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    The Labor Force For Needed Investment in Public Child Care Already Exists



    The COVID-19 pandemic powerfully clarified what most families have known for decades: Reliable, quality child care is essential to the round-the-clock functioning of the U.S. economy. Equally important, good child care is critical to the future and wellbeing of the nation’s children. Decades of strong research shows that publicly provided high quality early childhood education and care improves life outcomes, reduces poverty and economic inequality, diminishes economic disparities by race and gender, strengthens local economies and yields high returns to taxpayer investments. Yet public investment in child care in the states lags decades behind other wealthy countries despite the extensive evidence.

    The quality of preschool and child care critically depends on a skilled, experienced, dedicated labor force that is strongly motivated to work with young children. Yet the vast majority of skilled caregivers and teachers abandon work with young children for other employment before age thirty. This is true at all levels of education, including those with college degrees. This “lost” workforce could be recalled and retained if early preschool and childcare policies are designed to address the low pay, sparse benefits and challenging working conditions that currently lead to high attrition and turnover.

    The Untapped Reservoir of Qualified Early Childhood Education and Care Workers

    Women account for more than 97 percent of employed, college educated people with college majors in early childhood education. More than 4 of 5 of them do not work with young children. By contrast, 78 percent of employed women with college degrees in nursing are actively working as nurses.

    Just 18 percent of employed women with college degrees in early childhood education work with young children as preschool teachers, kindergarten teachers, or childcare workers. Women with associate’s degrees and certificates in early childhood education and development also leave the field in much larger numbers than in other occupations.

    Low Pay and Poor Working Conditions Drive Away Early Childhood Workers

    Public investment should remove the biggest obstacle to keeping trained people: the combination of low pay and difficult working conditions. These conditions include frequent short-staffing and lack of paid time to prepare for class or to meet with co-workers. More than a quarter of those who remain in the field in their thirties have managed to find positions as preschool or kindergarten teachers in K-12 schools, where conditions are better than in free-standing preschool and childcare workplaces.

    In 2020, the median hourly wage of childcare workers in the U.S. was $12.24, meaning an annual salary of $24,480 if full-time, year-round work were available. Benefits are poor, or non-existent. Preschool teachers are not compensated much better, with a median hourly wage of $15.35 in 2020, which translates to $30,700 annually if full-time. Elementary school teachers, by contrast, earn a mean annual salary of $65,420.

    Unsurprisingly, turnover rates are high in the early childhood labor force, harming quality and wasting the training, experience and dedication of people who’ve made significant investments in preparing for a career in early childhood education. More than half of women in their 30s with early childhood college majors are working as teachers in the first through twelfth grades.

    “At 40 with two kids to support, I wanted a job in the public schools, which gave me more money, benefits and time off, without the headache of trying to hire people at rock-bottom wages or the long days finishing my Director’s duties after being pulled into the classroom to cover for a sick teacher.”

              – Avril Munro, retired master elementary school teacher

    Only One in Six Early Childhood Majors Remain in the Field by Age 30

    Women with college degrees in early childhood education shift out of work with young children as they age and their responsibilities to support their families increase. Just one in six remain in the field by age 30.

    It’s not only low pay and meager benefits that push people out of early childhood education. It’s also the limited scope for advancement in our fractured, largely private childcare system, which is unconnected to schools for older children.

    “It wasn’t just the low pay and lack of support, although I did want to be able to buy a house, raise a child and pay for childcare. It was also that I wanted to work in a bigger arena and to have a greater impact, so I enrolled in an MBA program offered in the evening. I spent the rest of my career directing a nonprofit focused on improving STEM education, but my passion has always been early childhood education.”

              – Jennifer Bruckner, retired non-profit director

    In short, policymakers and advocates should focus less on expanding the pipeline of people coming from educational and training programs in early childhood education. They need to focus much more on keeping experienced people in the field by creating good jobs that reward early childhood educators for the value of the contribution they are making. If good jobs are available, students will recruit themselves into our educational programs and remain working in the field they were drawn to and invested in as young adults.

    Read more in Lisa Dodson and Mary C. King, “Oregon’s Unmet Childcare Needs,” Family Forward Oregon, September 2019; and Catherine J. Weinberger, “Where Did They All Go? A Closer Look at the Labor Markets for Preschool Teachers and Childcare Workers,” The Institute for Social, Behavioral and Economic Research, University of California Santa Barbara, 2021.

    This article was originally published on Scholars Strategy Network.


    Mary King is a Professor Emerita of Economics at Portland State University. King is a labor economist, particularly focused on the public provision of high quality preschool and childcare, and other economic policy strategies that improve economic opportunities and outcomes for women, people of color and people from low-income backgrounds. This published in conjunction with Scholar Strategy Network


    How Social Workers Can Practice Trauma-Informed Care



    Sponsored Article by Adelphi University

    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.

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    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.

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    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.

    Moving Forward

    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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