Trauma-Informed Strategies for Staff Recruitment and Selection in Public Child Welfare

Chapter

Abstract

Trauma-informed recruitment and selection strategies have been slow to be developed in public child welfare. Recruitment of staff with educational background in trauma is highlighted, with special emphasis on an empirically supported course for child-welfare-informed practice, currently offered in many schools of social work. There has been significant work undertaken in reference to general recruitment and selection strategies. A number of these are reviewed including, the use of screening instrument, realistic job previews (RJP), and behavioral interviewing. Suggestions are made for how they might be revised to be more trauma informed.

Keywords

Core concepts in trauma-informed child welfare practice Trauma education Realistic job preview Screening instruments Behavioral interviewing 

References

  1. Abramczyk, L. (1994). Should child welfare workers have an M.S.W.? In E. Gambrel & T. Stein (Eds.), Controversial issues in child welfare (pp. 174–786). Needham Heights, MAA: Allyn and Bacon.Google Scholar
  2. Albers, E. C., Reilly, T., & Rittner, B. (1993). Children in foster care: Possible factors affecting permanency planning. Child and Adolescent Social Work Journal, 10, 329–341.CrossRefGoogle Scholar
  3. Altshuler, S., & Bosch, L. (2003). Problem-based learning in social work education. Journal of Teaching Social Work, 23, 201–215.CrossRefGoogle Scholar
  4. Anderson, D. G. (2000). Coping strategies and burnout among veteran child protective workers. Child Abuse & Neglect, 24(6), 839–848.CrossRefGoogle Scholar
  5. Booz-Allen and Hamilton, Inc. (1987). The Maryland social work service job analysis and personnel qualifications study. McLean: Booz Allen and Hamilton Inc.Google Scholar
  6. Collins, P. (1994). Does mentorship among social workers make a difference? An empirical investigation of career outcomes. Social Work, 39, 413–419.Google Scholar
  7. Conrad, D., & Keller-Guenther, Y. (2006). Compassion fatigue, burnout, and compassion satisfaction among Colorado child protective workers. Child Abuse and Neglect, 30, 1071–1080.CrossRefGoogle Scholar
  8. Coetzee, M., & Stoltz, E. (2016). Employees’ satisfaction with retention factors: Exploring the role of career adaptability. Journal of Vocational Behavior, 89, 83–91.CrossRefGoogle Scholar
  9. Dhooper, S., Royse, D., & Wolfe, L. (1990). Does social work education make a difference? Social Work, 35, 57–61.Google Scholar
  10. Ellett, A. J., Ellis, J. I., Westbrook, T. M., & Dews, D. (2007). A qualitative study of 369 child welfare professionals’ perspectives about factors contributing to employee retention and turnover. Children and Youth Services Review, 29, 264–281.CrossRefGoogle Scholar
  11. Faller, C. K., Masternak, M., Grinnell-Davis, C., Grabarek, M., Sieffert, J., & Bernotavicz, F. (2009). Realistic job previews in child welfare: State of innovation and practice. Child Welfare, 88(5), 23–47.Google Scholar
  12. Ferreira, N. (2012). Constructing a psychological career profile for staff retention (Unpublished doctor’s thesis). University of South Africa, Pretoria, South Africa.Google Scholar
  13. Harrison, S. C. (1995). Exploration of factors related to intent to leave among child welfare caseworkers. Unpublished doctoral dissertation, Ohio State University. Dissertation Abstracts International, The Humanities and Social Science, 56(9), 1996, 3744-A.Google Scholar
  14. Hopkins, K. M., Mudrick, N. R., & Rudolph, C. S. (1999). Impact of university/agency partnership in child welfare on organizations, workers and work activities. Child Welfare, 78, 749–773.Google Scholar
  15. Layne, C. M., Strand, V. C., Popescu, M., Kaplow, J. P., Abramovitz, R., Stuber, M., … Pynoos, R. S. (2014). Using the core curriculum on childhood trauma to strengthen clinical knowledge in evidence-based practitioners. Journal of Clinical Child & Adolescent Psychology, 43(2), 1–15.Google Scholar
  16. Layne, C. M., Ippen, C. G., Strand, V., Stuber, M., Abramovitz, R., Reyes, G., … Pynoos, R. (2011). The core curriculum on childhood trauma: A tool for training a trauma-informed workforce. Psychological Trauma: Theory, Research, Practice, and Policy, 3(3), 243–252.CrossRefGoogle Scholar
  17. Leiberman, A., Hornby, H., & Russell, M. (1988). Analyzing the educational backgrounds and work experiences of child welfare personnel: A national study. Social Work, 33, 485–489.CrossRefGoogle Scholar
  18. Nelson, T. S., Chenail, R. J., Alexander, J. F., Crane, D. R., Johnson, S. M., & Schwallie, L. (2007). The development of core competencies for the practice of marriage and family therapy. Journal of Marital and Family Therapy, 33, 417–438.CrossRefGoogle Scholar
  19. Pecora, P., Briar, K., & Zlotnik, J. (1989). Addressing the program and personnel crisis in child welfare, Technical Assistance Report, Commission on Family and Primary Associations. Silver Spring, MD: NASW.Google Scholar
  20. Pitt, L. F., & Ramaseshan, B. (1995). Realistic job information and sales force turnover: An investigative study. Journal of Managerial Psychology., 10(5), 29.CrossRefGoogle Scholar
  21. Robin, S. C., & Hollister, C. D. (2002). Career paths and contributions of four cohort of IV-E funded MSW child welfare graduates. Journal of Health and Social Policy, 15(3–4), 53–67.CrossRefGoogle Scholar
  22. Rossier, J., Zecca, G., Stauffer, S., Maggiori, C., & Dauwalder, J. P. (2012). Career adapt- abilities scale in a French-speaking Swiss sample: Psychometric properties and relationships to personality and work engagement. Journal of Vocational Behavior, 80(3), 734–743.CrossRefGoogle Scholar
  23. Roth, P. G., & Roth, P. L. (1995, September). Reduce turnover with realistic job reviews. The CPS Journal, 65, 68–69.Google Scholar
  24. Russell, M., & Hornby, H. (1987). 1987 National study of public child welfare job requirements. Portland, ME: National Child Welfare Resource Center for Management and Administration.Google Scholar
  25. Sackett, D. L., Rosenberg, W. M. C., Gray, J. A. M., Haynes, R. B., & Richardson, W. S. (1996). Evidence-based medicine: What it is and what it isn’t. British Medical Journal, 312, 71–72.CrossRefGoogle Scholar
  26. Schaubroeck, J. M., Riolli, L. T., Peng, A. C., & Spain, E. S. (2011). Resilience to traumatic stress among soldiers exposed deployed in combat. Journal of Occupational Health Psychology., 16(1), 18–37.CrossRefGoogle Scholar
  27. Skomorovsky, A., & Stevens, S. (2013). Testing a resilience model among Canadian forces recruits. Military Medicine, 78(8), 829–837.CrossRefGoogle Scholar
  28. Strand, V., Abramovitz, R., Popescu, M., Way, I., & Robinson, H. (2014). Meeting the critical need for trauma education in social work: A problem-based learning approach. Journal of Social Work Education, 50, 120–l35.Google Scholar
  29. Vinokur-Kaplan, D. (1991). Job satisfaction among social workers in public and voluntary child welfare agencies. Child Welfare, 70, 81–91.Google Scholar
  30. Wanous, J. P. (1989). Installing a realistic job preview: Ten tough choices. Personnel Psychology, 42, 117–134.CrossRefGoogle Scholar
  31. Wanous, J. P. (1992). Organizational entry: Recruitment, selection and socialization of newcomers (2nd ed.). Reading, MA: Addison Wesley Publishing Company.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.National Center for Social Work Trauma Education and Workforce Development, Fordham University Graduate School of Social ServiceWest HarrisonUSA

Personalised recommendations