Recently, I came across a Boston Herald article questioning why 34 percent of the Boston Division of Children and Families (DCF) were unlicensed social workers. The tone of the article suggests that unlicensed workers are not qualified to perform their duties while indicating that licensed social workers equated to a higher standard.
As a former Child Welfare Investigator, those who follow Social Work Helper is well aware that I am a strong advocate against the Licensed Clinical Social Worker (LCSW or equivalent) becoming the standard for all social workers especially in the public sector and child welfare. Many hear the word licensed and assume it means in compliance or adherence to a certain standard, and it does if you are providing mental health services. Until the LCSW, a doctorate in psychology was needed for diagnosing and treatment. Social Work Licensure Advocates for the LCSW changed that dynamic and have helped to make mental healthcare services more accessible. However, each state develops their own licensing requirements which often varies from state to state.
As it relates to the Licensed Clinical Social Worker (LCSW) or the Licensed Independent Clinical Social Worker (LICSW) under Massachusetts’ licensing law, it means the individual social worker has a master degree in social work, and he/she is licensed to diagnosis clients with a mental health disorder and/or provide treatment to help improve their outcomes after being diagnosed with a mental health disorder. Additionally, Massachusetts provides licensing for Bachelors level social workers. However, this is not the standard in North Carolina or the majority of states.
Currently, most Child Welfare Agencies require at minimum a bachelors degree in Social Work or related field. However, by requiring social work licensure, I believe it places additional financial burdens on social workers working in traditional social work roles while the Council for Social Work Education fails to address the barriers and challenges those in the public sector face in pursing a social work education.
Both Child Welfare Social Workers and Police Officers are given powers by statutory law. However, child welfare agencies are not required to be accredited and maintain minimum training and standards certifications like police departments despite recommendations by the United States Government Accounting Office (GAO). Although studies show a social work degree is the recommended degree for a child welfare setting, studies also recommend accreditation as the best course of action to improve outcomes for children and families. Having licensed social workers do not guarantee their course work was specifically for working in child welfare nor does it institute transparency, accountability, program evaluation, and minimum standards of care as well as creating standards for the Agency’s administration of policy.
Many social workers are deterred from pursing a social work education due to the barriers and oppressive polices against older, working practitioners, and/or the underpriviledged. Although I had a BSW degree and working as a Child Welfare Investigator, I had to quit my job and work for free at another human service agency in order to be in compliance with the internship requirements. Social Workers are finding themselves without health insurance and in economic turmoil in order to comply with a licensing standard that is geared towards clinical practice and not macro/public service.
The Division of Child and Family Services and other child welfare agencies act under the authority of federal, state, and local statutory laws to investigate allegations of abuse, neglect, and dependency. These agencies are also charged with making recommendations and monitoring the fitness of parents once a determination has been made following a family assessment or investigation. As a result of this statutory authority, licensing law advocates have been unsuccessful in eliminating the licensing public sector exemption for child welfare and human service agencies. However, they have been successful in creating this mandate in the private sector.
As a Child Welfare Investigator, I brought a knowledge base of almost 14 years of interview and interrogation experience in addition to a Bachelor of Social Work. Later, I pursued a Master degree in Social Work with a concentration in management and community practice.
However, without doing an additional two years in post graduate doing therapy, I am not eligible for licensing in the State of North Carolina. Because someone can go straight to undergrad, then to graduate school, and then work an additional two years post graduate doing therapy for less than minimal wages to get a LCSW in the State of North Carolina, it does not make them more qualified as a child welfare social worker. It makes them more privileged.
Child Welfare social workers act as brokers when treatment services are needed or recommended. We connect families with community providers and resources who are trained to provide those services and make expert recommendations on their progress or lack of progress.
Child Welfare Services must coordinate between schools, police department, hospitals, and other community providers in order to obtain information and coordinate services while maintaining case documentation and hourly billing for reimbursement from the federal government. Unlike private sector project managers, child welfare social workers must complete this high wire act with limited resources and access to technology while dealing with a load of bureaucracies in poor work environments. Child Welfare Social Workers live and work in fear because the bulk of your time doing triage and cases with low activity often get re-prioritized due to high caseloads and staff shortages.
When I investigated cases, the police investigators relied on my evidence and case gathering to determine whether charges should be filed because social workers are more educated and are the experts in these cases. Social worker have both education and training in many aspects police investigators do not. Yet, often the police investigators that I interacted with had higher salaries than I did, received over-time pay or comp time in excess of a 40 hour week, and most only a high school diploma or at best a bachelor’s degree despite our jobs being classified as hazardous by both the county and the State.
If there is a tragedy, the media is asking the wrong questions, and Agencies are not going to steer you into asking the right questions. Child Welfare and Human Services Directors answer only to their Board of Directors, and they operate independently of the county or State unless State legislation has addressed this. State oversight is limited because Child Welfare Agencies predominately operate by mandate of Federal law as adopted by State law.
If you want to know why something happened, find out the case number ratios for each social worker and the amount of hours each worked. See how many children a social worker has on his/her caseload and their risk level which determines the amount of times each social worker must visit each child monthly. Look at the administrative time logged for each social worker which provides insight into actual days work, time in meetings, time spent in case supervision, and training records. You will find the numbers won’t add up to what is humanly possible.
Do you automatically assume that each case only has one or two children in the same household or go to the same school? Eight-teen cases don’t sound like a lot, but you could easily have over 55 children with moderate to high risk levels. Moderate risk requires bi-monthly visits and high-risk requires weekly visits. Low risks require monthly visits, but they are often not enough to keep a case open for services. No matter how many children on your caseload, you don’t stop getting cases.
It is not uncommon for kids to leave for summer camp or go visit relatives especially when they are not in school, and a courtesy request home visit made to another Agency in another state could take months to occur. States are not connected, and sending out an alert on a missing child equates to an email and a report to law enforcement which often don’t go anywhere due to being out of their jurisdiction for investigation. I believe the cases in Boston will expose systems failures if the right questions are answered.
Ask for the same records and standard operating procedures, you would seek if you want to know if a police officer or police department was malfeasance and whether proper in-service training was up to date. Under current federal mandates, it is statistically impossible for the best qualified social worker to adhere to every standard and best practices. Front-line staff often take the fall while policy and system failures are not being properly identified.
Where are the supervisory case notes by each supervisor who is suppose to meet weekly with their subordinates to discuss all the children on their caseload? Are the checks and balances clearly defined by supervision and the administration to account for the whereabouts of children falling under the scope of child welfare services, and how is it monitored?
I challenge the media to ask the right questions. In the video below, the Governor addressed allegations relayed by the school superintendent after the fact. I could write another article on the improvements needed between child welfare social workers and teachers. Social Work investigators’ caseloads are tremendously exacerbated because teachers are not trained on the differences between abuse/neglect and poverty. However, I will have to address that at another time.
How Social Workers Can Practice Trauma-Informed Care
Over the past few decades, there has been increasing recognition of the widespread and profound impact of trauma on individuals and communities. The results of an international mental health survey suggest that traumatic events have affected over 70 percent of the population, and can lead to prolonged physical and psychological harm.
These findings have transformed the field of social work, shifting the focus of education and training onto practices that recognize, support, and empower survivors of trauma. Referred to as “trauma-informed care,” this framework is especially important for social work professionals who have a high likelihood of encountering people with a history of trauma in practice settings.
Expanding the Definition of Trauma
Trauma-informed care starts with an understanding of the intricacies of trauma, and how it impacts individuals and communities. According to the Substance Abuse and Mental Health Services Administration (SAMHSA), “trauma results from an event, series of events, or set of circumstances that is experienced by an individual physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.”
For most people, the concept of trauma conjures up images of soldiers who have survived violent combat. Others may think about people who have been exposed to physical abuse, sexual assault or natural disasters. While these are some of the most distressing experiences that an individual can endure, trauma isn’t defined by an extreme event—it’s what the event means to the individual.
Trauma-informed social workers must take the time to understand a person’s unique perception and response to an event, taking into account the complex layers of identity, power, and oppression that contribute to trauma. Adopting this framework, researchers have expanded the definition of trauma to include the following categories:
- Complex trauma: The result of being exposed to repeated, ongoing, or simultaneous traumatic events, such as chronic neglect from a caregiver or long-term exposure to war conflict.
- Intergenerational trauma: This type of trauma is passed from those who directly experience trauma onto subsequent generations.
- Historical trauma: A type of intergenerational trauma that is experienced by specific racial, ethnic or cultural groups that accumulates across generations. Some experiences most commonly associated with historical trauma include the colonization and forced migration of Native Americans and the enslavement of African Americans.
- Institutional trauma: This is a type of trauma that occurs when institutions take actions that worsen the impact of traumatic experiences; for example, when a university covers up a sexual assault violation.
- Secondary trauma: Many helping professionals experience this type of indirect trauma, through hearing or witnessing the aftermath of a traumatic event experienced by a survivor. In addition to expanding the definition of trauma, the social work field has begun to outline some essential components of trauma-informed care.
Promoting a Sense of Safety
Trauma-informed social workers recognize that clients may have a history of trauma and prioritize creating an environment that feels physically and psychologically safe. Physical safety can be ensured by keeping areas well lit, monitoring who is entering and exiting the building and providing clear access to exits. Psychological safety involves a client’s feelings of trust in their relationship with the social worker, and can be ensured by modeling respect, consistency, acceptance and transparency.
Acknowledging and Reinforcing Patients’ Strengths
Many social service and healthcare professionals focus on diagnoses and interventions, framing symptoms as problems or weaknesses. Trauma-informed social workers, on the other hand, recognize that these symptoms are coping strategies in response to trauma. These practitioners highlight resilience and acknowledge strengths, cultivating hope for recovery and change.
Creating Opportunities for Choice
Trauma survivors often feel a sense of powerlessness, resulting from a loss of control and predictability in their experience of trauma. Trauma-informed social workers attempt to return the client’s sense of control by offering them choices and actively involving them in goal-setting and decision-making. As clients practice making decisions in the social work setting, they develop coping strategies and self-advocacy skills that support their functioning in the outside world.
Applying Your Knowledge
To maximize your impact as a social work professional, you need an extensive understanding of the latest theoretical perspectives, including trauma-informed care. An online master of social work program can help you acquire the conceptual knowledge and hands-on field instruction that you can apply to improve clients’ lives and achieve your professional objectives.
The Adelphi University Online Master of Social Work program brings decades of expertise and a legacy as a leading social work school to a flexible curriculum designed for working professionals. As a graduate student in the program, you’ll have the opportunity to engage with faculty members at the forefront of research on trauma-informed practices. Our graduates complete the program prepared to become Licensed Master Social Workers and fill the need for a skilled trauma workforce.
In A New World, Social Work Leads the Way
This is a sponsored article by California State University at Northridge
How Cal State Northridge is doing its part.
The pandemic, if nothing else, exacerbated the unequal distribution of resources in society. For millions of people, access to food, shelter, and health care is now more uncertain than ever.
What’s emerging is a new, somewhat dire need for experienced social workers – professionals able to compassionately address a disparate and evolving set of issues. Not only here in Los Angeles, but all over the world.
For much of the pandemic, the field has championed relief efforts, such as the rent moratorium. This provided a necessary, if temporary, reprieve from the daily fear of eviction. Outside of California, however, this moratorium is over. As are federal unemployment benefits.
And the impact is tragically visible. In California alone, the homeless population is over 151,000, with 41,000 of that in Los Angeles. And that’s just according to official estimates. The true number, allege some experts, may be much higher.
This is the sad, beautiful truth of social work. No matter where a client is, whether it’s in the classroom, at home, or on the streets, the field will be there.
But the field itself is evolving, too.
Following the death of George Floyd, social workers are increasingly involved in policing, augmenting first responders with a new option: one aiming to mitigate crisis and, as importantly, prevent the use of force.
As cities and states consider policing alternatives, social workers can help to ensure each community’s voice is heard, especially communities of color. Gaining popularity, the idea is to offer a more compassionate approach to law enforcement. Rather than responding with aggression, an arriving unit could instead respond with care, assessing the situation from a mental health standpoint, not one of criminality.
Likewise, opportunity youth – sometimes referred to as “at-risk” – now face many new challenges (among them, a skills gap from a year of remote learning). On top of food scarcity and uncertain housing, there’s also the real risk of contracting COVID. And for these youth, who often lack access to health care, this can be especially dangerous.
In all these cases, a humane approach is needed. Many social work programs incorporate hands-on experience, giving students access to the communities they’ll serve. One such program is the Master of Social Work (MSW) at California State University, Northridge (CSUN).
Unlike many social work programs, CSUN’s MSW expands participants’ career possibilities by offering a generalist approach. This enables graduates to work at ALL levels of the field: individual/family (micro); group/community (mezzo); and societal/policy (macro).
The program is offered fully online in two- and three-year formats. The two-year option is a full-time program with an intensive curriculum designed to help students complete their degrees and enter the field in as little time as possible. The three-year option, on the other hand, is an excellent choice for those who would prefer the same curriculum at a less intensive pace.
The master’s degree, which is often ranked among the best in the country, promotes the well-being of urban communities. Through its curriculum, participants learn how to assess a community’s needs from the inside, in large part through active listening.
As the field continues to evolve, those who comprise it must evolve too. That begins with knowledge of the new world, but ends, as it always has, with the people who need us most – the ones for whom we care.
Technology and Entrepreneurship in Social Work
After helplessly watching her sister try to navigate the international adoption process, Felicia Curcuru launched Binti in an effort to reinvent foster care and adoption. Since the launch of the company in 2017, Binti has expanded its network to over 190 agencies across 26 states in the U.S. The software Binti creates helps social workers and others who work in foster care to effectively approve 80% more families and decrease their administrative burden by up to 40%.
Jimmy Chen, a Stanford graduate and the son of struggling immigrants from China, created Propel in 2014 after noticing that Supplemental Nutrition Assistance Program (SNAP) recipients needed to call a 16-digit phone number to check their balance. In order to check their balances, some of the recipients would resort to strategies such as buying cheap items such as bananas. Currently, the Propel app helps 5 million households who are eligible for SNAP benefits to manage their finances!
Besides using technology and entrepreneurship to transform human service systems, what do these companies have in common? They were not started by social workers.
Technology and Entrepreneurship in Social Work
Technology and entrepreneurship have and will continue to transform our profession. But social workers have stayed on the sidelines of this creative process for too long. If we are to be successful in effectively disseminating our incredible values and pushing forth the mission of social work, social workers must play a more direct role in embracing the movements of technology and entrepreneurship.
This is not a new concept. Research articles on technology and entrepreneurship in social work have been published for years, and the National Association of Social Workers (NASW) has published reports on technology in social work. Furthermore, universities such as Columbia University in New York have embraced the movement, and have created a minor for social workers called “Emerging Technology, Media, and Society,” which trains social workers to understand the latest developments in the world of technology. Finally, thousands of social workers operate their own private practices and embrace the benefits of entrepreneurial practices.
This slow, yet continuous shift towards technology and entrepreneurship is important, but it must be accelerated. The question still remains: how do we enable social workers to embrace the power behind technology and entrepreneurship? Here are some ideas:
Enabling Social Workers to Embrace Technology and Entrepreneurship
First and foremost, social work curricula must embrace technology and entrepreneurship. The curricula must incorporate mandatory courses on technology and entrepreneurship, and these courses should be taught by experts in these fields.
Social work departments must enable field placements for social workers in technology or startup environments. By being a part of successful organizations in these spaces, social work students can be exposed to this type of thinking and be inspired by the possibilities!
Social workers themselves must take time to explore and learn about these fields. Although it is difficult enough to maintain our mental health while managing our caseloads, we can utilize the time we spend on webinars or Continuing Education Units (CEUs) to take classes in technology and entrepreneurship.
Social workers can become intrapreneurs, or employees that create new projects from within organizations and businesses. For example, during my time at a community mental health organization, I helped launch a social media channel for the organization’s therapists, which allowed us to feel more connected, share resources, and learn from one another.
As social workers, we uphold an ethical code that enables us to represent the most marginalized members of our society. But we can only do this effectively by embracing the intersection between technology, entrepreneurship, and social work. Although there is no silver-bullet answer, we can help social workers gain entrepreneurial and technological skills by broadening the education available to social work students and ourselves so that we can all better understand the possibilities that are out there.
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