Ruth Weinzettle, Ph.D. Northwestern State University of Louisiana Strengthening a Title IV-E Stipend Program Ruth Weinzettle, Ph.D. Northwestern State University of Louisiana Corie G. Hebert, Ph.D. Southeastern Louisiana University

Objectives Gain knowledge of the Structured Interview Process. Gain knowledge of the content and structure of Child Welfare Stipend Support Groups. Gain knowledge of the stipend student Internship Manuals. Understand how involved systems work together to strengthen a program Share feedback on initiatives other states utilize to strengthen their Title IV-E stipend programs Objectives

Louisiana Child Welfare Training Academy - An Overview Established Summer of 2014 Based on a 23 year University – Agency Title IV-E Stipend Program partnership Lead University (training) – Southeastern Louisiana University located in Hammond Louisiana

LCWTA Mission

A Three Partner Collaboration LOUISIANA CHILD WELFARE TRAINING ACADEMY University Alliance Southeastern Louisiana Univ. Northwestern Louisiana Univ. Louisiana State University Southern University New Orleans Southern University Grambling University of Louisiana Monroe Louisiana Department of Children and Family Services Pelican Center for Children and Families

Objective 1 – Structured Interview Process Used to determine if the stipend applicant (job applicant) is a good fit for child welfare – based on evidence of possessing 10 core competencies linked to long term success in child welfare work. 1. Interpersonal Relations 2. Self Awareness/Confidence 3. Analytic Thinking 4. Adaptability 5. Observation Skills 6. Sense of Mission 7. Communication Skills 8. Motivation 9. Planning and Organizing Skills 10. Teamwork March 1, 2017 – Use of standardized, research based IV-E screening and selection tool – Developed by the Jordan Institute of Families at UNC Chapel Hill. Re’ Staying Power Selection Toolkit ( 2009) (Same process for new hires throughout the state) Objective 1 – Structured Interview Process

Interview Team of 2-3 trained interviewers Interview Team of 2-3 trained interviewers. One member may be the university partner. 1. Review a Realistic Job Preview video 2. Candidate reviews a standardized case and is told she will have to write a case analysis after a fact finding interview. 3. Standard Interview – questions to test for competence and allow candidate to ask about the job 4. Fact Finding Interview – student asks questions to fill in gaps in the case. One panel member provides answers or role plays while others observe and evaluate. 5. Written exercise – student writes an analysis of the case based on original info and what was gathered in the fact finding interview. Time Frame – Candidate 2 ½ hours The Process

31 students interviewed across 7 universities 31 students interviewed across 7 universities. Did not differentiate between BSW and MSW applicants. The median scores was 104 and the average, 101, with a high score of 133 and a low of 54. No “cut-off” used, but 75 or below merited a special plan for development. Have decided this year that the desired score is 90 for stipend scholars. Year One Results

Combined University Averages

Objective 2: Stipend Student Support Groups Who: current stipend students and new workers who’ve started within last 3 years How often: Every 3 months Process: Continuing education component then a support group meeting based on a Model of Appreciative Inquiry. Objective 2: Stipend Student Support Groups

Members get in groups and talk about how they overcame a challenging incident or “high point moment” How to share stories from the field: Ask these questions: POSSIBLE QUESTIONS FOR AN APPRECIATIVE INQUIRY INTERVIEW (USING the EARS Model: eliciting, amplifying, reflecting, start over) Eliciting - Can you tell me about a family you worked with where you were stuck and yet still made some progress? Amplifying - How did you make this happen?; What was the hardest part of doing this piece of work for you? Reflecting - When you think about this piece of work, what was the most important thing you learned? Start Over - What have you learned or re-learned about yourself or your work from this conversation? Appreciative Inquiry to help members recognize their own skills and solutions

Stipend Support Group Evaluations

Objective 3: Internship Manuals Began with an Internship Experiences Workgroup, which recommended Manuals to guide and structure the internship experience. McKenzie Ketchum, Ph.D. student, created two manuals – one for students and one for supervisors. http://www.lcwta.org/wp- content/uploads/2017/08/Stu dent-Manual-Final.pdf http://www.lcwta.org/ Objective 3: Internship Manuals

Manual Contents ORIENTATION: Students and Agency Supervisors One Day Orientation to the agency Structured Activities and Exercises (29 are “required”) Developing a Moodle Site for submission of completed exercises ORIENTATION: Students and Agency Supervisors One Day Review of Manuals, Contracts Manual Contents

Corie Hebert Southeastern Louisiana University Child Welfare Program Coordinator (985) 549-2187 corie.hebert@selu.edu Questions, Comments & Contact Information Ruth Weinzettle Northwestern State University of Louisiana Co-Lead Louisiana Title IVE Stipend Program (318) 623-5613 weinzettler@nsula.edu

Turnell, A. (in press). Building a culture of appreciative inquiry around child protection practice. Draft chapter in Turnell, A. (in press) Building Safety in child protection practice: working with a strengths and solution focus in an environment of risk; Palagrave- Macmillian. Contact author at aturnell@iinet.net.au for more info. Draft Chapter: Building safety in child protection practice: working with a strengths and solution focus in an Page environment of risk. To be published by Palgrave-Macmillan. Distribution only with direct permission from Andrew Turnell who retains copyright until publication. aturnell@iinet.net.au Resources