1. Overview of Child Welfare Reform in the U.S. Center for Advanced Studies in Child Welfare 2016 Spring Conference Crystal Collins-Camargo, MSW PhD Kent School of Social Work University of Louisville

2. The Concept of Reform

3. Merriam-Webster on Reform “To put or change into an improved form or condition” “To put an end to (an evil) by enforcing or introducing a better method or course of action” Implies: Target is an established process or entity we care enough about to try to change it Something is wrong with it The goal is to do a better job

4. History of Child Welfare Roots of child welfare are in charity home societies and the private sector Child welfare as we know it is about 40 years old Federal footprint: 1974 Child Abuse Prevention and Treatment Act

5. Why Are WeCompelled toReform the System?

6. Multi-directional Pressure External Influences Media scandal Push from partners and stakeholders Budget cuts Governors and legislatures Internal Drive Our outcomes are not what we want Repeat maltreatment Re-entry Aging out without permanency Well-being over the long term Continuous quality improvement and emerging research

7. TYPES OF REFORM WE HAVE EXPERIENCED

8. The Evolution of CW Reform—Four Types Philosophical approach Legislative mandate Responsible party Practice techniques and models

9. Philosophical Approach Child saving vs. family preserving Investigation vs. assessment and treatment Child welfare as a community responsibility Safety, Permanency AND Well-being Systems of Care—family-driven and youth-guided care

10. Legislative Mandate Shifts in the law is a response…to philosophical shifts, scandal, ideas or evidence 1974 Child Abuse Prevention and Treatment Act 1978 Indian Child Welfare Act 1980 Adoption Assistance and Child Welfare Act 1994 Multiethnic Placement Act 1997 Adoption and Safe Families Act 2008 Fostering Connections to Success and Increasing Adoptions Act 2011 Child and Family Services Improvement and Innovation Act

11. Responsibility for Child Welfare Privatization or public/private partnership Performance-based contracting Co-opetition Role of the community Neighborhood centers informal supports Differential response systems Collective impact

12. Practice Techniques and Models Flavor of the month or promising practices? Forensic interviewing Risk and safety assessment tools Practice models Trauma-informed care The evolution of evidence- based and –informed practices CQI and data-informed decision-making

13. AFTER 40 YEARS, WHAT HAVE WE LEARNED ABOUT REFORM?

14. 1. Lessons Learned Reform driven by scandal and abrupt policy dictates is rarely successful

15. 2. Lessons Learned Data informed analysis of the actual problem, potential solutions and outcomes to be achieved is critical

16. 3. Lessons Learned We are strongest when we work with our partners

17. 4. Lessons Learned Implementation matters

18. WHAT REMAINS TO BE DONE?

19. Child Welfare Finance Reform We will continue to develop better, more responsive and more effective practices but how do we pay for it?

20. Genuine Public/Private Partnership How can we engage in authentic partnership when we are involved in a contractual relationship?

21. Integrated, Sophisticated Decision-Support Systems How can we effectively serve families if we don’t use the data available to us and our partners to understand what works and what we need?

22. Reality check: Lessons from 40 Years of Education ‘Reform’ 1.Set high academic standards for all of our kids, supported by a rigorous curriculum Translation: Set desired child/family outcomes, supported by practice models designed to achieve them. 2.Greatly improve the quality of teaching in our classrooms, supported by substantially higher compensation for our best teachers Translation: Implement effective child welfare practice, supported by a qualified, competent and appropriately compensated workforce and flexible, reasonable funding mechanisms 3.Measure student and teacher performance on a systematic basis, supported by tests and assessments. Translation: Measure client, worker and organizational performance, supported by systematic program evaluation and practice-informed research 4.Increase “time on task” for all students; this means more time in school each day, and a longer school year. Translation: Redirect our focus on the collective impact of child and family serving agencies in improving child and family well-being, working in collaborative partnership Source: Gerstner (2008) Commentary in the Wall Street Journal. http://www.wsj.com/articles/SB122809533452168067 http://www.wsj.com/articles/SB122809533452168067

23. Borrowing from Maslow

24. Comments and Questions Now’s your chance—what have I missed?