1. The Importance of Addressing the Affective Domain in Child Welfare Training Maureen Braun Scalera MSW, LCSW NSDTA Presentation 10.6.2015

2. Objectives By the end of the session, participants will: 2 Define Affective Learning and discuss steps used to designing instruction that moves through five levels of affective learning; Explore the continuum of boundaries in personal and professional relationships; Describe reaction to loss and trauma, and how easily persons can be triggered to re-experience the impact of trauma in their lives; Observe stress reactions (“triggers”) and ways workers get triggered. Discuss how worker stress might affect the work environment, worker performance and case outcomes; and Describe use of one or more coping strategies on the job, and create a stress resiliency plan for use on and off the job.

3. The NJ Child Welfare Training Partnership Rutgers University School of Social Work, in collaboration with the NJ Department of Children and Families’ Training Academy, has been the lead agency in the New Jersey Child Welfare Training Partnership since 2007.

4. Responsibilities Development of curriculum and delivery of training to enhance case practice and planning with youth, children & their families Creation of over 100 training curriculums to meet the changing needs of the workforce Specialized training on critical issues influencing child welfare such as domestic violence, substance abuse and mental health issues Infusion of culturally relevant coursework that raises cultural competence of staff Ongoing evaluation of the effectiveness and impact of training, and transfer of learning opportunities. 4

5. Quality Assurance & Evaluation 5 Strong commitment to outcome-focused training Specific learning objectives for each curriculum Pre-/post-test questionnaires document baseline understanding and knowledge gains Tests demonstrate increase in knowledge gained for ALL courses Average increases in scores range from 7 to 49 point increases Course satisfaction surveys evaluate trainer capacity, assess utilization of knowledge, and collect qualitative feedback Course completion emails facilitate transfer of learning Monthly, quarterly and annual reports capture enrollment, monitor fiscal expenditures, and report evaluation data

6. Two Aspects of Affective Learning Learner’s attitude, motivation, and feelings about the learning environment, the material, and the instructor (conditions external to the learning) Learner’s feelings, attitudes, and values that are identified, explored, and modified in some way because of the learning experience (internal to the learner) 6

7. Affective Learning “Affective learning is consistent with social work principles of conscience use of self, recognitions of the art and science of social work practice, the importance of therapeutic relationships, and the integration of values in the profession.” Allen, K. N. and Friedman, B.D. (2010). 7

8. Neuman’s Stages of Affective Learning Important implications for lesson design: 1. Identification – Names, recognizes 2. Clarification – Describes, sources 3. Exploration – Implications, inconsistencies, alternatives 4. Modification – Alters, modifies, accommodates or assimilates 5. Characterization – Identification, affective, cognitive and behavioral consistency Neuman, K. & Friedman, B. (2008, October).

9. Helping Workers Deal with their “Stuff” Affective Domain A series of workshops designed to impact the Affective Domain of learning (as opposed to Knowledge & Skills). person inside the professional Workers are encouraged to become more aware of the “person inside the professional”. Titles include: o Managing Personal & Professional Boundaries o Vicarious Trauma & Building Resiliency o Managing Personal Stress Reactions 9

10. Managing Boundaries Personal boundaries are defined & explored. Personal boundaries influence our professional boundaries. Boundaries can be too loose or too rigid. Workshop invites self-reflection of current state of boundaries and invites use of healthier and more appropriate boundaries, especially in the workplace and with families. 10

11. Boundary Continuum OK Not OK

12. Vicarious Trauma Identify the signs and symptoms of vicarious traumatization and recommendations how to build resiliency. Trauma Exercise

13. Personal Stress Reactions Helps workers to recognize their personal stress triggers and to recognize the sequence from event(s) to action. Maxine’s Triggers as an example Explores and Encourages use of Coping Strategies and Relaxation Techniques 13

14. The Affective Domain involves

15. References Allen, K. N. and Friedman, B.D.(2010). Affective learning: a taxonomy for teaching social work values. Journal of Social Work Values and Ethics, 7(2). Anderson, L.W. & Krathwohl, D. (eds). (2001). Taxonomy for learning, teaching and assessing: a revision of bloom’s taxonomy of educational objectives. NY: Longman. Neuman, K. & Friedman, B. (2008, October). The art of effectively facilitating professional socialization in students through affective learning. Paper present at the Annual Program Meeting of the Council on Social Work Education. Philadelphia, PA. 15

16. For more information contact: Maureen Braun Scalera MSW, LCSW Director, Office of Child Welfare Initiatives Rutgers University School of Social Work Institute for Families Mbscalera@ssw.rutgers.edu