Statewide Training and Education Committee (STEC)
Content Development Oversight Group (CDOG)
Learning Objective Revision for Values and Ethics and Health Care Needs Topic Areas
March 26, 2012 | 10:00 to 11:30 a.m.
Conference Call Summary
PARTICIPANTS: Soledad Caldera-Gammage (Central), James Ferreira (IUC), Michelle Arnold (Northern), Turid Gregory-Furlong (CDSS)
Values and Ethics LO Revision
§ The group reviewed the STEC suggestions regarding these LOs.
STEC suggested that CDOG highlight the difference between K1 and K4 as focusing on the issue of clash between personal and professional values. This could be done by combining the two or by italicizing key words and making the objectives consecutive to highlight the difference.
· CDOG changed the order of the objectives so the two are side by side and added the word personal to K4 (now K2).
STEC suggested that CDOG consider adding consequences of ethics violations to one of the learning objectives.
· CDOG discussed this and determined that the consequences would be different for different people depending on membership in the NASW and other possible factors. We did not make this change.
Northern noted that have previously done this topic online, but they have had some feedback that this may be a topic that requires in-person training.
· CDOG agreed.
CDOG reviewed the MSW competencies associated with this topic area and agreed to the addition of two foundational competencies, two advanced competencies and two practice behaviors. See below.
Revised Values and Ethics Learning Objectives
Knowledge:
K1. The trainee will be able to explain how professional values and ethics influence the decision-making process in public child welfare.
K2. The trainee will recognize how one’s personal values may influence one’s decision-making process in public child welfare.
K3. The trainee will recognize that the NASW Code of Ethics guides practice in CWS.
K4. The trainee will be able to identify two types of ethical issues that are related to child welfare practice.
Skill:
S1. Given a case scenario, the trainee will be able to articulate potential areas of ethical concern.
Values:
V1. The trainee values continued awareness of how one’s own values may influence one’s decision-making process in public child welfare.
V2. The trainee values awareness of his/her own emotional responses to clients in areas where the trainee’s values are challenged.
V3. The trainee values conducting him or herself in accordance with the professional expectations set forth in the NASW Code of Ethics, the NASW Standards for Social Work Practice in Child Welfare, and the California Standards and Values for Public Child Welfare Practice.
Related MSW Competencies
CF 2.a. Demonstrate awareness of personal values and bias and manages such bias to engage in practice consistent with professional ethics and values.
CF 2.b. Understand the professional value base and apply NASW Code of Ethics and other applicable codes of ethics in creating plans and making decisions that affect children, youth, adults, families and communities.
CA 1.2. Applies ethical principles, codes of ethics and professional social work values skillfully in practice and in resolving ethical conflicts.
CP 1.2. Maintain professional demeanor and boundaries in practice situations, demonstrate skill in articulating professional knowledge and effective use of self, and utilize appropriate resources to ensure professional growth.
CP 2.1. Skillfully identify and apply ethical principles in making child welfare practice decisions and articulate their application in routine and challenging ethical contexts.
Health Care Needs LO Revision
§ The group reviewed the STEC suggestions for this topic area.
STEC agreed that there is too much detail and too much content in these learning objectives. It was recommended that we highlight and focus on K3 as the primary knowledge to impart and we focus clearly on roles rather than specific details about health concerns.
· CDOG discussed possible areas to cut, but in the end did not find any consensus about things to remove.
- STEC noted that sometimes these objectives include too much content direction. There is a tension between providing objectives for topics without standard curricula and leaving room for curriculum and content development to meet regional needs.
· CDOG agrees.
STEC identified several concepts to add to the objectives:
· K2: add developmental screening.
o CDOG added this. This objective is now K4.
· K2: better define the role of the SW as relates to bullets c-f.
o CDOG reworded these to highlight the SW role as coordinating, managing and facilitating. This objective is now K4.
· Add specific language about the “coordinating role of the social worker.”
o CDOG agreed, see K4 (formerly K2).
· The issue of medically fragile children needs to be mentioned if briefly to identify that special training and systems must be initiated to support medically fragile children.
o CDOG discussed this but did not make this addition as this is an introductory level training.
· Make reference to the need to be aware of resources and connections that SWs need to pull in to apply to support specific needs of specific children and youth.
o CDOG discussed this, but did not make the change as this is an introductory level training.
STEC identified some areas in need of clarification:
· Holistic health concepts form the umbrella for the whole topic and are covered at the beginning. It was recommended that this concept be first in the learning objective list.
o CDOG made this change.
· STEC recommended highlighting the role of the social worker as facilitating and helping the foster family access care for the children and youth, especially in K4.
o CDOG added this concept to K2 (now K4) and K4 (now K6). We also added the word collaboratively to K4 (now K6).
· STEC recommended considering the laundry list in K3 to be sure these are the primary resources and the people social workers need to connect with. These should be clearly identified as the main first line generic resources.
o CDOG discussed this and agreed that PHNs, AAP, CHDP and Regional Centers are the main first line generic resources. CDOG considered and removed the phrase “other resources to meet specific needs.”
CDOG agreed to eliminate K1.e as there is a separate Mental Health topic area.
CDOG removed the Health and Education passport completion from K3 (now K4) as it is covered in K5 (now K6)
CDOG discussed adding something about sexual health in the future, but not in this curriculum at this time.
CDOG considered the identified MSW competencies associated with this topic area and agreed to add 2 practice behaviors (see below).
Revised Health Care Needs Learning Objectives
Knowledge:
K1. Trainees will recognize the four main components of holistic health:
a. Physical health
b. Emotional well-being
c. Social/familial relationships
d. Spiritual/cultural connection
K2. Trainees will recognize the role of holistic health in promoting the overall health and well-being of children, youth and non-minor dependents in foster care.
K3. Trainees will recognize the special medical needs of children, youth and non-minor dependents in foster care, including:
a. Chronic health care problems of children, youth and non-minor dependents in the foster care system;
b. Acute medical needs resulting from abuse and neglect;
c. Health vulnerabilities due to poverty, displacement and lost continuity of care;
d. Racial disparities in health care service provision; and
K4. Trainees will recognize their role in facilitating medical care for children, youth and non-minor dependents in foster care, including:
a. Gathering medical history information at initial contact and subsequent contacts;
b. Obtaining medical consent;
c. Facilitating developmental screening;
d. Coordinating provision of preventive health care;
e. Coordinating compliance with periodicity of medical and dental exams;
f. Coordinating compliance with immunization schedules; and
g. Coordinating provision of needed early intervention services or programs.
K5. Trainees will be able to identify resources available to promote health and wellness for children, youth and non-minor dependents involved in the child welfare system, including:
a. Public Health Nurses
b. Child Health and Disability Prevention Services
c. Adoption Assistance Program
d. Regional Centers
K6. Trainees will be able to explain the collaborative roles of care providers and foster care public health nurses in the prevention, care, treatment, advocacy, and follow-up of health care needs for children and youth in their care.
K7. Trainees will be able to identify the role of the Health and Education Passport in ensuring children, youth and non-minor dependents receive appropriate medical care and the social worker’s role in maintaining the Health and Education Passport.
Values:
V1. Trainees will value that overall health and wellness involves the care of the mind, body, and spirit, and includes the integration of a family’s cultural practices.
V2. Trainees will value working in partnership with Foster Care Public Health Nurses and other health care providers to promote well-being for children and youth involved in the child welfare system.
V3. Trainees will value the Health and Education Passport as the primary health history record of children, youth and non-minor dependents in foster care.
V4. Trainees will value their role as a health advocate for the children, youth and non-minor dependents in foster care.
Related MSW Competencies
CP 1.1. Interact positively with clients, colleagues and supervisors and demonstrate skill in seeking out suitable client services and ensuring client access to those services.
CP 10(a).1. Skillfully and respectfully establish working relationships with clients and community partners in accord with social work values, and utilize those relationships in forging goals and positive outcomes.
CDOG Summary 3/26/12 1