Training
Few child welfare agencies directly involve workers in shaping the training programs, which roughly half of the affiliates feel are inadequate.
AFSCM's survey also confirms what anyone working in child welfare knows about the resources expended on worker training: too many agencies leave social workers ill-prepared for the extremely challenging jobs they face. While roughly 70% of the child welfare agencies represented in the survey do have ongoing training requirements for their professional staff, and while workers at almost all of these agencies meet their respective training requirements, over half of the affiliates reporting felt that the training professional child welfare workers receive is inadequate. Further, too often the benefits of training are short-lived, as training fails to keep pace with changes in agency policy and procedures or with changes in the "real world" in which these workers work. One affiliate, for example, reported that training on substance abuse still focuses on crack cocaine, despite the fact that crack use has fallen markedly while the use of other drugs has risen.
The amount of ongoing training workers actually receive each year is shown in Table 5. In addition, several states provide workers with a one-time intensive training, which in some cases is followed by ongoing annual training thereafter. Ohio law requires child welfare workers at all county agencies to complete 90 hours of "CORE" training during their first year of employment. In Delaware, new workers are supposed to get 6 months of training, including both classroom instruction and on-the-job training. During the period of on-the-job training, the new hires are to be given a smaller caseload and assigned to work with a more seasoned "buddy" to help them out. While AFSCME Council 81 in Delaware applauds the concept, in practice new workers often are given substantially more cases than was intended and their buddies often are overwhelmed by the demands of their own caseloads, and consequently do not have sufficient time to give in their role as mentor. Illinois requires all workers to take an intensive six-week refresher Clinical Practice Training, which Council 31 reports is very good. Washington State also has a 120 hour Basic Academy for child welfare workers. New York City requires new hires to complete a 20 day "CORE" training program within the first 6 months of employment. The City, however, provides no ongoing training for child welfare workers once the initial CORE training has been completed. Finally, Waukesha County, Wisconsin requires 20 hours of training during the first 2 years of employment, but, like New York City, provides no training thereafter.
Hours per Year of Ongoing Training Received
by Professional Child Welfare Workers
Due to differences in how figures were reported in the surveys, the above table reflects some adjustment and estimation on the part of AFSCME Department of Public Policy. Some survey respondents did not provide information on hours of ongoing training received or required. For a few, the amount of training varies and the average is reported.
Workers Lack a Voice in Shaping Needed Training. One reason behind most training programs’ failure to meet the needs of workers may be the lack of input from front-line workers into their design. After all, who knows the jobs and needs of child welfare workers better than the workers themselves? Yet, only 2 affiliates reported that the union has had some (however minimal) involvement in the design or selection of the training program.
What Training Works Best? What kind of training do front-line workers think best prepares them for the job? Many affiliates identified mentoring by co-workers or a supervisor as being the most helpful. Several felt that a prolonged, intensive training period -- including social work theory and practice as well as hands on work in the field and case management techniques -- is particularly helpful for new employees. Others felt that training in interviewing techniques, court testimony and preparation, diffusing violent situations, developing assessment tools and activities, family dynamics and family counseling, substance abuse, mental illness, role plays and culturally sensitive training were important components of a good training curriculum.
