1. University of Louisville
Application of GTO to Implementation (Including Training) and Evaluation of a Child Welfare Practice Model
Anita P. Barbee, MSSW, Ph.D.
University of Louisville

2. Other Colleagues that Contribute to this Work
Dana Christensen, Ph.D.
Becky Antle, MSSW, Ph.D.
Riaan van Zyl, Ph.D.
Abe Wandersman, Ph.D.
Katherine Cahn, MSW, Ph.D.

3. Implementation of Casework Practice Models
Many state child welfare agencies are adopting or creating casework practice models
The purpose is to shape the thinking and behavior of front line child welfare workers in order to improve safety, permanency and well-being.
This is a huge implementation undertaking and a good one with which to apply the GTO model and EBSIS.

4. Past Experience
Most states rely primarily on training to execute a practice model.
We conducted a number of studies on the impact of training SBC to supervisors and their teams on reactions, learning, transfer and outcomes.
Thus, we found that training can have an impact on practice and outcomes, particularly with reinforcement (TA).
But, while training is a necessary activity in implementing a practice model it is not sufficient

5. Accountability Questions Relevant Literatures
What are the underlying needs and conditions that must be addressed? (NEEDS/RESOURCES)
Needs/Resource Assessment
What are the goals, target population, and objectives? (i.e., desired outcomes)? (GOALS)
Goal Setting
What science (evidence) based models and best practice programs can be used in reaching the goals (BEST PRACTICE)?
Consult Literature on Science Based and Best Practice Programs
What actions need to be taken so the selected program “fits” the community context? (FIT)
Feedback on Comprehensiveness and Fit of Program
What organizational capacities are needed to implement the program? (CAPACITIES)
Assessment of Organizational Capacities
What is the plan for this program (PLAN)
Planning
Is the program being implemented with quality (PROCESS)
Process evaluation
How well is the program working? (OUTCOME EVALUATION)
Outcome and Impact Evaluation
How will continuous quality improvement strategies be included? (IMPROVE)
Total Quality Management; Continuous Quality Improvement
If the program is successful, how will it be sustained? (SUSTAIN)
Sustainability and Institutionalization

6. GTO as a Painter’s Palette#3
Best
Practices #2
Goals #4
Fit #1
Needs/
Resources #5
Capacities
RESULTS
#10
Sustain #6
Plan #7
Implementation Process Evaluation #9
Improve/
CQI #8
Outcome
Evaluation

7. Kentucky Example
Early in the development of SBC agency leadership determined that there was a need for a unifying model from which to practice child welfare, goals were set, a model was developed based on best practices and fit to meet the needs of Kentucky clients.
The biggest facilitator of the adoption of the SBC practice model was developing capacities- of tools to execute the practice model, policies to support the practice model, including the model in the SACWIS system, and extensive training and coaching (TA) of managers and supervisors as well as workers in the model (Three of the Supports needed for Implementation: Tools, Training, TA)

8. Furthermore, process and outcome evaluations were conducted as the model rolled out and as supervisors and their teams were trained and then 33 items of the CQI case review tool measured adherence to the SBC model (4th support).
All of these supports helped sustain the model through the first administration (8 years) and into the second (4 years). By the third administration, however, adherence had dropped to 30%.
However, adherence led to successful completion of all CFSR measures of safety, permanency and well-being.

9. Support System Model

10. TOWARD AN EVIDENCE BASED SYSTEM FOR INNOVATION SUPPORT (EBSIS)
Training +
QI/QA +
Tools +
TA + =
Current
Level of
Capacity +
GTO Steps: (1) Needs & Resources; (2) Goals & Desired Outcomes; (3) Science-based practices; (4) Fit; (5) Capacity ; (6) Plan; (7) Implementation & Process Evaluation; (8) Outcome evaluation; (9) Continuous Quality Improvement; and (10) Sustainability
Actual Outcomes Achieved To
Achieve
Desired
Outcomes

11. Levels & Accountability
Accountability Question
Children’s Bureau
State
Region
Supervisors
Workers
1. NEEDS/ RESOURCES
Funding
Leadership
More hired and getting MSWs
More hired, pay increased, PCWCP
2. GOALS
Laws, PIP
SP, PIP, CD
SP, PIP
Help define goals
Help define
3. EVIDENCE-BASED PRACTICES
Family Centered, Strengths Based..
Funded development
Piloted
Helped develop, piloted, first trained
Gave feedback
4. FIT
CB T/TA Network can help states
Since we created it fit
Slight variations across state
Provided leadership
Helped in pilot
CAPACITY
Systemic factors
Assess readiness to change, infrastructure
Share good news as spread across Regions
Change agents, champions of change
Change agents, champions of change, EBP readiness
PLAN
PIP, Community partners
Training Plan
Support Plan
Leaders, coaches, pilot
Train early and then with workers, coach
Train veteran then new workers
IMPLEMENTATION
CQI, Fidelity
Change policy, tech, tools
Ensure fidelity
Track data to assure fidelity in practice
Hold accountable, give support
8. OUTCOME EVALUATION
Include eval in train contract
Exp vs Comparison
Sup training evaluated
Examined Sup worker perform
CQI
CFSR processes, outcomes and systemic factors
CQI tool included 33 SBC items
CQI specialists, CQI teams
Conduct CQI case reviews, on CQI teams
On CQI teams
10. SUSTAINABILITY
CFSR keeps coming, Funding
Build deep bench
Engage community
Refreshers, coaching consults
New worker training, tools

12. REFERENCES Martin, M. H., Barbee, A. P., Antle, B., & Sar, B. (2002).
Expedited permanency planning: Evaluation of the
Kentucky Adoptions Opportunities Project (KAOP). Child
Welfare: Special Issue on Permanency Planning, 81, 203-
224.
Barbee, A. P., Antle, B. F., & Martin, M. (2003). Supervisor-
Team Training: Issues in Evaluation (pp ). B
Johnson, K. Keitzman & K. Ringuette (Eds.). Proceedings
of the Fifth Annual National Human Services Training
Evaluation Symposium: Berkeley, CA: CalSWEC.

13. Antle, B. F., Christensen, D., Barbee, A. P., Martin, M. (2008).
Solution-based casework: A paradigm shift to effective,
strengths-based practice for child protection. Special
Issue on Evidence Based Practice. Journal of Public Child
Welfare, 2,
Antle, B. F., Barbee, A. P., van Zyl, M. A. (2008). A
Comprehensive Model for Child Welfare Training
Evaluation. Children and Youth Services Review, 9, 1063-
1080.
Antle, B.A., Barbee, A.P., Sullivan, D.J., & Christensen, D.
(2009). The Prevention of Child Maltreatment Recidivism
through the Solution-Based Casework Model of Child
Welfare Practice. Children and Youth Services Review
31,

14. Antle, B. F., Sullivan, D. J., Barbee, A. P., Christensen, D. N.
(2010). The Effects of Training Methodology on Training
Transfer. Child Welfare.
van Zyl, M. A., Antle, B. F. & Barbee, A. P. (2010).
Organizational change in child welfare agencies. In S.
Fogel, M. Roberts-DeGennero (Eds). Empirically
Supported Interventions for Community and
Organizational Change. New York: Lyceum Books.
Barbee, A. P., Christensen, D., Antle, B., Wandersman, A., Cahn,
K. (2011). System, organizational, team and individual
changes that need to accompany adoption and
implementation of a comprehensive practice model into
a public child welfare agency. Children and Youth
Services Review, 33,

15. Antle, B.F., Christensen, D.N., van Zyl, M.A., & Barbee, A.P. (in
press). The Impact of the Solution Based Casework
(SBC) Practice Model on Federal Outcomes in Public
Child Welfare. Child Abuse and Neglect.
Barbee, A. P., & Liz Winter (in press). Skill Based Training and
Transfer of Learning. In H. Cahalane (Ed). Clinical Social
Work Practice. Springer.