Child Welfare in Ontario: Implementing a Collaborative Intervention Model for Child Protection Services Finding the Key to Success Phase II September 2006

Introduction  In 2004, the Local Directors Section and Zone Chairs for Ontario Children’s Aid Societies approved a provincial project to examine and recommend improvements based upon the recognized need for transformation to child welfare practice within the province. It was called ‘Enhancing Positive Worker Interventions with Children and their Families in Protection Services: Best Practices and Required Skills’.  This committee’s initial phase of work was completed in August of 2005, with a Project CD encompassing various reference materials and the Position Paper. The Paper recommended a child welfare policy and practice shift in Ontario towards what we have called a “collaborative intervention model.”  The Phase II committee discussed a number of specific comments from the field and where necessary, revised the present content or incorporated new aspects into the final Position Paper. Positive feedback surpassed negative feedback, but the strength of any work lies in its response to the ‘tough’ questions posed from the field.

The Collaboration Model – An Overview  The Phase II Committee reviewed all feedback from the initial paper and input has been incorporated where possible.  The 64-page document clarifies the model, outlines a set of principles, puts forth a values, vision, mission statement, and raises further questions and areas for self-reflection.  In essence, we envision CASs, collateral service providers and the broader community, working together in a collaborative manner to ensure Safe Children...Stronger Families... Supportive Communities.

Report From The Working Group 1. Developing Collaboration at an Agency Level  Build and Maintain Trust Internally/Externally  Develop a Board Policy Statement on Collaboration  Develop a Collaborative Leadership Style, Reflective Management Philosophy and Improved Employee Relations  Change the Service Delivery Model to One of Collaboration  Develop the Agency as a Learning Community  Public Relations and Other Communication Mediums are Essential  Enhance Collaboration Between the Agency and the Broader Community  Implement Collaborative Outcome Measures

Report From The Working Group 2. Helping Supervisors with Collaboration  Readiness Assessment and Training are Essential, as Supervisors are the ‘Cornerstone’ in Leading Change  Workload Issues Must be Examined  Supervisors Need Education in Managing Change  Senior Management Should Listen to Supervisor’s with respect to Possible Barriers and Challenges

Report From The Working Group 3. Helping Workers with Collaboration  Community Perspectives of Child Protection Work & Collaboration are often Misunderstood  Overwhelming Caseloads – Does it Change with Transformation?  Adopting a Strengths Based Perspective is Not New For Many but Long Overdue at a Systems Level  Front Line Workers Must Rely on Supervisors to Support Their Collaborative Efforts  An Evaluative Process is Essential to Ensure Success

Report From the Working Group 4. Collaboration and the Community  It is imperative to Adopt an Ecological Model in Child Protection Practice  Greater System Accountability is Expected at the Community Level  We Must Look at Systemic Issues and Community Factors Contributing to Risk Beyond the Parent-Child Relationship  Community Collaboration Can Only be Achieved Through Engagement

Report of The Working Group 5. Enhancing the “Best Practice” and “Philosophical” Commonalities Between CASs and Schools of Social Work  There Needs to be Enhanced Collaborative Relationships Developed with Schools of Social Work and CASs  Use Competencies as one Basis for Child Welfare Education in Schools of Social Work  Develop Mutual Training Opportunities and Educational Upgrading

Report From the Working Group 6. Research – Grant in Aid Approved  A three-year Study on “Worker-Parent Engagement” and its Impact on Child Safety, Permanency, Child Well Being and Family and Community Support will soon commence in eight CASs, in cooperation with McMaster University’s School of Social Work  Key Concepts to be examined include: Parent Engagement; Worker Engagement; Worker-Parent Engagement; Casework Skills; and Child Welfare Outcome

Conclusion No project on collaboration could be complete without the consideration of reconciliation of child welfare with Aboriginal People. The report comes forth with recommendations in this regard. Over the past two years, over twenty very committed representatives from the field of child welfare and collateral organizations, came together on a regular basis to help map out a collaborative intervention model for child protection services in Ontario. We are indebted to them and their respective organizations. As this project winds down, it is our sincere hope that the leadership within the field will embrace the information contained in the report and accompanying CD, and will act accordingly.