1. 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

2. 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

3. 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

4. LCWTA Mission

5. 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

6. 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

7. 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

8. 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

9. Combined University Averages

10. 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

11. 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

12. Stipend Support Group Evaluations

13. 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.
content/uploads/2017/08/Stu dent-Manual-Final.pdf
Objective 3: Internship Manuals

14. 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

15. Corie Hebert
Southeastern Louisiana University Child Welfare Program Coordinator
(985)
Questions, Comments & Contact Information
Ruth Weinzettle
Northwestern State University of Louisiana
Co-Lead Louisiana Title IVE Stipend Program
(318)

16. 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 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.
Resources