthly meeting/supervision of FI and Preceptor w/ intern to strengthen cohesion/purpose/planning

6. Core Components/Activities Strengthen Relationships between field sites and DCFS and other community partners serving the same clients. Year 1: • 2 Meetings that included community colleges, foster youth and community partners Increase specific Services for Foster Youth Year 2: - Foster Youth Conference at CSUDH

7. Core Components/Activities • Development of Specialized Seminar for Foundation level MSW CalSWEC Interns to provide information/training and skill development re: CW competencies/practice behaviors. • 8 seminars are held throughout the year re: a variety of topics that are tied to child welfare Competencies/practice behaviors.

8. Specialized Seminar Series Introduction to Specialized Seminar Choosing the Profession of Public Child Welfare • VIDEO: Multiple Transitions Exploring Professionalism in Public Child Welfare Goals of CalSWEC Education and Training Program • 2.1.1 Identify as a professional social worker and conduct oneself accordingly

9. Specialized Seminar Series The Influence of Culture and Bias on Social Work Practice Discussing stereotypes, privilege and personal narratives • 2.1.4 Apply critical thinking to inform and communicate professional judgments • 2.1.5 Advocate human rights and social and economic justice Working with LGBTQ Youth and Families in Public Child Welfare Guest Speakers: Barbara Martinez, Ph.D. & Devon Ivey, M&I Educational Consulting Network Interviews, Assessments and Interventions • 2.1.4 Apply critical thinking to inform and communicate professional judgments • 2.1.5 Advocate human rights and social and economic justice Trauma Informed Care Guest Speaker: Anita Gibbins, MSW, Long Beach City College & CSUDH Preventing and de-escalating Problem Situations with Clients; What’s Behind the Behavior • 2.1.4 Apply critical thinking to inform and communicate professional judgments • 2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities

10. Specialized Seminar Series AB 12 and Other Foster Youth Policy • 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services PRACTICE: Developing your interview and Assessment skills when Working with Families in PCW • 2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities "Beyond the Classroom: Lessons from the Front Lines." Guest Speaker: LaQuitta Cole, DCFS SCSW. • Authority vs Power; Knowing your triggers; Being present and mindful when working with clients; You are not the cause & you are not the cure. • 2.1.1 Identify as a professional social worker and conduct oneself accordingly • 2.1.4 Apply critical thinking to inform and communicate professional judgments

11. Key Implementers and Roles • CalSWEC PC • University Field Liaison • Field Instructors • Preceptors • Interns

12. Evaluation Measures and Results Field Sites • Has allowed the FY Programs to serve more FY • Providing either expanded, new or additional services • Built stronger relationships between the FY and the Program • Increasing FY’s awareness and access to available services on campus • Identified new services that can be provided next year through the use of interns (e.g., new or additional groups)

13. Evaluation Measures and Results Task Inventory 0 = No Experience/Education; 1 = Limited Experience/Education; 2 = Moderate Experience/Education; 3 = Significant-Ongoing Experience/Education The scores for each student who responded (n=7) were collected for each task and averaged with the following results: 3 = Significant-Ongoing Experience/Education • Used Supervision time to ask questions and get input • Verbally identify varying roles and associated boundaries in practice • Evaluate one’s practice utilizing reliable and valid methods of evaluation (e.g., process recordings, end of semester evaluations, etc.)

14. Evaluation Measures and Results 2 = Moderate Experience/Education • Verbally identify practice related skills and articulate plan to improve • Present ethical principles relevant to a case and articulate decision consistent with ethical standards • Manage (under supervision) at least one basic case from beginning to end • Receive instruction/information re: risk and safety assessments. • Create service plan(s) based on needs identified from service needs assessments • Seek out suitable client services and ensure client access to those services • Attend at least __ team decision making meeting(s) • Seek and locate additional data when needed to make professional practice decision at least __ time(s) • Complete or contribute to the completion of at least 1 literature review related to topic of interest • Apply literature review findings to recommend practice decision or evaluate program at least __ time(s) • Identify major state and local policies and describe impact on PCW practice

15. Evaluation Measures and Results 1 = Limited Experience/Education • Complete client progress notes. • Experience completing Risk and Safety assessment at least __ times • Identify child welfare and child protection programs and models and describe appropriate times for implementation • Visit and meet providers of different types of out-of-home placement setting at least __ time(s): e.g., family foster care, kinship care, tribal placement, therapeutic foster care, group home, residential treatment center, THP-Plus foster care, Supported Independent Living Placement (SILP) • Shadow or implement (under supervision) crisis intervention services and strategies • Shadow or implement (under supervision) early intervention services and strategies • Identify major relevant federal policies and describe impact on PCW practice

16. Evaluation Measures and Results CalSWEC Specialized Seminar Interns were asked to evaluate their experience within the specialized seminar. Results were as follows: Choosing the Profession of PCW • 100% described as helpful with 80% indicating it was very helpful, provided info and thought provoking. Exploring Professionalism in PCW (included the roles and dual mandate of the PCW SW) • 100% described as helpful with 80% indicating it was very effective in providing insight re: what makes a professional PCW SW. The Influence of Culture on our Practice • 100% described as very helpful and thought provoking Working with LGBTQ Youth and Families in PCW • 100% found info and discussion to be very helpful and thought provoking as it relates to PCW practice

17. Evaluation Measures and Results Trauma Informed Care: Preventing and De-Escalating Problem Situations with Clients. • 100% found info and discussion to be very helpful and thought provoking as it relates to PCW practice AB-12: What is it and How Does it Impact PCW? • 100% found info to be helpful with 87.5% describing it as very helpful, providing clear and specific info related to the topic Beyond the Classroom: Lessons From the Line (Lessons learned by a seasoned DCFS Supervisor) • 87.5% found the information to be helpful with 75% describing it as very helpful in further preparing them for work as PCW SW. Overall, 100% found the seminar to be helpful with 87.5% describing the seminar as very helpful in further preparing me for practice in PCW by providing information, perspective and training.

18. Evaluation Measures and Results Other Measures included: - Pre and Post-Test (vignette) - Development of Learning Agreement - 1 site visit per semester from Field Liaison to assess progress towards learning experiences, transfer of classroom knowledge to field and skill development • End of Semester Evaluation (fall/spring) • Title IV-E have CW competencies/practice behaviors embedded in Evaluation

19. Evaluation Measures and Results CFIT Foster Youth Conference

20. Evaluation Measures and Results 11-2-11: Community Partner’s Meeting #1 51 Participants 3-21-12: Community Partner’s Meeting #2 44 Participants Evaluations completed at end of each meeting were very positive

21. Lessons Learned • Need to allow for learning curve for field sites • Development of roles • Understanding of how to utilize interns • Lots of Meetings – Workgroups Helpful • Foundation needed w/ field site to move to next step w/ community partners. • Seminars needed for Foundation and Concentration interns

22. Project Successes • Anita Gibbins, MSW Director of Student Life, Student Health and Psychological Services Long Beach City College Field Instructor 1993 – 2013

23. Next Steps • New CalSWEC CW Instructor @ CSUDH • Will provide field instruction at sites without FI’s • Develop Concentration Specialized Seminar • Facilitate meetings with field sites and their DCFS ILP SW’s to better coordinate services for clients in common. • Collaborate with LA CalSWEC Consortium re: identification and training for FI’s within DCFS.