Nancy S. Dickinson, MSSW, PhD The Use of Evidence in Child Welfare Practice and Policy: An International Perspective on Future Directions Jerusalem, May 27, 2010 The Role of Staff Development in Supporting Implementation of Evidence Informed Practices A Service of the Children’s Bureau, a Member of the T/TA Network

Presentation  Impact of child welfare worker turnover on children, youth and families  What research tells us about retention of child welfare staff  Evidence-informed retention practices

A Service of the Children’s Bureau, a Member of the T/TA Network Impact of Turnover on Families and Children  Delay in timely investigations which can be detrimental to the child at risk (US GAO, 2003)  Significantly longer stays in foster care (Flower, McDonald, & Sumski, 2005; Ryan et al., 2006)  Higher rates of foster care re-entry (Hess, Folaran, & Jefferson, 1992)  Relationship between turnover and recurrence of child maltreatment (NCCD, 2006)

© Fixsen & Blase, 2008 Performance Assessment Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Improved outcomes for children and families Graphics by Steve Goodman,2009 Implementation Drivers

A Service of the Children’s Bureau, a Member of the T/TA Network CW Retention Research

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Conditions and Retention 1.Supervision (Alwon & Reitz, 2000; Bernotavicz, 1997: Dickinson & Perry, 2002; Ellett, 2000; GAO, 2003; Harrison, 1995; Landsman, 2001; McCarthy, 2003; Rycraft, 1994; Samantrai, 1992; Smith, 2005) Also supported in work of the R&R grantees. 2.Organizational climate (AECF, 2003; Cahalane & Sites, 2004; Ellett et al., 2003; Glisson & Hemmelgarn, 1998; Hopkins et al., 1999; Keefe, 2003; Kleinpeter et al., 2003; Lewandowski, 1998; McCarthy, 2003; Nissly et al., 2005; Scannapieco & Connell-Carrick, 2003) Also supported in the work of the R&R grantees.

Supervision as a Retention Tool  Good supervision is the most important factor (Zlotnik et al., 2005)  Quantity of supervision influences job satisfaction (Barth et al., 2007)  Quality of supervision counts (Dickinson & Perry, 2002)  Fostering on-the-job learning –Peer mentoring –Supervisory coaching A Service of the Children’s Bureau, a Member of the T/TA Network

Organizational Climate  Staff who stay –Understand the agency’s mission and feel valued as contributors to that mission (Keefe, 2003; Rycraft, 1994; Michigan State, 2008; University of North Carolina, 2008) –Feel part of a learning organization (Fordham University, 2008 –Experience clear expectations and measurable performance objectives (Annie E. Casey Foundation, 2003)

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Climate  Staff who stay –Perceive opportunities for advancement (Denver University; University of Southern Maine, 2008) –Perceive recognition and rewards for performance (Child Welfare Training Institute, 1997; University of North Carolina, 2008) –Feel respected as individual staff members (Landsman, 2001)

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Climate and Retention  Mission Driven  Performance Based  Affirming

A Service of the Children’s Bureau, a Member of the T/TA Network Intervention Research and Retention Practices  The correlates of retention and turnover have been identified  What interventions increase retention and impact effectiveness?

A Service of the Children’s Bureau, a Member of the T/TA Network An Experimental Study of Child Welfare Worker Turnover in NC  Random assignment to 17 intervention and 17 control groups  Provision of intervention: –Supervisor and manager training in recruitment, selection, retention practice skills –Toolkits and TA for transfer of learning  Collection of data between 12/1/04 and 9/1/08

A Service of the Children’s Bureau, a Member of the T/TA Network Results  Significant improvements for the intervention group on: –Self efficacy –Organizational commitment –Agency affirmation –Shared mission –Depersonalization –Role clarity –Supervisor practice support –Supervisor team support –Intent to leave

A Service of the Children’s Bureau, a Member of the T/TA Network Impact of Intervention on Retention

A Service of the Children’s Bureau, a Member of the T/TA Network Impact of Evidence-Based Practice on Staff Turnover (Aarons, et al., 2009)  Effect of EBP implementation on staff retention in context of statewide, randomized trial of intervention designed to reduce child neglect  SafeCare with & without fidelity monitoring; Services as usual with and without monitoring.  Greater staff retention in the condition where the EBP was implemented along with ongoing fidelity monitoring presented to staff as supportive consultation

A Service of the Children’s Bureau, a Member of the T/TA Network Perspectives on EBP Implementation and Turnover  Learning new skills like SafeCare were motivators to stay with current employers  Implementation of EBPs helps to recruit and retain new staff

A Service of the Children’s Bureau, a Member of the T/TA Network Effects of an Organizational Intervention on Worker Turnover The Availability, Responsiveness, and Continuity (ARC) Intervention (Glisson, Dukes, & Green, 2006)  Reduced worker turnover by two-thirds  Improved work environments by reducing –Role conflict –Role overload –Emotional exhaustion –Depersonalization

A Service of the Children’s Bureau, a Member of the T/TA Network An Organizational Model to Improve Retention New York State Agency Design Teams  Local agency teams focus on organizational culture and work issues  Mentoring and coaching supervisors in team building activities improved worker retention  Retention influenced by –Satisfaction with supervision –Opportunity for promotion –Agency communication

© Fixsen & Blase, 2008 Performance Assessment Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Improved outcomes for children and families Graphics by Steve Goodman,2009 Implementation Drivers

Successful Implementation of Evidence Informed Practice Core Implementation Components  Staff selection Staff  Staff training Development  Staff coaching Activities  Performance Assessment A Service of the Children’s Bureau, a Member of the T/TA Network

Pre-Service and In-Service Training Training Best Practices:  Based on adult learning principles  Skill-based –Behavior Rehearsals –Knowledgeable feedback providers –Practice to criteria  Transfer of learning activities A Service of the Children’s Bureau, a Member of the T/TA Network

Supervision and Coaching Purposes:  Teach effective practice  Ensure good judgment  Secure fidelity  Increase staff satisfaction through support and skill acquisition A Service of the Children’s Bureau, a Member of the T/TA Network

Thank You A Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org