![]() Antle, Katy Henry & Michael R.Cunningham Chapter 7: Views on workplace culture and climate: through the lens of retention and Title IV-E participation, Sandhya Rao Hermon, Michael Biehl & Rose Chahla Chapter 8: An effective pedagogy for child welfare education, Virginia C. McGuire & Elizabeth Dickerson Chapter 6: Factors affecting turnover rates of public child welfare front line workers: comparing cohorts of title IV-E program graduates with regularly hired and trained staff, Anita Barbee, Corrie Rice, Becky F. Piescher, Traci LaLiberte & Mihwa Lee Chapter 5: IV-E or not IV-E, that is the question: comparisons of BSW Child Welfare Scholars and matched trainee confidence and retention, Greta Yoder Slater, Marissa O’Neill, Lisa E. ![]() Benton & Michelle Iglesias Chapter 3: Preparing Child Welfare Practitioners: Implications for Title IV-E Education and Training Partnerships, Austin Griffiths, David Royse, Kristine Piescher & Traci LaLiberte Chapter 4: The role of Title IV-E education and training in child protection workforce diversification, Kristine N. Introduction: Title IV-E education: past, present and future of public child welfare, Patrick Leung and Monit Cheung Chapter 1: What’s in an MSW? Graduate education for public child welfare workers, intention, engagement, and work environment, Ericka Deglau, Ayse Akincigil, Anasuya Ray & Jennifer Bauwens Chapter 2: "I was prepared for the worst I guess": stayers’ and leavers’ perceptions of their Title IV-E education, Amy D. This book was originally published as a special issue of the Journal of Public Child Welfare. This collection will inform child welfare educators, administrators and legislators regarding the impact of Title IV-E Child Welfare Education on the development of public child welfare and make recommendations to improve the child welfare curriculum in social work education. Future child welfare education will need to further expand child welfare knowledge and skills, strengthen worker competencies with a strong commitment to social work values and ethical practice principles, and develop a cohesive supervisory network to build a workforce with positive attitude toward child protection programs. These evidence-based articles address the following child welfare topics: training partnerships and worker outcomes, effective pedagogy and online education, workplace climate and retention factors, and other topics connecting BSW/MSW education to public child welfare practice. There are nine chapters written by renowned researchers in public child welfare who applied rigorous quantitative and/or qualitative methodologies to clearly describe measures used, data sources, outcome variables, and implications for education, practice, policy, and research. This book contains essential research results with a focus on the impact of Title IV-E Child Welfare Education to improve worker capacities and case outcomes, as well as on the process and results of social work education in promoting public child welfare work. It aims to demonstrate the training partnership between universities and public child welfare agencies. She has published over 500 articles, books, chapters, and research reports on child protection, parenting issues, child sexual abuse, and creative self-care techniques.BSW/MSW education funded by Title IV-E of Social Security Act ("Title IV-E Child Welfare Education") is an important incentive to encourage social workers to stay in the child protection field. Cheung has also practiced as a consultant trainer for the Hong Kong Social Welfare Department and the Hong Kong Police Force. She has been a social worker since 1979, a social work educator since 1986, and a Licensed Clinical Social Worker since 1993, specializing in play therapy, family counseling, geriatric work, child protection, sexual and domestic violence, and incest survivor treatment. Monit Cheung 2012, Smith College Studies in Social Work The authors have used Gestalt empty-chair techniques in social work settings, helping Asian clients who may be nonexpressive to deal with bereavement issues, to confront parentchild relationship issues, and to express feelings toward personal losses. She is Director of the Child & Family Center for Innovative Research and Principal Investigator of the Child Welfare Education Project, a state partnership program funded by Title IV-E for training child welfare social workers. Cheung received her doctoral and master’s degrees in social work and public administration from The Ohio State University and a post-doc Geriatric Education Fellowship from Iowa. Lewis Endowed Professor in Children & Youth at the Graduate College of Social Work, University of Houston. Monit Cheung, Ph.D., LCSW, is the Mary R. Professor of Social WorkĮmail: Room: 422 Social Work Building Phone: 71Ĭurrent Curriculum Vitae Personal statement SUSTAIN Wellbeing COMPASS Coordinating Center.Maternal Health Equity Research and Training Center.Child and Family Center for Innovative Research.
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