Drawing from child welfare training, technical assistance, evaluation initiatives, prevailing scholarship, and the work of the Children’s Bureau’s Child Welfare Capacity Building Centers, this article extracts key high‑level information from the Learning Science literature and related sources on how theories and research findings are applied to the development, execution, and evaluation of training and technical assistance (T/TA) in child welfare. It explores four areas of application of Learning Science: evidence-informed training approaches, experiential learning, organizational support for learning, and participatory, community-centered T/TA in child welfare. Recommendations are provided for continued application and expansion of Learning Science in child welfare T/TA.
Child welfare systems are increasingly adopting algorithmic decision-making (ADM) tools, but there has been limited work assessing the impact of such tools on people with disabilities. We address this gap by examining the Allegheny Family Screening Tool (AFST) for disability-related bias. We obtained variables and coefficients used in the AFST from the Allegheny County Department of Human Services. We used data from the American Community Survey, Medical Expenditure Panel Survey, and National Survey on Drug Use and Health to assess whether disabled parents and children would receive worse AFST scores compared to their non-disabled counterparts. Parents and children with disabilities were significantly more likely to be penalized by all elements of the AFST scoring we examined. These include socioeconomic indicators, healthcare utilization patterns, involvement with public benefits programs, and contact with the criminal legal system. Despite containing no explicit disability measures, the AFST effectively encodes disability status through proxy variables, potentially subjecting disabled parents and their children to disproportionate scrutiny and intervention. The AFST may reinforce rather than remedy historical biases against parents with disabilities, raising important questions about the role of algorithmic tools in public sector decision-making.
Assessing child sexual abuse requires multidisciplinary, specialized approaches such as the Barnahus model. This study evaluated the STEPS training program's effectiveness in improving professionals' knowledge and attitudes. Participants included 773 childcare professionals (86% women), most with prior abuse-related experience, although only two-thirds had formal training. Pre- and post-training measures were analyzed using GLM and GEE models. Results showed reduced adherence to false beliefs and significant improvements in pro-child attitudes, testimony acquisition attitudes, self-perceived performance, and knowledge of the Barnahus model. Findings suggest the STEPS program strengthens competencies in child sexual abuse intervention, although further research on outcomes is still needed.
Accurate and complete recordkeeping is essential for foster care case managers (CMs) but challenging with this complex job. This study examined CMs' experiences maintaining health and educational records and the barriers and facilitators to complete recordkeeping. Four semi-structured focus groups were held with public foster care CMs (n=16) across one southeastern US state. A codebook was developed and revised through inductive thematic analysis. Recordkeeping barriers included competing demands on case manager time, insufficient training, challenges with family participation, discoordination between relevant parties, difficult legal processes, and insufficient time. Facilitators included innovation, building strong relationships between agencies, teamwork, and streamlined processes.
Implementation of systems assessments to create understanding of organizational cultures between state and tribal agencies federally mandated to work together is an effective way to serve American Indian/Alaskan Native children placed in out-of-home care. System assessments can guide the development of culturally relevant interventions. The results of the current study include a baseline assessment of workforce and court practices that occurred among tribes that share cases under the Indian Child Welfare Act in the state of Oklahoma. The results of the systems assessment provide insights on how to authentically engage children and youth in organizational change processes.
Resource parents provide crucial services in systems of child welfare and must be prepared to manage a range of behaviors. The Nurtured Heart Approach (R) (NHA (R)) is a promising method to build positive parenting skills, but its effectiveness among resource parents remains unexplored. This mixed methods exploratory study evaluated NHA (R) training among resource parents in a system of child welfare services. Quantitative analyses revealed significant improvements in alignment with NHA (R) principles. Qualitative findings indicated an overall positive reception to NHA (R) and the desire for additional support addressing higher levels of need for some children in out-of-home care.
This article describes a case study where quantitative data examined implementation, project focus and capacities built in state, tribal and court projects across the country. Qualitative data focused on the same information along with project outcomes. Two projects from each Child Welfare (CW) Capacity Building Center were highlighted, focusing on issues including workforce recruitment, development, and retention; continuous quality improvement (CQI); preserving family connections; delivering trauma-informed services; improving legal representation and ensuring quality hearings. A glimpse into the workings and operations of these projects is illustrated for the field, including support for jurisdictions to make desired changes within CW systems.
Youth transitioning out of the child welfare system can experience marginalization and material disadvantage. This research aimed to increase understanding of the challenges for Indigenous youth (First Nations, M & eacute;tis, and Inuit) transitioning out of the Manitoba, Canada, child welfare system and seek recommendations to improve youth outcomes. Semi-structured interviews with 25 stakeholders were analyzed to identify themes across planning, leaving, and after-care phases, revealing systemic gaps that leave youth in a liminal state. Recommendations include readiness-based exits, culturally grounded programs, and flexible after-care support, emphasizing Indigenous voices and jurisdiction in shaping solutions.
Despite investment in child protection systems, their impact remains insufficiently evaluated and outcomes for children in care are poorer. This study presents SIASP, a framework of indicators to evaluate protection systems from a child-centered, developmental perspective. Developed through a participatory process involving researchers, administrations, professionals, and children, instruments were validated using cognitive interviews and multiple data sources. The system was piloted with 65 children across residential and foster care and refined with stakeholder input. The final framework includes 8 dimensions, 18 objectives, and 60 indicators. Implemented in Catalonia since 2021, SIASP supports continuous evaluation and is adaptable to other contexts.
This study investigates the effect of an emotional literacy education program on emotion regulation skills of children living in child protection homes. Using a mixed-methods design, the study involved 22 children aged 8-12 from two provinces in Turkey. The researcher-developed program was implemented with the experimental group over 12 weeks. Quantitative data were collected through adapted child and adult forms of the Emotion Regulation Scale, while qualitative data included focus groups, emotion diaries, and researcher logs. Findings indicated significant improvements in emotion regulation and reduced emotional intensity. Qualitative results supported these outcomes, showing that children used emotion regulation strategies.
