An article recently published in the Administration in Social Work journal examines how employment with private child welfare agencies operating under performance-based contracts can affect worker attitudes

Performance-Based Contracts and Worker Retention

An article recently published in the Administration in Social Work journal examines how employment with private child welfare agencies operating under performance-based contracts can affect worker attitudes related to job retention. Because performance-based contracts link agency funding to achievement-oriented outcomes, workers employed by agencies operating under such contracts may experience increased pressure to meet deadlines for achieving permanency, finalizing adoptions, or finding kinship caregivers for children in care. The authors of the study aim to inform agencies about the issue of employee retention and shed light on factors related to workers&#39; intention to quit their jobs. 
The researchers received surveys from 152 child welfare caseworkers and family support workers employed by three large private child welfare agencies operating under performance-based contracts. The surveys examined a number of worker attitudes, including:
<ul><li>Job satisfaction, defined as the extent to which a worker likes his/her job</li><li>Organizational commitment, which reflects worker dedication to the agency based on shared values, mission, and goals</li><li>Work-family conflict, occurring when work-related demands interfere with responsibilities in the home</li><li>Family-work conflict, occurring when family responsibilities interfere with on employees&#39; abilities to perform work activities</li></ul>
The researchers examined how the aforementioned attitudes and conflicts were related to employees&#39; intentions to quit their jobs in the near future. Findings unveiled two significant predictors of worker intention to quit: low job satisfaction and high levels of work-family conflict. The authors provide a discussion of the results, implications for agency practice, and implications for future research. 
 
&#34;Work Attitudes and Intention to Quit Among Workers in Private Child Welfare Agencies Operating Under Performance-Based Contracts,&#34; by Michelle Levy, John Poertner, and Alics Lieberman, Administration in Social Work, 36(2), 2012 is available for purchase here: 
 
<a href="http://www.tandfonline.com/doi/abs/10.1080/03643107.2011.564723#preview " rel="nofollow">http://www.tandfonline.com/doi/abs/10.1080/03643107.2011.564723#preview </a>

February 2013

In 2012, the National Association of Social Workers (NASW) released a new version of the NASW Standards for Social Work Practice in Child Welfare (the Standards). The Standards, which were first released

In 2012, the National Association of Social Workers (NASW) released a new version of the NASW Standards for Social Work Practice in Child Welfare (the Standards). The Standards, which were first released in 1981 and are periodically revised, are intended to broadly describe the scope of services that should be provided by social workers, supported by administrators, and expected by clients. They also highlight the skills, knowledge, values, methods, and sensitivities required by social workers in the child welfare field.
Examples of specific standards discussed in the document include ethics and values, advocacy, record keeping and confidentiality of client information, cultural competence, family and youth engagement, permanency planning, and supervision. These standards are intended to be the foundation for child welfare practice across the continuum, from prevention to out-of-home care, adoption, and independent living.
NASW Standards for Social Work Practice in Child Welfare is available on the NASW website:
<a href="http://www.socialworkers.org/practice/standards/childwelfarestandards2012.pdf" rel="nofollow">http://www.socialworkers.org/practice/standards/childwelfarestandards2012.pdf</a> (147 KB)
NASW also produced standards on other areas of social work, including school social workers, social work practice with service members and their families, practice with clients with substance abuse disorders, and more. The related standards also are available on the NASW website:
<a href="http://www.socialworkers.org/practice/default.asp" rel="nofollow">http://www.socialworkers.org/practice/default.asp</a>

Between 30 and 40 percent of child maltreatment fatality victims, or their families, were known to child welfare or social service agencies prior to their death. A new study suggests that, given these

Worker Experiences With Child Maltreatment Fatalities

Between 30 and 40 percent of child maltreatment fatality victims, or their families, were known to child welfare or social service agencies prior to their death. A new study suggests that, given these numbers, child welfare professionals may play an important role in preventing child maltreatment fatalities (CMFs).
The article &#34;Child Welfare Workers&#39; Training, Knowledge, and Practice Concerns Regarding Child Maltreatment Fatalities: An Exploratory Multi-State Analysis,&#34; by Emily Douglas, is based on survey responses the author collected from 426 current child welfare workers from 25 States, regarding the respondents&#39; experiences with CMFs.
Survey questions focused on participant demographics and whether they had experienced a CMF on their caseload. Questions also centered on worker knowledge of CMF risk factors, their opinions about CMFs, and practice concerns. A majority of participants were female (89 percent), had a master&#39;s degree (more than 50 percent), and specialized in social work (57 percent).
Key findings include the following:
<ul><li>Workers were more knowledgeable about child-level risk factors and the parent-child relationship than the parental and household risk factors.</li><li>Roughly 75 percent of respondents said they are worried a child on their caseload will die, and more than 27 percent had experienced such a death.</li><li>More than 92 percent of respondents reported assessing for potential risk of fatality when working with families. Those who had received training regarding CMFs were more likely to assess for risk factors.</li><li>Over 72 percent said they had received training about risk factors for CMFs, and more than 90 percent of participants reported wanting more training.</li><li>When asked for their opinion about how the child welfare system could better prevent CMFs, respondents listed lower caseloads, increased training, and expanded services for families, among their suggestions.</li></ul>
Douglas produced a series of factsheets presenting various aspects of data from the study, such as information about workers who experience the death of a client, case characteristics for CMFs, and posttraumatic stress symptoms among workers who experience the death of a client.
The factsheets are available here:
<a href="http://webhost.bridgew.edu/edouglas/index_files/CMF.htm" rel="nofollow">http://webhost.bridgew.edu/edouglas/index_files/CMF.htm 
</a> 
The article &#34;Child Welfare Workers&#39; Training, Knowledge, and Practice Concerns Regarding Child Maltreatment Fatalities: An Exploratory Multi-State Analysis,&#34; Journal of Public Child Welfare, 6(5), 2012, is available for purchase here: 
 
<a href="http://www.tandfonline.com/doi/full/10.1080/15548732.2012.723975" rel="nofollow">http://www.tandfonline.com/doi/full/10.1080/15548732.2012.723975</a>

Researchers have proposed that developing cultural competency in caseworkers might be an effective means of addressing the issue of overrepresentation of children of color in child welfare. An article

Researchers have proposed that developing cultural competency in caseworkers might be an effective means of addressing the issue of overrepresentation of children of color in child welfare. An article in the Journal of Public Child Welfare examines the effects of cultural competence training on child welfare caseworkers&#39; relevant knowledge, attitudes, and applied skills.
In order to test the effects of cultural competence training on job-related capabilities, researchers provided a sample of 151 caseworkers with a 2-day course and conducted follow-up assessments on the trainees&#39; acquired knowledge and skills. The training provided information on cultural competence and gave participants an opportunity to integrate curriculum concepts through an experiential activity. Researchers assessed changes in caseworker knowledge and attitudes using pre- and posttraining surveys. A subsample of caseworkers also participated in follow-up interviews that assessed their experiences applying information from the training to practice with families. Analyses of the data revealed the following key results:
<ul><li>The training increased participants&#39; general cultural competence knowledge, as well as their knowledge of the Indian Child Welfare Act (ICWA).</li><li>The training led to more positive attitudes among caseworkers toward using culturally competent practice with families.</li><li>Participants expressed that the training was valuable, as it served to remind them of the importance of cultural competence in their job, and it helped strengthen their existing relevant skills.</li><li>Participants were more likely to discuss a general feeling that the training improved their practice rather than to identify specific changes in their day-to-day work.</li></ul>
The researchers provide a discussion of the results and implications for practice. The full text article, &#34;Building Cultural Competence in the Child Welfare Workforce: A Mixed-Methods Analysis,&#34; Journal of Public Child Welfare, 6, 2012, is available for purchase via the publisher&#39;s website: 
 
<a href="http://www.tandfonline.com/doi/abs/10.1080/15548732.2012.667747" rel="nofollow">http://www.tandfonline.com/doi/abs/10.1080/15548732.2012.667747</a>

By Mary McCarthy, Co-Principal Investigator, Katharine Briar-Lawson, Co-Principal Investigator, and Nancy S. Dickinson, Project Director, at the National Child Welfare Workforce Institute Children, youth,

Strengthening the Workforce for Systems Change

By Mary McCarthy, Co-Principal Investigator, Katharine Briar-Lawson, Co-Principal Investigator, and Nancy S. Dickinson, Project Director, at the National Child Welfare Workforce Institute 
 
Children, youth, and families who come into contact with child welfare services deserve evidence-informed assistance from a committed and skilled workforce, one supported and nurtured by the leadership skills of staff at all levels. These leadership skills include competencies to implement systems change; develop innovative programs and practices advancing improved outcomes for children, youth and families; and foster stable, well-managed, high performing agencies. Over the past 10 years, there has been increasing attention to and significant Federal support for strengthening the child welfare workforce, in particular the <a href="http://www.ncwwi.org/" rel="nofollow">National Child Welfare Workforce Institute (NCWWI)</a>.
NCWWI is funded through a cooperative agreement with the Children&#39;s Bureau and is a collaborative involving nine schools of social work with Principal Investigators experienced in child welfare workforce development. Serving as a national learning and capacity building resource, NCWWI is guided by a rich <a href="http://www.ncwwi.org/evaluation" rel="nofollow">evaluative process</a>. NCWWI spearheads a number of strategies to build the leadership capacity of the workforce to implement meaningful change in child welfare:
<ol><li>Developing a model for child welfare leadership 
 The <a href="http://www.ncwwi.org/docs/LeaderCompFrame5-31-2011.pdf" rel="nofollow">Leadership Model and Competency Framework</a> with The Leadership Competency Model and Framework that portray the multiple dimensions of child welfare leadership are fundamental to the work of NCWWI. The Leadership Model describes four domains of leadership—leading change, leading in context, leading people, and leading for results—and five leadership principles (adaptive, collaborative, distributive, inclusive, and outcome focused), identifying the skills of successful leadership performance, as well as indicators of proficiency for workers, supervisors, managers, and executives. </li><li>Cultivating middle-managers&#39; leadership capacity for systems change 
 The <a href="http://www.ncwwi.org/lamm" rel="nofollow">Leadership Academy for Middle Managers (LAMM)</a> is a weeklong residential program—followed by peer networking and coaching—whose goal is to enable middle managers in public and Tribal child welfare to lead sustainable systems change. LAMM participants identify and develop change initiatives that are part of efforts in States and Tribes to improve outcomes for children, youth, and families, and NCWWI provides resources and support to strengthen the implementation of these projects. Evaluation findings show significant gains in all competency areas from pre- to posttraining, and participants indicate they are using LAMM leadership skills in their work. Since 2009, <a href="http://www.ncwwi.org/docs/LAMM_Nomination_and_Training_Schedule_2012.pdf" rel="nofollow">14 LAMM trainings</a> have been held regionally for more than 400 middle managers, as well as a LAMM Tribal coaching event for graduates from Tribal agencies. </li><li>Advancing supervisory leadership skills and competencies 
 Many States and counties are prioritizing leadership development for frontline supervisors, using a developmental approach with multiple strategies designed to strengthen key competencies. Since 2009, NCWWI&#39;s <a href="http://www.ncwwi.org/las" rel="nofollow">Leadership Academy for Supervisors (LAS)</a>, which includes a <a href="http://www.ncwwi.org/docs/LAS_CoreCurriculum.pdf" rel="nofollow">core curriculum</a> plus four stand-alone modules of the <a href="http://www.ncwwi.org/docs/LAS%20Take%20the%20Lead%20Series%20Overview.pdf" rel="nofollow">Take the Lead</a> series and facilitated peer networking, has provided free online leadership training to more than 1,600 experienced child welfare supervisors. In Albany County, NY, Illinois, Indiana, Colorado, South Carolina, Oklahoma, Vermont, and Tennessee, training departments are implementing LAS using a more coordinated approach, facilitating their own State/county cohorts, learning networks, and individual or group coaching.</li><li>Building an effective child welfare pipeline 
 Traineeship projects are building a more diverse and culturally responsive group of trained child welfare professionals for the 21st century workforce. NCWWI <a href="http://www.ncwwi.org/traineeships" rel="nofollow">Traineeship Projects</a> involve 12 schools of social work and are promoting <a href="http://www.ncwwi.org/docs/NCWWI_Syllabi_Collection.pdf" rel="nofollow">evidence-informed curricula</a>,<a href="http://www.ncwwi.org/docs/NCWWI_Traineeship_Promising_Approaches_Strategies.pdf" rel="nofollow"> innovations in course work/field units</a>, and <a href="http://www.ncwwi.org/docs/Collection_Traineeship_Teaching_Resources_from_Syllabi.pdf" rel="nofollow">co-curricular learning and competency development</a>. More than 300 social work <a href="http://www.ncwwi.org/docs/Traineeship_Student_Profiles.pdf" rel="nofollow">trainees</a> are being prepared for child welfare practice and leadership roles. Faculty experts bring their research and innovations to the cross-university learning community. Special focus is placed on trauma-informed practice, cultural humility, and racial disproportionality, as well as <a href="http://www.ncwwi.org/docs/American_Indian_Traineeship_Project_Overview.pdf" rel="nofollow">educational strategies to support the American Indian child welfare workforce</a>.</li><li>Sharing information for effective transfer of learning and workforce/leadership development 
 To address challenges associated with accessing, understanding, and applying new knowledge and information, NCWWI has developed a <a href="http://www.ncwwi.org/docs/Dissemination_in_Child_Welfare_Briefing%20Paper.pdf" rel="nofollow">dissemination framework</a> and is implementing a range of approaches to effectively share resources with our distribution network of  nearly 13,000 subscribers. Timely resources on workforce and leadership topics are housed on our <a href="http://www.ncwwi.org/resources/library" rel="nofollow">Online Resource Library</a>, as well as summarized in <a href="http://www.ncwwi.org/resources/products/overviews.html" rel="nofollow">one-page overviews</a>. NCWWI has developed a <a href="http://www.ncwwi.org/docs/Comprehensive_Packet_of_%20NCWWI_E-Resource%20_Charts.pdf" rel="nofollow">master packet </a>of online resources in <a href="http://www.ncwwi.org/resources/library/library.html?viewtype&#61;display&amp;category&#61;lamm&amp;startyear&#61;1998&amp;endyear&#61;2013&amp;pubtype&#61;all" rel="nofollow">105 different child welfare hot topics</a> to support participants&#39; implementation of change projects, as well as 20 <a href="http://www.ncwwi.org/resources/products/reference.html" rel="nofollow">comprehensive resource packets</a>. Finally, NCWWI offers <a href="http://www.ncwwi.org/resources/products/audio.html" rel="nofollow">webinars and teleconferences for peer network program participants</a>, distributes quarterly updates to the field, and hosts a popular national webinar series, <a href="http://www.ncwwi.org/docs/National_Workforce_Webinar_Series_Overview.pdf" rel="nofollow">What Works for the Workforce: Leadership Competencies in Action</a>, showcasing workforce innovations and the skills and action steps necessary to support, implement, and sustain them. Since 2011, NCWWI has hosted six national webinars and six follow-up learning labs, attracting a large national following of 5,000 unique registrants.</li></ol>
For more information, please contact: 
 
Mary McCarthy, M.S.W., Ph.D. 
Co-Principal Investigator 
Email: <a href="mailto:MMcCarthy&#64;albany.edu" rel="nofollow">MMcCarthy&#64;albany.edu</a> 
 
Katharine Briar-Lawson, M.S.W., Ph.D. 
Co-Principal Investigator 
Email: <a href="mailto:kbriarlawson&#64;albany.edu" rel="nofollow">kbriarlawson&#64;albany.edu</a> 
 
Nancy S. Dickinson, M.S.W., Ph.D. 
NCWWI Project Director 
University of Maryland School of Social Work 
Email: <a href="mailto:ndickinson&#64;ssw.umaryland.edu" rel="nofollow">ndickinson&#64;ssw.umaryland.edu</a> 
 
Randi Walters, M.S.W., Ph.D. 
Federal Project Officer 
Email:<a href="mailto: randi.walters&#64;acf.hhs.gov " rel="nofollow"> randi.walters&#64;acf.hhs.gov </a>

Child welfare workers, therapists, case managers, and other professionals working with children who have experienced trauma can suffer from emotional duress after hearing about firsthand trauma experiences.

Child welfare workers, therapists, case managers, and other professionals working with children who have experienced trauma can suffer from emotional duress after hearing about firsthand trauma experiences. This emotional toll, which can affect professional functioning and quality of life, is called secondary traumatic stress and its symptoms mimic those of posttraumatic stress disorder (PTSD). The National Child Traumatic Stress Network published Secondary Traumatic Stress: A Fact Sheet for Child-Serving Professionals. The factsheet defines secondary traumatic stress, explains how it relates to similar conditions, and describes how it can affect the lives of the professionals involved in the care of traumatized children and families.
The factsheet is divided into six sections:
<ul><li>How individuals experience secondary traumatic stress</li><li>Understanding who is at risk</li><li>Identifying secondary traumatic stress</li><li>Strategies for prevention</li><li>Strategies for intervention</li><li>Worker resiliency in trauma-informed systems: Essential elements</li></ul>
Readers will also find a list of various symptoms related to secondary traumatic stress, and a list of resources for information on managing this type of stress.
Secondary Traumatic Stress: A Fact Sheet for Child-Serving Professionals is available on the National Child Traumatic Stress Network website:
<a href="http://www.nctsn.org/sites/default/files/assets/pdfs/secondary_traumatic_tress.pdf " rel="nofollow">http://www.nctsn.org/sites/default/files/assets/pdfs/secondary_traumatic_tress.pdf </a>(724 KB)

With just 2 months remaining in the Children's Bureau's centennial year, a number of materials are being released and there are ongoing events honoring the Bureau's 100-year history of serving the nation's

With just 2 months remaining in the Children&#39;s Bureau&#39;s centennial year, a number of materials are being released and there are ongoing events honoring the Bureau&#39;s 100-year history of serving the nation&#39;s children and families.
Additions to the centennial website include:
<ul><li>Recordings, transcripts, and PowerPoint slides from the second and third historical webinars &#34;The Story of the Children&#39;s Bureau, America in Wartime: 1938–1960&#34; and &#34;The Story of the Children&#39;s Bureau, Changing Times, Reshaping Priorities: 1961–1986&#34;: 
 <a href="https://cb100.acf.hhs.gov/webinars" rel="nofollow">https://cb100.acf.hhs.gov/webinars</a></li><li>Recordings, transcripts, and PowerPoint slides from three recent topical webinars, including: 
 <ul><li>&#34;Formal Education or School of Life? What Are the Best Credentials for the Child Welfare Workforce?&#34;</li><li>&#34;Who Should Our Clients Be? Differential Response and the Provision of Services to Voluntary Clients&#34;</li><li>&#34;Friending Your Clients on Facebook: How Social Media Influences Child Welfare Practice&#34; 
 <a href="https://cb100.acf.hhs.gov/webinars" rel="nofollow">https://cb100.acf.hhs.gov/webinars</a></li></ul>
 </li></ul>
Still to come:
<ul><li>The final historic webinar, &#34;The Story of the Children&#39;s Bureau, 21st Century Child Welfare: 1987 – 2012,&#34; will focus on the most recent 25 years in Children&#39;s Bureau history. This webinar will take place in March. The date and time are forthcoming.</li><li>The next topical webinar, &#34;Taking Risk With Risk: Examining the Conflict Between Children&#39;s Rights and Parents&#39; Rights in Child Welfare,&#34; will take place in the coming weeks.  </li><li>An interactive timeline of child welfare and Children&#39;s Bureau milestones is scheduled to launch on the centennial website in April.</li><li>Also in April, an e-book commemorating the Children&#39;s Bureau&#39;s history, The Children&#39;s Bureau Legacy: Ensuring the Right to Childhood, will be made available.  </li><li>The second CBX Centennial Series will continue through April. The<a href="https://cbexpress.acf.hhs.gov/index.cfm?event&#61;website.viewArticles&amp;issueid&#61;125&amp;sectionid&#61;1&amp;articleid&#61;3131" rel="nofollow"> first Centennial Series</a> addressed some of the social issues, practices, and policies that laid the groundwork for the creation of the Children&#39;s Bureau. The <a href="https://cbexpress.acf.hhs.gov/index.cfm?event&#61;website.viewArticles&amp;issueid&#61;133&amp;sectionid&#61;1&amp;articleid&#61;3420" rel="nofollow">second Centennial Series</a>, CB Decade-by-Decade, features articles that examine highlights from each decade of the Children&#39;s Bureau&#39;s first 100 years.</li></ul>
For more information about the Children&#39;s Bureau&#39;s centennial and updates about these forthcoming events and materials, visit the centennial website:
<a href="https://cb100.acf.hhs.gov/" rel="nofollow">https://cb100.acf.hhs.gov/ </a>

The U.S. Department of Health and Human Services has released Child Maltreatment 2011. This is the 22nd in a series of reports designed to provide State-level data from the National Child Abuse and Neglect

The U.S. Department of Health and Human Services has released Child Maltreatment 2011. This is the 22nd in a series of reports designed to provide State-level data from the National Child Abuse and Neglect Data System (NCANDS). The annual reports include information on screened-in referrals (reports) of abuse and neglect made to child protective services (CPS) agencies, the children involved, types of maltreatment, CPS responses, child and caregiver risk factors, services, and perpetrators.
Highlights of Child Maltreatment 2011 show:
<ul><li>During Federal fiscal year (FFY) 2011, child protective service agencies received roughly 2.4 million referrals.</li><li>The national estimate of unique victims for FFY 2011 was 681,000, with 42 States reporting a decreased number of victims.</li><li>Children from birth to 1 year had the highest rate of victimization.</li><li>Boys accounted for 48.6 percent of the victimizations, and girls accounted for 51.1 percent of victimizations.</li><li>The most common type of maltreatment was neglect (more than 75 percent), followed by physical abuse (more than 15 percent), and sexual abuse (less than 10 percent).</li></ul>
The full report is available on the Children&#39;s Bureau website:
<a href="https://www.acf.hhs.gov/programs/cb/resource/child-maltreatment-2011" rel="nofollow">https://www.acf.hhs.gov/programs/cb/resource/child-maltreatment-2011</a>(4 MB)

The Children's Bureau website carries information on child welfare programs, funding, monitoring, training and technical assistance, laws, statistics, research, Federal reporting, and much more. The "New

The Children&#39;s Bureau website carries information on child welfare programs, funding, monitoring, training and technical assistance, laws, statistics, research, Federal reporting, and much more. The &#34;New on Site&#34; section includes grant announcements, policy announcements, agency information, and recently released publications.
Recent additions to the site include:
<ul><li>2012 Child Welfare Demonstration Summaries: 
 <a href="http://www.acf.hhs.gov/programs/cb/focus-areas/tribes" rel="nofollow">http://www.acf.hhs.gov/programs/cb/focus-areas/tribes</a></li><li>IM-12-08: The purpose of this Information Memorandum (IM) is to transmit issuance of the revised Title IV-E Foster Care Eligibility Review Guide and Title IV-E Foster Care Eligibility On-Site Review Instrument. 
 <a href="https://www.acf.hhs.gov/programs/cb/resource/im1208" rel="nofollow">https://www.acf.hhs.gov/programs/cb/resource/im1208</a></li><li>AFCARS Assessment Review Guide 2012: 
 <a href="https://www.acf.hhs.gov/sites/default/files/cb/afcars_assessment_review_guide.pdf" rel="nofollow">https://www.acf.hhs.gov/sites/default/files/cb/afcars_assessment_review_guide.pdf</a> (2 MB)</li><li>CAPTA 2011 Reports: 
 <a href="http://library.childwelfare.gov/cwig/ws/cwmd/docs/state_search/SearchForm" rel="nofollow">http://library.childwelfare.gov/cwig/ws/cwmd/docs/state_search/SearchForm</a></li><li>2010 Tribal CFSP: 
 <a href="http://library.childwelfare.gov/cwig/ws/cwmd/docs/tribal_search/SearchForm" rel="nofollow">http://library.childwelfare.gov/cwig/ws/cwmd/docs/tribal_search/SearchForm</a></li></ul>
For news from the Administration for Children and Families, read the latest entries in its blog, The Family Room:
<a href="http://www.acf.hhs.gov/blog" rel="nofollow">http://www.acf.hhs.gov/blog</a>
Visit the Children&#39;s Bureau website often to see what&#39;s new!
<a href="http://www.acf.hhs.gov/programs/cb" rel="nofollow">http://www.acf.hhs.gov/programs/cb 
</a>

In fiscal year 2012, the Administration on Children, Youth and Families (ACYF) awarded $46.6 million in cooperative agreements and demonstration projects for State and Tribal programs to better integrate

In fiscal year 2012, the Administration on Children, Youth and Families (ACYF) awarded $46.6 million in cooperative agreements and demonstration projects for State and Tribal programs to better integrate the promotion of social and emotional well-being for children and families. Nine title IV-E child welfare waivers also were awarded in 2012 that permitted States to use some of their Federal child welfare funds for child abuse and neglect demonstration projects. These awards are the focus of a report that summarizes 2012 ACYF projects that integrate safety, permanency, and well-being into child welfare.
The summary describes ACYF&#39;s enhanced focus on well-being, citing the growing number of evidence-based interventions that can restore developmentally appropriate functioning for children and youth who have experienced maltreatment. The publication outlines the alignment of ACYF opportunities to promote social and emotional well-being, its child welfare demonstration projects, discretionary funding, and evidence-based and evidence-informed interventions in ACYF projects.
Integrating Safety, Permanency, and Well-Being for Children and Families in Child Welfare is available on the Children&#39;s Bureau&#39;s website:
<a href="http://www.acf.hhs.gov/programs/cb/news/acyf-fy2012-projects" rel="nofollow">http://www.acf.hhs.gov/programs/cb/news/acyf-fy2012-projects 
</a>
Related Item: 
Bryan Samuels, Commissioner of the Administration for Children and Families, recently posted a message on the ACF blog The Family Room about ACYF&#39;s program summary:
<a href="http://www.acf.hhs.gov/blog/2013/01/new-acyf-projects-promote-integrated-approach-in-child-welfare" rel="nofollow">http://www.acf.hhs.gov/blog/2013/01/new-acyf-projects-promote-integrated-approach-in-child-welfare</a>

The Administration for Children and Families' (ACF) Office of Planning, Research and Evaluation (OPRE) released two new research briefs on child well-being. The first Spotlight on Child Well-Being focuses

The Administration for Children and Families&#39; (ACF) Office of Planning, Research and Evaluation (OPRE) released two new research briefs on child well-being. The first Spotlight on Child Well-Being focuses on the need for services for caregivers of children who remain in the home following a child maltreatment investigation. The second Spotlight is centered on the effects of maltreatment on adolescents&#39; ability to transition to adulthood. Both briefs use data from the second National Survey of Child and Adolescent Well-Being (NSCAW).
The first brief notes that roughly 86 percent of children who are the subject of a report of child abuse or neglect remain in the home following an investigation. According to NSCAW data, caregivers of these children face a number of challenges that may affect their ability to care for their children, shedding light on their need for services.
<ul><li>More than 29 percent of NSCAW in-home caregivers ages 18–25 suffered from substance abuse, in contrast to 20 percent of adults in the national comparison group.</li><li>More than 24 percent of NSCAW in-home caregivers were victims of intimate partner violence in the past 12 months, while less than 2 percent of adults in the comparison group were victims in the same timeframe.</li><li>Nearly 23 percent of NSCAW in-home caregivers suffered from major depression in the past 12 months, in contrast to less than 7 percent of adults in the comparison group.</li></ul>
Caregivers of Children Who Remain In-Home After a Maltreatment Investigation Need Services is available here:
<a href="https://www.acf.hhs.gov/sites/default/files/opre/caregivers_spotlight_v5.pdf" rel="nofollow">https://www.acf.hhs.gov/sites/default/files/opre/caregivers_spotlight_v5.pdf</a> (318 KB)
The second Spotlight highlights NSCAW data suggesting that more than half of youth who were the subject of a maltreatment report are at risk for emotional or behavioral problems. Because children&#39;s services and the adult human services system differ in their support for people with maltreatment histories, the authors suggests that a range of services and interventions is needed to help youth in care prepare for successful transitions to adulthood.
Adolescents With a History of Maltreatment Have Unique Service Needs That May Affect Their Transition to Adulthood is available here:
<a href="https://www.acf.hhs.gov/sites/default/files/opre/youth_spotlight_v7.pdf" rel="nofollow">https://www.acf.hhs.gov/sites/default/files/opre/youth_spotlight_v7.pdf</a> (275 KB)
Other recently released OPRE reports include:
<ul><li><a href="http://www.acf.hhs.gov/programs/opre/research/project/advisory-committee-on-head-start-research-and-evaluation" rel="nofollow">Secretary&#39;s Advisory Committee on Head Start Research and Evaluation Final Report</a></li><li><a href="http://www.acf.hhs.gov/programs/opre/research/project/head-start-impact-study-and-follow-up-2000-2012" rel="nofollow">Report of Third Grade Follow-Up to the Head Start Impact Study</a></li><li><a href="http://www.acf.hhs.gov/programs/opre/research/project/head-start-family-and-child-experiences-survey-faces-1997-2013" rel="nofollow">Child Outcomes and Classroom Quality in FACES 2009</a></li><li><a href="http://www.acf.hhs.gov/programs/opre/research/project/child-care-and-development-fund-ccdf-policies-database-2008-2013" rel="nofollow">The Child Care and Development Fund (CCDF) Policies Database Book of Tables: Key Cross-State Variations in CCDF Policies as of October 1, 2011</a></li><li><a href="http://www.acf.hhs.gov/programs/opre/research/project/child-care-and-early-education-policy-and-research-analysis-and-technical" rel="nofollow">On-Site Approaches to Quality Improvement in Quality Rating and Improvement Systems: Building on the Research on Coaching</a> </li><li><a href="http://www.acf.hhs.gov/programs/opre/research/project/national-survey-of-child-and-adolescent-well-being-nscaw-1" rel="nofollow">Two Reports From Wave Two of the National Survey of Child and Adolescent Well-Being</a></li></ul>

This is the ninth article in our second Centennial Series, CB Decade-by-Decade. These articles will examine highlights from each decade of the Children's Bureau's first 100 years. The first Centennial

Centennial Series: The Adoption and Safe Families Act

This is the ninth article in our <a href="https://cbexpress.acf.hhs.gov/index.cfm?event&#61;website.viewArticles&amp;issueid&#61;133&amp;sectionid&#61;1&amp;articleid&#61;3420" rel="nofollow">second Centennial Series</a>, CB Decade-by-Decade. These articles will examine highlights from each decade of the Children&#39;s Bureau&#39;s first 100 years. The <a href="https://cbexpress.acf.hhs.gov/index.cfm?event&#61;website.viewArticles&amp;issueid&#61;125&amp;sectionid&#61;1&amp;articleid&#61;3131" rel="nofollow">first Centennial Series</a> addressed some of the social issues, practices, and policies that laid the groundwork for the creation of the Children&#39;s Bureau.
The growing population of children in foster care that began in the mid-1980s continued through the early 1990s due to rising rates of family poverty, teen pregnancy, substance abuse disorders, and the AIDS epidemic. Child welfare caseloads increased and more children seemed to linger in foster care. Mounting concerns about improving children&#39;s safety, coupled with the Clinton administration&#39;s strong interest in protecting well-being, ushered in a new era in the Children&#39;s Bureau. Increased collaboration and achieving timely permanency for the nation&#39;s waiting children became strong focuses for the Bureau and the administration, yielding the Adoption and Safe Families Act of 1997.
In the early 1990s, child welfare services were focused more on crisis intervention than on prevention (Children&#39;s Bureau, 1994). To enhance parental functioning and protect children, President Clinton signed the Family Preservation and Support Services Program Act in 1993. The bill was the first revision of Title IV-B of the Social Security Act since 1980 and encouraged States to use funds to integrate preventive services into treatment-oriented child welfare. Allocating $1 billion over 5 years, the bill funded services such as counseling, respite care, and in-home assistance for families in crisis, in addition to parent support groups, home visits, drop-in centers, and more.
The Act required States to conduct a 5-year planning process for delivering child abuse prevention and treatment services, foster care, Independent Living services, and other assistance to at-risk families. Tasked with the law&#39;s implementation, the Children&#39;s Bureau sought recommendations from child welfare administrators, Tribal representatives, and families involved with child welfare. The Bureau also increased collaboration with other Federal agencies.
Another way to improve children&#39;s safety, permanency, and well-being was to increase adoption. In 1995, President Clinton expanded National Adoption Week—established by Congress in 1984—to the entire month of November, and First Lady Hillary Rodham Clinton produced a public service announcement promoting adoption. That same year, the Children&#39;s Bureau convened the Adoption Program Network, composed of representatives from national, State, and local adoption programs. The result was the National Adoption Strategic Plan that included eight goals and measures for success for achieving appropriate and timely adoption of the nation&#39;s waiting children:
<ol><li>Increase the number of adoptions, including those of children with special needs</li><li>Minimize loss and maintain the continuity of children&#39;s relationships</li><li>Integrate the child&#39;s need for cultural continuity in adoption decision-making</li><li>Ensure adoption placements, when appropriate, occur within 1 year of entering out-of-home care</li><li>Increase the number of and diversity of adoptive families</li><li>Provide culturally competent services and resources</li><li>Provide all necessary information pertinent to meeting the child&#39;s needs</li><li>Increase public awareness of and support for waiting children (Spaulding for Children, 1996)</li></ol>
In response to a 1996 directive from President Clinton to more quickly move children from foster care to permanent families, the U.S. Department of Health and Human Services (HHS) released Adoption 2002—named after the President&#39;s goal to double adoption numbers by 2002—outlining a series of recommended steps for achieving permanency. Among the steps were annual adoption targets for States, financial incentives for States, enhanced technical assistance to help States achieve adoption goals, and a proposed change in Federal law to speed court hearings after a child enters foster care (HHS, 1997). Adoption 2002 was later used as a framework for the Adoption and Safe Families Act (ASFA).
Passed in 1997, ASFA included well-being as a central focus of child welfare, along with safety and permanency (Center for the Study of Social Policy, Urban Institute, 2009). The legislation reauthorized the Family Preservation and Support Services Program, included adoption promotion and support services, added &#39;&#39;safety of the child&#39;&#39; to the case plan and review process, and required criminal record checks for foster and adoptive parents receiving Federal funds. ASFA&#39;s most significant requirement was that States initiate court proceedings to free a child for adoption—i.e., terminate parental rights—within 15 of their most recent 22 months in foster care (Child Welfare Information Gateway, n.d.).
The Children&#39;s Bureau was again tasked with implementation of the law, including oversight of the Adoption Incentive program, which awarded nearly $160 million to States by the end of 2002 for increasing adoption from foster care. The Adoption Incentive program has been reauthorized twice, most recently under the Fostering Connections and Increasing Adoptions Act of 2008 (Children&#39;s Bureau, 2011).
While there was much controversy surrounding ASFA&#39;s strict permanency timelines, as they caused unintended consequences for incarcerated parents and parents suffering from substance abuse disorders, the legislation created tremendous change in child welfare (Center for the Study of Social Policy &amp; the Urban Institute, 2009). More children left foster care through guardianship and adoptions, and the law cemented the important legal recognition that kinship care and relative placements are acceptable permanency options (Center for the Study of Social Policy &amp; the Urban Institute, 2009).
To recognize States, Tribes, families, and organizations that make extraordinary contributions to promoting adoption and other permanency outcomes, the Bureau began administering the Adoption Excellence Awards in 1997. This recognition, and the Bureau&#39;s work to improve the overall health and well-being of our nation’s children and families, continues today.
References 
Center for the Study of Social Policy &amp; the Urban Institute. (2009). Intentions and results: A look back at the Adoption and Safe Families Act. Retrieved from <a href="http://www.urban.org/UploadedPDF/1001351_safe_families_act.pdf" rel="nofollow">http://www.urban.org/UploadedPDF/1001351_safe_families_act.pdf</a> (671 KB)
Children&#39;s Bureau. (1994). ACYF-PI-94-01. Retrieved from <a href="http://www.acf.hhs.gov/programs/cb/laws_policies/policy/pi/1994/pi9401.htm" rel="nofollow">http://www.acf.hhs.gov/programs/cb/laws_policies/policy/pi/1994/pi9401.htm</a>
Child Welfare Information Gateway. (n.d.). Adoption and Safe Families Act of 1997 
P.L. 105-89. Retrieved from <a href="https://www.childwelfare.gov/systemwide/laws_policies/federal/index.cfm?event&#61;federalLegislation.viewLegis&amp;id&#61;4 " rel="nofollow">https://www.childwelfare.gov/systemwide/laws_policies/federal/index.cfm?event&#61;federalLegislation.viewLegis&amp;id&#61;4 </a>
Children&#39;s Bureau. (2011). Adoption incentive awards history. Retrieved from <a href="http://www.acf.hhs.gov/programs/cb/programs_fund/adopt_incentive_history.pdf" rel="nofollow">http://www.acf.hhs.gov/programs/cb/programs_fund/adopt_incentive_history.pdf</a>
Spaulding for Children. (1996). A national adoption strategic plan. The Roundtable, 10(2). Retrieved from <a href="http://www.nrcadoption.org/pdfs/roundtable/V10N2-1996.pdf " rel="nofollow">http://www.nrcadoption.org/pdfs/roundtable/V10N2-1996.pdf </a>
U.S. Department of Health and Human Services. (1997). Adoption 2002: Safe and permanent homes for all children. Retrieved from <a href="http://archive.hhs.gov/news/press/1997pres/970214c.html " rel="nofollow">http://archive.hhs.gov/news/press/1997pres/970214c.html </a>

On January 1, 2013, the U.S. House of Representatives passed a bill that amends the Family Educational Rights and Privacy Act (FERPA), improving information sharing between education and child welfare

Congress Passes Foster Care Education Bill

On January 1, 2013, the U.S. House of Representatives passed a bill that amends the Family Educational Rights and Privacy Act (FERPA), improving information sharing between education and child welfare agencies. The Uninterrupted Scholars Act (USA) was approved by the U.S. Senate on December 30, 2012, and signed into law by President Obama on January 14, 2013. The legislation could eliminate several legal hurdles for child welfare professionals.
FERPA, enacted in 1974, protects the privacy of student education records by giving certain rights to parents. These rights are transferred to the student when he or she turns 18 and attends a school beyond high school. The law, however, often creates problems for children in foster care by prohibiting child welfare professionals with whom the children work, including their attorneys, access to basic educational information. Challenges such as transferring schools, which is common for children in care, may be eased with better information sharing.
More information about the new changes to FERPA is available in the December 30, 2012, issue of The Chronicle of Social Change:
<a href="http://chronicleofsocialchange.wordpress.com/2012/12/30/congress-passes-key-foster-care-education-bill/" rel="nofollow">http://chronicleofsocialchange.wordpress.com/2012/12/30/congress-passes-key-foster-care-education-bill/</a>

The Technical Assistance Partnership for Child and Family Mental Health (TA Partnership) produced a decision-making guidebook to help human service systems evaluate practices and outcomes for children,

The Technical Assistance Partnership for Child and Family Mental Health (TA Partnership) produced a decision-making guidebook to help human service systems evaluate practices and outcomes for children, youth, and families involved in a system of care. The guidebook is centered on using data to build the infrastructure of a system of care, analyze outcomes, and address problems.
<ul><li>Section 1 of the guidebook discusses the necessary data for decision-making and where to find data. </li><li>Section 2 tackles analyzing and understanding the data. </li><li>Section 3 explains how to present the analysis, and Section 4 describes how to disseminate the results. </li><li>Concluding comments summarize how using data for decision-making can improve services and outcomes.</li></ul>
The book also presents examples from Virginia, New Jersey, and Erie County, NY, where human service systems have or are in the process of improving outcomes by using data. A resource list with sources of data examples and data indicators is also included.
Putting the Pieces Together: Guidebook for Fact-Based Decision Making to Improve Outcomes for Children and Families, by Elizabeth Revel and Kim Pawley Helfgott, is available on the TA Partnership website:
<a href="http://www.tapartnership.org/docs/Putting_the_Pieces_Together_Final.pdf" rel="nofollow">http://www.tapartnership.org/docs/Putting_the_Pieces_Together_Final.pdf</a> (1 MB)

The American Humane Association's new issue of Protecting Children focuses on differential response in child protective services and features the work of three research and demonstration (R&D) sites funded

The American Humane Association&#39;s new issue of Protecting Children focuses on differential response in child protective services and features the work of three research and demonstration (R&amp;D) sites funded by the National Quality Improvement Center on Differential Response in Child Protective Services (QIC-DR). The projects received grants to implement and evaluate QIC-DR and American Humane&#39;s joint initiative in expanding the knowledge and evidence about DR methods. The R&amp;D sites, located in Colorado, Illinois, and Ohio, are charged with answering the following questions:
<ul><li>Are children whose families participate in the noninvestigation pathway as safe as or safer than children whose families participate in the investigation pathway?</li><li>How is the noninvestigation pathway different from the investigation pathway in terms of family engagement, caseworker practice, and services provided?</li><li>What are the cost and funding implications to the child protection agency of the implementation and maintenance of a differential response approach?</li></ul>
Articles in the issue cover the R&amp;D sites&#39; individual efforts and experiences. Project staff from the Illinois R&amp;D site share lessons learned during the first 2 years of project planning and development. The article on Ohio&#39;s SOAR project focuses on practice, examples of successes, and implementation challenges. Project staff from Colorado&#39;s site detail the screening and assignment process in specific counties that are implementing differential response.
Access the complete issue of Protecting Children: Differential Response in Child Protective Services: Research and Practice Advancements here:
<a href="http://www.ucdenver.edu/academics/colleges/medicalschool/departments/pediatrics/subs/can/DR/qicdr/General%20Resources/General%20Resources/docs/protecting-children-2012.pdf" rel="nofollow">http://www.ucdenver.edu/academics/colleges/medicalschool/departments/pediatrics/subs/can/DR/qicdr/General%20Resources/General%20Resources/docs/protecting-children-2012.pdf</a> (9 MB)

The Children's Bureau's Training and Technical Assistance (T&TA) Network continues to produce resources that can help States and Tribes in their work with children and families. Some recent resources are

The Children&#39;s Bureau&#39;s Training and Technical Assistance (T&amp;TA) Network continues to produce resources that can help States and Tribes in their work with children and families. Some recent resources are listed below:
<ul><li>Child Welfare Information Gateway posted the following updated publications: 
 <ul><li>Online Resources for State Child Welfare Law and Policy:<a href="https://www.childwelfare.gov/systemwide/laws_policies/statutes/resources.cfm" rel="nofollow"> 
 https://www.childwelfare.gov/systemwide/laws_policies/statutes/resources.cfm</a></li><li>Toll-Free Crisis Hotline Numbers:<a href="https://www.childwelfare.gov/pubs/reslist/tollfree.cfm" rel="nofollow"> 
 https://www.childwelfare.gov/pubs/reslist/tollfree.cfm</a></li><li>Números Gratuitos Para Líneas de Ayuda en Caso de Crisis (Toll-Free Crisis Hotline Numbers): 
 <a href="https://www.childwelfare.gov/pubs/reslist/sp_tollfree.cfm" rel="nofollow">https://www.childwelfare.gov/pubs/reslist/sp_tollfree.cfm</a></li><li>Buscando a Parientes Biológicos (Searching for Birth Relatives): 
 <a href="https://www.childwelfare.gov/pubs/buscando/index.cfm" rel="nofollow">https://www.childwelfare.gov/pubs/buscando/index.cfm</a></li><li>Parientes Como Proveedores de Cuidado y el Sistema de Bienestar de Menores (Kinship Caregivers and the Child Welfare System): 
 <a href="http://www.childwelfare.gov/pubs/cuidadoresfam/index.cfm" rel="nofollow">http://www.childwelfare.gov/pubs/cuidadoresfam/index.cfm</a></li></ul>
 </li><li>The National Child Welfare Resource Center for Organizational Improvement (NRCOI) posted the recording and materials for its recent webinar, &#34;Building Systems to Support Trauma-Informed Practice&#34;: 
 <a href="http://muskie.usm.maine.edu/helpkids/tele_detail.htm#111512" rel="nofollow">http://muskie.usm.maine.edu/helpkids/tele_detail.htm#111512</a></li><li>The National Child Welfare Workforce Institute (NCWWI) posted the following new resources: 
 <ul><li>A recording of its recent webinar &#34;Design Teams and Learning Circles: Agency- and Unit-Level Interventions for Improving Organizational Climate and Culture&#34;:<a href="http://vimeo.com/54502233" rel="nofollow"> 
 http://vimeo.com/54502233</a></li><li>Collection of Child Welfare Syllabi From the 12 NCWWI Traineeship Programs:<a href="http://www.ncwwi.org/docs/NCWWI_Syllabi_Collection.pdf " rel="nofollow"> 
 http://www.ncwwi.org/docs/NCWWI_Syllabi_Collection.pdf </a>(2 MB)</li><li>Collection of Teaching Resources From the Child Welfare Syllabi of the 12 NCWWI Traineeship Programs:<a href="http://www.ncwwi.org/docs/Collection_Traineeship_Teaching_Resources_from_Syllabi.pdf" rel="nofollow"> 
 http://www.ncwwi.org/docs/Collection_Traineeship_Teaching_Resources_from_Syllabi.pdf</a> (1 MB)</li><li>NCWWI Child Welfare Traineeships Promising Approaches and Strategies:<a href="http://www.ncwwi.org/docs/NCWWI_Traineeship_Promising_Approaches_Strategies.pdf" rel="nofollow"> 
 http://www.ncwwi.org/docs/NCWWI_Traineeship_Promising_Approaches_Strategies.pdf</a> (438 KB)</li><li>Traineeship Student Profiles:<a href="http://www.ncwwi.org/docs/Traineeship_Student_Profiles.pdf" rel="nofollow"> 
 http://www.ncwwi.org/docs/Traineeship_Student_Profiles.pdf</a> (452 KB)</li><li>American Indian Traineeship Project (AITP): Brief Overview:<a href="http://www.ncwwi.org/docs/American_Indian_Traineeship_Project_Overview.pdf " rel="nofollow"> 
 http://www.ncwwi.org/docs/American_Indian_Traineeship_Project_Overview.pdf </a>(765 KB)</li></ul>
 </li><li>The National Data Archive on Child Abuse and Neglect (NDACAN) posted the National Child Abuse and Neglect Data System (NCANDS) Child File FFY 2011 dataset: 
 <a href="http://www.ndacan.cornell.edu/NDACAN/Datasets/Abstracts/DatasetAbstract_NCANDS_Child_File.html" rel="nofollow">http://www.ndacan.cornell.edu/NDACAN/Datasets/Abstracts/DatasetAbstract_NCANDS_Child_File.html</a></li><li>National Quality Improvement Center on Differential Response in Child Protective Services (QIC-DR), in collaboration with the Kempe Center for the Prevention and Treatment of Child Abuse and Neglect, published a &#34;Differential Response Implementation&#34; map: 
 <a href="http://www.ucdenver.edu/academics/colleges/medicalschool/departments/pediatrics/subs/can/DR/qicdr/Documents/DR%20Map.pdf " rel="nofollow">http://www.ucdenver.edu/academics/colleges/medicalschool/departments/pediatrics/subs/can/DR/qicdr/Documents/DR%20Map.pdf </a>(670 KB) 
 Visit QIC-DR&#39;s new website, hosted by The Kempe Center at the University of Colorado: 
 <a href="http://www.ucdenver.edu/academics/colleges/medicalschool/departments/pediatrics/subs/can/DR/qicdr/Pages/default.aspx" rel="nofollow">http://www.ucdenver.edu/academics/colleges/medicalschool/departments/pediatrics/subs/can/DR/qicdr/Pages/default.aspx</a></li><li>National Quality Improvement Center on Representation of Children (QIC-ChildRep) posted all the academic literature on child representation in child welfare cases since the passage of CAPTA in 1974, as well as the evaluations and the Model Laws on child representation in searchable web sections: 
 <ul><li>Academic Literature—Articles on Child Representation:<a href="http://www.improvechildrep.org/StateofChildRepresentation/AcademicLiterature.aspx" rel="nofollow"> 
 http://www.improvechildrep.org/StateofChildRepresentation/AcademicLiterature.aspx</a></li><li>Model Acts and Standards:<a href="http://www.improvechildrep.org/StateofChildRepresentation/ModelActsStandards.aspx" rel="nofollow"> 
 http://www.improvechildrep.org/StateofChildRepresentation/ModelActsStandards.aspx</a></li><li>Child Representation Evaluations:<a href="http://www.improvechildrep.org/StateofChildRepresentation/EvaluationsofChildRepresentation.aspx" rel="nofollow"> 
 http://www.improvechildrep.org/StateofChildRepresentation/EvaluationsofChildRepresentation.aspx</a></li></ul>
 </li><li>
 QIC-ChildRep also added a new subscription feature to the lower right side of its homepage. To receive occasional news and updates, visit the QIC-ChildRep website and subscribe: 
 <a href="http://www.improvechildrep.org/Home.aspx" rel="nofollow">http://www.improvechildrep.org/Home.aspx</a>
 </li><li>The National Resource Center for Adoption (NRCA) published volume 25, issue 2, of The Roundtable newsletter, which covers topics such as the challenges of older youth adoptions from foster care, a postadoption marriage education project, and disproportionality in child welfare practice: 
 <a href="http://www.nrcadoption.org/pdfs/roundtable/V25N2-2012.pdf" rel="nofollow">http://www.nrcadoption.org/pdfs/roundtable/V25N2-2012.pdf</a> (8 MB)</li><li>The National Resource Center for Child Protective Services (NRCCPS) is hosting a webinar that will present the findings of the Child Maltreatment 2011 report on February 7, 2013, from 12:00 to 1:00 p.m., CST. For more information and to register for the webinar, visit: 
 <a href="http://www.nrccps.org/" rel="nofollow">http://www.nrccps.org/</a></li><li>The National Resource Center for Community-Based Child Abuse Prevention (FRIENDS) posted the following recordings and materials to its teleconference and webinar archive: 
 <ul><li>November 2012 CBCAP Peer Learning Call, &#34;Strategies and Benefits of Engaging the Faith-based Community in Child Abuse Prevention&#34;:<a href="http://friendsnrc.org/teleconference-and-webinar-archive/2012-teleconference-and-webinar-archive/308-november-2012-cbcap-plc-strategies-and-benefits-of-engaging-the-faith-based-community-in-child-abuse-prevention" rel="nofollow"> 
 http://friendsnrc.org/teleconference-and-webinar-archive/2012-teleconference-and-webinar-archive/308-november-2012-cbcap-plc-strategies-and-benefits-of-engaging-the-faith-based-community-in-child-abuse-prevention</a></li><li>&#34;Using Cost Analysis and Data Utilization to Enhance Sustainability: Part 1&#34;:<a href="http://friendsnrc.org/teleconference-and-webinar-archive/2012-teleconference-and-webinar-archive/311-november-2012-using-cost-analysis-and-data-utilization-to-enhance-sustainability-part-1" rel="nofollow"> 
 http://friendsnrc.org/teleconference-and-webinar-archive/2012-teleconference-and-webinar-archive/311-november-2012-using-cost-analysis-and-data-utilization-to-enhance-sustainability-part-1</a></li><li>December 2012 CBCAP Peer Learning Call, &#34;Annual Update in CBCAP and FRIENDS&#34;: 
 <a href="http://friendsnrc.org/teleconference-and-webinar-archive/2012-teleconference-and-webinar-archive/312-december-2012-cbcap-peer-learning-call-annual-update-in-cbcap-and-friends" rel="nofollow">http://friendsnrc.org/teleconference-and-webinar-archive/2012-teleconference-and-webinar-archive/312-december-2012-cbcap-peer-learning-call-annual-update-in-cbcap-and-friends</a></li></ul>
 </li><li>
 FRIENDS announced a new website for its Online Learning Center, which contains all of its previous courses and will be updated in the coming months with new courses and features. Visit the website: 
 <a href="http://friendsnrcelearning.org/" rel="nofollow">http://friendsnrcelearning.org/</a> 
 The winter 2012 issue of the Parent and Practitioners newsletter, which highlights the National Fatherhood Initiative and Fathers United, is now available for download: 
 <a href="http://friendsnrc.org/component/joomdoc/doc_details/1583-parent-a-practitioners-newsletter-winter-2012-issue-2" rel="nofollow">http://friendsnrc.org/component/joomdoc/doc_details/1583-parent-a-practitioners-newsletter-winter-2012-issue-2</a>
 </li><li>The National Resource Center for Diligent Recruitment (NRCDR) at AdoptUSKids published the following new resources: 
 <ul><li>A tip sheet packet for working with Latino families:<a href="http://adoptuskids.org/_assets/files/NRCRRFAP/resources/latino-tipsheet-packet.pdf " rel="nofollow"> 
 http://adoptuskids.org/_assets/files/NRCRRFAP/resources/latino-tipsheet-packet.pdf </a>(222 KB)</li><li>An information packet on Increasing Your Agency&#39;s Capacity to Respond to Prospective Parents and Prepare Older Youth For Adoption: Going Beyond Recruitment for 14 to 16 Year Olds:<a href="http://adoptuskids.org/_assets/files/NRCRRFAP/resources/going-beyond-recruitment-for-14-to-16-year-olds.pdf" rel="nofollow"> 
 http://adoptuskids.org/_assets/files/NRCRRFAP/resources/going-beyond-recruitment-for-14-to-16-year-olds.pdf</a> (1 MB)</li></ul>
 </li><li>The National Resource Center for In-Home Services (NRC In-Home) posted a recording and materials from its recent webinar &#34;Engaging Fathers in Child Welfare In-Home Services: The Why and How&#34;: 
 <a href="http://nrcinhome.socialwork.uiowa.edu/events/archived.shtml" rel="nofollow">http://nrcinhome.socialwork.uiowa.edu/events/archived.shtml</a></li><li>The National Resource Center for Permanency and Family Connections (NRCPFC) published the winter 2012–2013 edition of their 
 Permanency Planning Today newsletter, the second in a two-part series on evidence-based practice in child welfare: 
 <a href="http://www.nrcpfc.org/newsletter/ppt-winter-2012-13.pdf " rel="nofollow">http://www.nrcpfc.org/newsletter/ppt-winter-2012-13.pdf </a>(2 MB) 
 NRCPFC also published a new information packet on Post Traumatic Stress Disorder and Children in Foster Care: 
 <a href="http://www.nrcpfc.org/is/downloads/info_packets/PTSDandChildren_in_FC_JessicaHieger.pdf" rel="nofollow">http://www.nrcpfc.org/is/downloads/info_packets/PTSDandChildren_in_FC_JessicaHieger.pdf</a> (585 KB) 
 The following NRCPFC webpages have been recently updated: 
 <ul><li>Disaster and Emergency Preparedness and Response:<a href="http://www.hunter.cuny.edu/socwork/nrcfcpp/info_services/depr.html" rel="nofollow"> 
 http://www.hunter.cuny.edu/socwork/nrcfcpp/info_services/depr.html</a></li><li>Federal Title IV-E Guardianship Assistance Program State Policies and Laws: 
 <a href="http://www.nrcpfc.org/fostering_connections/state_gap.html" rel="nofollow">http://www.nrcpfc.org/fostering_connections/state_gap.html</a></li></ul>
 </li><li>
 The recordings and materials for the following NRCPFC webcast and teleconference are now available: 
 <ul><li>&#34;Unpacking the &#39;No&#39; of Permanency for Older Youth&#34;:<a href="http://www.nrcpfc.org/webcasts/27.html" rel="nofollow"> 
 http://www.nrcpfc.org/webcasts/27.html</a></li><li>&#34;Child Welfare, Education, and the Courts: Achieving Educational Stability Milestones through Systems Collaboration&#34;: 
 <a href="http://www.nrcpfc.org/teleconferences/2012-11-05.html" rel="nofollow">http://www.nrcpfc.org/teleconferences/2012-11-05.html</a></li></ul>
 </li><li>The National Resource Center for Youth Development (NRCYD) published the January/February issue of Youth Port, covering topics such as toolkits on public speaking and transitioning from foster care, a series of videos and articles on the life of an alumni college student, and more: 
 <a href="http://www.nrcyd.ou.edu/youth-port" rel="nofollow">http://www.nrcyd.ou.edu/youth-port</a></li><li>The National Technical Assistance Center for Children&#39;s Mental Health (TA Center) posted the recordings and materials for its recent webinars, &#34;The Unique Behavioral Health Challenges for National Guard and Reservists&#39; Families: What Are the Issues? What Are the Service Gaps and Opportunities?&#34; and &#34;Can You Hear Me Now? Strategies for Youth Engagement&#34;: 
 <a href="http://gucchdtacenter.georgetown.edu/resources/index.html#presentations " rel="nofollow">http://gucchdtacenter.georgetown.edu/resources/index.html#presentations </a></li><li>The Technical Assistance Partnership for Child and Family Mental Health (TA Partnership) published the December 2012/January 2013 issue of the TA Partnership newsletter, featuring articles on helping youth share their stories, promising activities from system of care communities, and more: 
 <a href="http://www.tapartnership.org/newsletter/archives/201212.php" rel="nofollow">http://www.tapartnership.org/newsletter/archives/201212.php</a> 
 TA Partnership posted the following new resources: 
 <ul><li>Putting the Pieces Together: Guidebook for Fact-Based Decision Making to Improve Outcomes for Children and Families:<a href="http://tapartnership.org/docs/Putting%20the%20Pieces%20Together.pdf" rel="nofollow"> 
 http://tapartnership.org/docs/Putting%20the%20Pieces%20Together.pdf</a> (1 MB)</li><li>&#34;Transgender and Nongender Identity: A Youth Digital Story&#39;:<a href="http://www.tapartnership.org/COP/CLC/videos.php?id&#61;topic7#content7" rel="nofollow"> 
 http://www.tapartnership.org/COP/CLC/videos.php?id&#61;topic7#content7</a></li></ul>
 </li><li>
 The recordings and materials for the following recent webinars are now available: 
 <ul><li>&#34;Orientation to 2012 SOC Expansion Implementation (&#34;SOC-X4&#34;) Cooperative Agreements&#34;</li><li>&#34;Rural Behavioral Health Town Hall&#34;</li><li>&#34;Promoting Suicide Prevention Among Lesbian, Gay, Bisexual, Transgender (LGBT) Youth&#34;</li><li>&#34;A Culturally Responsive Perspective to Integrating Evidence-Based Practice with Systems of Care&#34; 
  Access all webinar materials through TA Partnership&#39;s webinar archives:<a href="http://www.tapartnership.org/events/webinars/webinarArchives/searchByDate.php?id&#61;topic7#content7" rel="nofollow"> 
 http://www.tapartnership.org/events/webinars/webinarArchives/searchByDate.php?id&#61;topic7#content7</a></li></ul>
 </li><li>The Training and Technical Assistance Coordination Center (TTACC) announced a series of eight factsheets that describe available training and technical assistance from the Children&#39;s Bureau to support States and Tribes in their implementation of the Fostering Connections and Increasing Adoptions Act of 2008 in eight key areas. Access the factsheets on the TTACC website: 
 <a href="https://www.ttaccportal.org/fostering_connections" rel="nofollow">https://www.ttaccportal.org/fostering_connections</a></li><li>The Western and Pacific Child Welfare Implementation Center (WPIC) released the fall 2012 edition of its quarterly newsletter that covers topics such as the new five-part documentary on the &#34;Alaska Child Welfare Disproportionality Reduction Project: Strategies for Success&#34; as well as updates on projects underway in Alaska, Navajo Nation, and Los Angeles: 
 <a href="http://wpicenter.org/newsletter-fall-2012.php" rel="nofollow">http://wpicenter.org/newsletter-fall-2012.php</a></li></ul>

The Western and Pacific Child Welfare Implementation Center (WPIC), one of the Children's Bureau's five regional implementation centers, launched a redesigned website to highlight its work in achieving

Achieving Systems Change in Child Welfare

The Western and Pacific Child Welfare Implementation Center (WPIC), one of the Children&#39;s Bureau&#39;s five regional implementation centers, launched a redesigned website to highlight its work in achieving sustainable systems change. The new site is focused on WPIC&#39;s five elements of systems change: vision and values, leadership and commitment, environment, stakeholder involvement, and capacity and infrastructure. Overviews of each of the implementation projects underway in Alaska, Navajo Nation, and Los Angeles are available, in addition to resources used in providing training and technical assistance.
One of the new resources on the redesigned site is a framework for achieving systems change. The framework is rooted in the five elements listed above and begins with an overview of why sustainable systems change is important for child welfare and improving outcomes for children, youth, and families. An eight-step process for implementation is also presented.
The research brief stresses that implementing systems change is not a linear process; however, each of the five key elements is necessary for achieving sustainable change. Examples and lessons learned from WPIC&#39;s projects are presented throughout the practice brief.
A Framework for Implementing Systems Change in Child Welfare: A Practice Brief is available on the WPIC website:
<a href="http://www.wpicenter.org/inc/resources/projects/Framework_For_Implementing_Systems_Change.pdf" rel="nofollow">http://www.wpicenter.org/inc/resources/projects/Framework_For_Implementing_Systems_Change.pdf</a> (323 KB)

Cook Inlet Tribal Council (CITC) is an Alaskan Native organization that serves the needs of Native people throughout the Cook Inlet region and beyond. The organization's mission is "to work in partnership

Site Visit: Alaskan Tribal TANF-Child Welfare Collaboration

Cook Inlet Tribal Council (CITC) is an Alaskan Native organization that serves the needs of Native people throughout the Cook Inlet region and beyond. The organization&#39;s mission is &#34;to work in partnership with Our People to develop opportunities to reach Our endless potential.&#34; CITC is grounded in four core values: interdependence, resilience, accountability, and respect. 
 
The 2006 Children&#39;s Bureau grant cluster Collaboration Between TANF (Temporary Assistance for Needy Families) and Child Welfare to Improve Child Welfare Program Outcomes represented an opportunity for CITC to increase collaboration among its four major departments: Education, Child and Family Services, Recovery Services, and Employment and Training. Although all four departments were located in the same building, they operated largely as independent entities with little communication or collaboration. Clients (or &#34;participants,&#34; as the CITC refers to them) participating in multiple programs reported providing the same information multiple times, as well as conflicting requirements and schedules that hindered their success. At the same time, CITC&#39;s Chief Executive Officer was moving toward a collaborative leadership model that moved agency decision-making to the four division directors as a collaborative group. With the release of the funding opportunity announcement, the time was ripe within the agency to emphasize collaboration as a means of providing program participants with more cohesive service delivery that would better meet their needs.
The CITC program is based on the premise that integrated services, beginning with standardized intake and coordinated through integrated case management, will allow for the provision of better coordinated services for program participants. CITC strives to improve community outcomes by increasing:
<ul><li>Self-esteem and cultural identity</li><li>Self-sufficiency</li><li>Health and stability of families</li><li>Equity and social justice</li></ul>
For more information about this project, contact Cristy Allyn Willer at <a href="mailto:cwiller&#64;citci.org" rel="nofollow">cwiller&#64;citci.org</a>. The full site visit report will soon be posted on the Child Welfare Information Gateway website:
<a href="https://www.childwelfare.gov/management/funding/funding_sources/tanfcw.cfm" rel="nofollow">https://www.childwelfare.gov/management/funding/funding_sources/tanfcw.cfm </a>
The CITC program is funded by the Children&#39;s Bureau (Award 90CW1135). This article is part of a series highlighting successful Children&#39;s Bureau grant-funded projects around the country, emerging from Children&#39;s Bureau site visits.

The Children's Bureau is currently forecasting 10 discretionary grant funding opportunities for fiscal year (FY) 2013. Comprehensive Support Services for Families Affected by Substance Abuse and/or HIV/AIDS

The Children&#39;s Bureau is currently forecasting 10 discretionary grant funding opportunities for fiscal year (FY) 2013.
<ul><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64688" rel="nofollow">Comprehensive Support Services for Families Affected by Substance Abuse and/or HIV/AIDS HHS-2013-ACF-ACYF-CB-0592</a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64205" rel="nofollow">Tribal Title IV-E Plan Development Grants HHS-2013-ACF-ACYF-CS-0579</a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64799" rel="nofollow">Child Welfare Training: The National Child Welfare Workforce Institute HHS-2013-ACF-ACYF-CT-0596 </a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64093" rel="nofollow">Adoption Recruitment Campaign and Response Initiative HHS-2013-ACF-ACYF-CO-0586</a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64695" rel="nofollow">Diligent Recruitment of Families for Children in the Foster Care System HHS-2013-ACF-ACYF-CO-0593</a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;65020" rel="nofollow">Child Welfare - Assessment, Access and Linkages to Effective Behavioral, Mental Health and Support Services HHS-2013-ACF-ACYF-CA-0600</a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64781" rel="nofollow">Child Welfare Training: The National Center for Child Welfare Curriculum Development on Evidence Based Treatment Services HHS-2013-ACF-ACYF-CT-0595</a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64939" rel="nofollow">Partnerships to Demonstrate the Effectiveness of Supportive Housing for Youth Involved in the Child Welfare System HHS-2013-ACF-ACYF-CA-0599 </a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64839" rel="nofollow">Promoting Resiliency and Adoption after Trauma HHS-2013-ACF-ACYF-CO-0597 </a></li><li><a href="http://www.acf.hhs.gov/hhsgrantsforecast/index.cfm?switch&#61;grant.view&amp;gff_grants_forecastInfoID&#61;64212" rel="nofollow">Building Child Welfare Capacity for Continuous Quality Improvement Project HHS-2013-ACF-ACYF-CO-0580</a></li></ul>
Information about planned FY 2013 funding opportunity announcements (FOAs) is now available on the U.S. Department of Health and Human Services Grants Forecast website: 
<a href="http://www.acf.hhs.gov/hhsgrantsforecast/" rel="nofollow">http://www.acf.hhs.gov/hhsgrantsforecast/ 
</a>
To find the Children&#39;s Bureau&#39;s FOA forecasts, go to the forecast website and enter the title or Funding Opportunity Number (FON) in the search box. Please check the forecast site regularly, as forecasts are subject to change.

On December 28, 2012, Russian President Vladimir Putin signed a Federal law prohibiting the adoption of Russian children by U.S. families. The law, which went into effect on January 1, 2013, also restricts

Putin Bans Intercountry Adoption by U.S. Families

On December 28, 2012, Russian President Vladimir Putin signed a Federal law prohibiting the adoption of Russian children by U.S. families. The law, which went into effect on January 1, 2013, also restricts civil society organizations in Russia that work with U.S. partners. Several statements have been released by Federal agencies, Members of Congress, and organizations focused on adoption.
The U.S. Department of State released a statement on December 28, reading: 
&#34;American families have adopted over 60,000 Russian children over the past 20 years, and the vast majority of these children are now thriving thanks to their parents&#39; loving support. The Russian government&#39;s politically motivated decision will reduce adoption possibilities for children who are now under institutional care. We regret that the Russian government has taken this step rather than seek to implement the bilateral adoption agreement that entered into force in November.&#34;
Read the full statement on the Department&#39;s website:
<a href="http://www.state.gov/r/pa/prs/ps/2012/12/202401.htm " rel="nofollow">http://www.state.gov/r/pa/prs/ps/2012/12/202401.htm </a>
The Department&#39;s Bureau of Consular Affairs issued an Alert in December, providing advice to U.S. families currently in the process of adopting a child from Russia. The Alert is available on the Bureau&#39;s website:
<a href="http://adoption.state.gov/country_information/country_specific_alerts_notices.php?alert_notice_type&#61;alerts&amp;alert_notice_file&#61;russia_6" rel="nofollow">http://adoption.state.gov/country_information/country_specific_alerts_notices.php?alert_notice_type&#61;alerts&amp;alert_notice_file&#61;russia_6</a>
Related Items: 
Additional statements or articles regarding Russia&#39;s ban on intercountry adoptions by U.S. families are listed below:
<ul><li>Embassy of the United States, Moscow, Russia: 
 <a href="http://moscow.usembassy.gov/iv-adoptions.html" rel="nofollow">http://moscow.usembassy.gov/iv-adoptions.html</a></li><li>United States Citizens and Immigration Services: 
 <a href="http://www.uscis.gov/portal/site/uscis/menuitem.5af9bb95919f35e66f614176543f6d1a/?vgnextoid&#61;d26363fc4cbfb310VgnVCM100000082ca60aRCRD&amp;vgnextchannel&#61;ecab18a1f8b73210VgnVCM100000082ca60aRCRD " rel="nofollow">http://www.uscis.gov/portal/site/uscis/menuitem.5af9bb95919f35e66f614176543f6d1a/?vgnextoid&#61;d26363fc4cbfb310VgnVCM100000082ca60aRCRD&amp;vgnextchannel&#61;ecab18a1f8b73210VgnVCM100000082ca60aRCRD </a></li><li>HumanRights.gov: 
 <a href="http://www.humanrights.gov/2013/01/11/statement-on-russia%E2%80%99s-yakovlev-act/" rel="nofollow">http://www.humanrights.gov/2013/01/11/statement-on-russia%E2%80%99s-yakovlev-act/</a></li><li>U.S. Senate Resolution: 
 <a href="http://thomas.loc.gov/cgi-bin/query/z?r112:S31DE2-0036:/ National Council for Adoption:" rel="nofollow">http://thomas.loc.gov/cgi-bin/query/z?r112:S31DE2-0036:/</a></li><li>National Council for Adoption: 
 <a href="https://www.adoptioncouncil.org/ " rel="nofollow">https://www.adoptioncouncil.org/ </a></li><li>Congressional Coalition on Adoption Institute: 
 <a href="http://www.ccainstitute.org/images/stories/pdf/russiapresidentialban_1-2-13.pdf " rel="nofollow">http://www.ccainstitute.org/images/stories/pdf/russiapresidentialban_1-2-13.pdf </a></li><li>Ria Novosti, Russians March Against U.S. Adoption Ban 
 <a href="http://en.rian.ru/russia/20130113/178750247.html" rel="nofollow">http://en.rian.ru/russia/20130113/178750247.html</a></li></ul>

According to data from the American Community Survey, in 2010, over 6.5 million grandparents lived in the same home as their minor grandchildren. Forty percent of these grandparents assumed the primary

According to data from the American Community Survey, in 2010, over 6.5 million grandparents lived in the same home as their minor grandchildren. Forty percent of these grandparents assumed the primary caregiver role. A number of factors account for the rise in cohabiting grandparents and grandchildren, including continued high rates of divorce and single-parent families; parental incarceration, substance abuse, and death or disability; and adverse family economic circumstances.
In October 2012, Child Trends released two companion research briefs focused on this increased cohabitation. Grandparents Living With Children: State-Level Data from the American Community Survey examines the rate of poverty and level of English proficiency of grandparents responsible for the care of their grandchildren. For example, in Mississippi, 59 percent of cohabiting grandparents were the primary caregiver, and of these, 29 percent fell below the poverty level (the highest rate of any State).
In 2010, over 5 million children under age 18 lived in a household headed by a grandparent, and 2.8 million of these children were provided basic care and needs exclusively by a grandparent. In Children Living With and Cared for by Grandparents: State-Level Data from the American Community Survey, numbers are broken down and compared by State.
Both papers, by David Murphey, Mae Cooper, and Kristen A, Moore, briefly discuss some of the benefits and challenges associated with these living arrangements, provide tables with State-specific data from 2005-2007 and 2008-1010, and are available on the Child Trends website:
Grandparents Living With Children: State-Level Data From the American Community Survey:
<a href="http://www.childtrends.org/Files/Child_Trends-2012_10_01_RB_Grandparents.pdf?utm_source&#61;National%20and%20State%20Trends%20in%20Children%20Living%20with%20and%20Cared%20for%20by%20Grandparents&amp;utm_campaign&#61;Grandparents&amp;utm_medium&#61;archive" rel="nofollow">http://www.childtrends.org/Files/Child_Trends-2012_10_01_RB_Grandparents.pdf?utm_source&#61;National%20and%20State%20Trends%20in%20Children%20Living%20with%20and%20Cared%20for%20by%20Grandparents&amp;utm_campaign&#61;Grandparents&amp;utm_medium&#61;archive</a> (396 KB)
Children Living With and Cared for by Grandparents: State-Level Data From the American Community Survey:
<a href="http://www.childtrends.org/Files/Child_Trends-2012_10_01_RB_Grandchildren.pdf?utm_source&#61;National%20and%20State%20Trends%20in%20Children%20Living%20with%20and%20Cared%20for%20by%20Grandparents&amp;utm_campaign&#61;Grandparents&amp;utm_medium&#61;archive" rel="nofollow">http://www.childtrends.org/Files/Child_Trends-2012_10_01_RB_Grandchildren.pdf?utm_source&#61;National%20and%20State%20Trends%20in%20Children%20Living%20with%20and%20Cared%20for%20by%20Grandparents&amp;utm_campaign&#61;Grandparents&amp;utm_medium&#61;archive</a> (369 KB)

Recent child welfare data suggest that child maltreatment may be on the decline; however, because child protective services (CPS) agencies are able to report only maltreatment cases brought to their attention,

Recent child welfare data suggest that child maltreatment may be on the decline; however, because child protective services (CPS) agencies are able to report only maltreatment cases brought to their attention, the actual number of children suffering from abuse and neglect may be higher. A fall 2012 Evidence to Action Brief by PolicyLab at the Children&#39;s Hospital of Philadelphia provides an overview of the data collection sources and systems in place to capture child maltreatment figures; discusses the benefits of adopting a surveillance system for tracking trends; and outlines several strategies, with State examples, for improving this method of information gathering.
Surveillance systems collect data from multiple sources. For example, the authors note that surveillance systems are commonly used for population health issues such as seasonal influenza. Together, separate organizations contribute data that inform prevention initiatives, public awareness campaigns, and response efforts. With respect to child abuse and neglect, the information gathered by multiple sources—both CPS and related agencies—would provide a varied and more comprehensive picture of the prevalence of child maltreatment. While CPS data are a valuable source of information, using this source exclusively presents limitations; the incidence of child maltreatment may also be gleaned from hospital administrative, death certificate, law enforcement, and other survey and multisource data.
For example, the U.S. Centers for Disease Control and Prevention funded an initiative to link case-based data on child fatalities in California, Michigan, and Rhode Island. The surveillance program aimed to identify children who died from abuse or neglect, which are deaths that often are underreported and undercounted. By linking more than one data source, such as child welfare agency data, death certificates, medical examiner records, child death review teams, and crime reports, the States discovered more than 90 percent of child maltreatment deaths in their jurisdictions. 
A surveillance system that captures reliable, population-level data would enable child welfare administrators and other stakeholders to better understand the prevalence of maltreatment in their communities. It also would help agencies better guide the policy and practice developments needed to effectively respond to the needs of and improve outcomes for children and families.
Tracking Child Abuse and Neglect: The Role of Multiple Data Sources in Improving Child Safety, by Sheyla P. Medina, Katherine Sell, Jane Kavanagh, Cara Curtis, and Joanne N. Wood, is available on the PolicyLab website:
<a href="http://policylab.us/images/pdf/PolicyLab_Brief_C5.pdf" rel="nofollow">http://policylab.us/images/pdf/PolicyLab_Brief_C5.pdf</a> (592 KB)

Among the provisions of Fostering Connections to Success and Increasing Adoptions Act of 2008 is the establishment of the Federal Title IV-E Guardianship Assistance Program (GAP). States can use GAP funds

Among the provisions of Fostering Connections to Success and Increasing Adoptions Act of 2008 is the establishment of the Federal Title IV-E Guardianship Assistance Program (GAP). States can use GAP funds to provide subsidies to relative caregivers who become permanent guardians to children in foster care.
A new report details interviews with stakeholders in the 29 States, the District of Columbia, and the Port Gamble S&#39;Klallam Indian Tribe in Washington State that have been approved by the Department of Health and Human Services for Federal funding from the GAP program. Interviews were conducted by staff from Children&#39;s Defense Fund, Child Trends, American Bar Association Center on Children and the Law, Casey Family Programs, Child Focus, and Generations United.
Early findings show that GAP has enabled States to either start subsidized guardianship programs or expand existing programs. The benefits to children in kin guardianships include enabling them to stay connected to family and to their culture, maintaining connections with siblings and other birth family members, and achieving permanency when adoption or reunification with birth parents are not viable options. The challenges that States face in implementing GAP also are discussed in the report.
Making it Work: Using the Guardianship Assistance Program (GAP) to Close the Permanency Gap for Children in Foster Care is available on the Children&#39;s Defense Fund website:
<a href="http://www.childrensdefense.org/child-research-data-publications/data/making-it-work-using-the.pdf" rel="nofollow">http://www.childrensdefense.org/child-research-data-publications/data/making-it-work-using-the.pdf</a> ( 12 MB)

Noting a lack of scholarly literature focused on the Internet's impact on adoption, the Donaldson Institute for Adoption set out on a multiyear study of the subject. The results of the study, in addition

Noting a lack of scholarly literature focused on the Internet&#39;s impact on adoption, the Donaldson Institute for Adoption set out on a multiyear study of the subject. The results of the study, in addition to recommendations for practice and policy changes, were released in the December 2012 report Untangling the Web: The Internet&#39;s Transformative Impact on Adoption.
The primary goal of the study was to start a national discussion on the impact of digital media on adoption and how to regulate online adoption services to ensure they meet ethical and legal standards. Information for the study was gathered using multiple tactics, including interviews and confidential email addresses where participants could send responses.
Highlights from key findings include the following:
<ul><li>The Internet has offered positive changes in adoption, including increased access to support for adoptive families and better information sharing.</li><li>A growing number of adopted children are finding their birth relatives online but not always with their adoptive parents&#39; knowledge or approval.</li><li>The relative ease of finding birth family members online may signal the end of &#34;closed&#34; adoptions and an increase in relationships between birth families and adoptive families.</li></ul>
While there is a rising number of information sites that expedite the adoption of waiting children, there remain several unregulated websites that raise serious ethical and legal concerns. Some of the recommended policy and practice changes include the following:
<ul><li>Child welfare agencies, organizations, and professionals involved with foster care and adoption should develop best practices and standards. The Adoption Institute plans to hold a meeting on the topic in 2013.</li><li>More education and training opportunities should be made available to help adoption professionals gain a better understanding of technology and the changing impact of technology on adoption.</li><li>Adoption professionals and social workers should advise and prepare adoptive families for the reality that &#34;closed&#34; adoptions may be coming to an end and that their adoption will be &#34;open&#34; to some extent.</li><li>Policymakers and other stakeholders should conduct hearings about whether changes in the law are necessary to ensure those affected by adoption are protected from unscrupulous practices online, such as fraud or exploitation.</li></ul>
The full report is available on the Donaldson Institute for Adoption&#39;s website:
<a href="http://www.adoptioninstitute.org/research/2012_12_UntanglingtheWeb.php" rel="nofollow">http://www.adoptioninstitute.org/research/2012_12_UntanglingtheWeb.php</a>

Chapin Hall recently released a report that explores how parents' personal histories and extensive exposure to trauma as children affect their adult functioning. The study examined comprehensive family

Chapin Hall recently released a report that explores how parents&#39; personal histories and extensive exposure to trauma as children affect their adult functioning. The study examined comprehensive family assessments and administrative data for 85 families (140 parents and 176 children) in Illinois who had a child enter foster care in 2008 and were referred to the State&#39;s comprehensive family assessment program as standard placement cases.
The study team reviewed the assessments to determine if parents had experienced any of 10 traumatic experiences as children, as defined by the Adverse Childhood Experiences (ACE) short form. The most common adverse childhood experiences for these parents were the loss of a parent (66 percent), such as through divorce or abandonment, and living with someone who had a problem with drugs or alcohol (42 percent). Additionally, more than one-quarter of the parents experienced physical abuse, sexual abuse, and/or domestic violence. More than a third of the parents (37 percent) had experienced four or more adverse childhood experiences, resulting in a high ACE score. Parents with a high ACE score also had more issues that required an immediate referral for services.
The assessments reflected significantly more concern about the service needs of parents with high ACE scores, particularly for mental health, residential stability, marital partner violence, and posttraumatic stress syndrome. Reunification rates and average lengths of stay for children who have at least one parent with a high ACE are similar to those who have parents with lower scores. The rate of reentry into foster care in those cases where the child was reunited with his or her parent, however, was higher for children with a high-scoring parent than for children with low-scoring parents.
The study was completed as part of a cooperative agreement between the Illinois Department of Children and Family Services and the Children&#39;s Bureau. The report, Parents&#39; Pasts and Families&#39; Futures: Using Family Assessments to Inform Perspectives on Reasonable Efforts and Reunification, is available on the Chapin Hall website:
<a href="http://www.chapinhall.org/research/report/parents%E2%80%99-pasts-and-families%E2%80%99-futures-using-family-assessments-inform-perspectives" rel="nofollow">http://www.chapinhall.org/research/report/parents%E2%80%99-pasts-and-families%E2%80%99-futures-using-family-assessments-inform-perspectives</a>

The Safe Start Center, a National Resource Center for Children's Exposure to Violence, released a new tip sheet, Tips for Staff and Advocates Working With Children Polyvictimization. This tip sheet aims

The Safe Start Center, a National Resource Center for Children&#39;s Exposure to Violence, released a new tip sheet, Tips for Staff and Advocates Working With Children Polyvictimization. This tip sheet aims to create a greater emphasis on community-based partnerships as a way to offer early intervention services and prevent children&#39;s exposure to multiple episodes of victimization.
In addition to providing tips for those who work with victimized children, the resource presents common warning signs of exposure to violence in children and teenagers in three age categories—children age 5 and younger, elementary school-age children, and teenagers. Definitions of polyvictimization and posttraumatic stress are also provided.
Tips for Staff and Advocates Working With Children Polyvictimization is available on the Safe Start Center&#39;s website:
<a href="http://www.safestartcenter.org/pdf/Tipsheet_Polyvictimization.pdf" rel="nofollow">http://www.safestartcenter.org/pdf/Tipsheet_Polyvictimization.pdf</a> (857 KB)
For more information about the Safe Start Center, visit its website:
<a href="http://www.safestartcenter.org/ " rel="nofollow">http://www.safestartcenter.org/ </a>

The National Council of La Raza (NCLR) has created the Latino Kids Data Explorer, an online tool that provides data on the well-being of Latino children in the United States. The Data Explorer allows users

The National Council of La Raza (NCLR) has created the Latino Kids Data Explorer, an online tool that provides data on the well-being of Latino children in the United States. The Data Explorer allows users to choose among 27 indicators of well-being, such as citizenship status, children in single-parent or low-income families, and children without health insurance. The data are grouped by age, time trend, racial group, and by State.
The Data Explorer was designed to be a resource for people whose work may be affected by the increasing diversity in our nation&#39;s child population, such as researchers and policymakers. It is an extension of NCLR&#39;s America&#39;s Future: Latino Child Well-Being in Numbers and Trends, published in 2010.
The Latino Kids Data Explorer is available on the NCLR website:
<a href="http://www.nclr.org/index.php/latinokidsdata " rel="nofollow">http://www.nclr.org/index.php/latinokidsdata </a>
Related Item
Children&#39;s Bureau Express covered NCLR&#39;s America&#39;s Future: Latino Child Well-Being in Numbers and Trends in the article &#34;<a href="https://cbexpress.acf.hhs.gov/index.cfm?event&#61;website.viewArticles&amp;issueid&#61;118&amp;sectionid&#61;5&amp;articleid&#61;2940" rel="nofollow">Data on Latino Children Well-Being</a>&#34; (July/August 2010).

Planning for permanency for older youth in care is the focus of a new publication, Permanency Planning Toolkit: A Framework for Serving Older Youth in Care. Prepared by Copia Consulting on behalf of Texas

Planning for permanency for older youth in care is the focus of a new publication, Permanency Planning Toolkit: A Framework for Serving Older Youth in Care. Prepared by Copia Consulting on behalf of Texas CASA, the toolkit was developed to provide practical guidance to volunteers to assist youth in developing connections to family and community that will support their transition to independent living. The toolkit is centered on the concept that permanence means youth who transition out of foster care have developed significant lifelong relationships. 
Following a brief overview of statistics and the challenges that youth face, the toolkit offers several activities and worksheets designed for volunteers to assist youth in the process of envisioning and planning for various aspects of their lives, including:
<ul><li>Cultural and personal identity formation</li><li>Supportive relationships and community connections</li><li>Physical and mental health</li><li>Life skills and education</li><li>Employment and housing</li></ul>
Best practices of local Texas programs are described, and links to resources are provided. The toolkit is available on the Copia Consulting website:
<a href="http://www.texascasaresources.org/files/Youth%20Permanency%20Toolkit.pdf" rel="nofollow">http://www.texascasaresources.org/files/Youth%20Permanency%20Toolkit.pdf</a> (4 MB)

CareerOneStop, an organization sponsored by the U.S. Department of Labor's Employment and Training Administration, has produced a searchable database for college scholarships. The database allows users

CareerOneStop, an organization sponsored by the U.S. Department of Labor&#39;s Employment and Training Administration, has produced a searchable database for college scholarships. The database allows users to search from more than 7,000 scholarships, fellowships, loans, and other financial aid opportunities.
Users can search by keyword, State, award type, education level, or affiliation restrictions, such as scholarships available only to veterans or people with disabilities. The scholarship search tool is one of many tools available to students, job seekers, businesses, and career professionals on the CareerOneStop website.
The scholarship search tool is available here:
<a href="http://www.careerinfonet.org/scholarshipsearch/ScholarshipCategory.asp?searchtype&#61;category&amp;nodeid&#61;22 " rel="nofollow">http://www.careerinfonet.org/scholarshipsearch/ScholarshipCategory.asp?searchtype&#61;category&amp;nodeid&#61;22 </a>
For more information about CareerOneStop, visit its website:
<a href="http://www.careeronestop.org/ " rel="nofollow">http://www.careeronestop.org/ </a>

Youth Success NYC, a resource network for youth in care, offers youth the opportunity to express their feelings about many aspects of the out-of-home experience. A prominent section of the Youth Success

Youth Success NYC, a resource network for youth in care, offers youth the opportunity to express their feelings about many aspects of the out-of-home experience. A prominent section of the Youth Success NYC website features stories written by teens in foster care. One recent story contains practical advice for foster parents with a particular focus on children&#39;s need for stability, protection, and acceptance. Tips and recommendations included the following: 
<ul><li>Make your home a place where a child feels safe and secure.</li><li>Introduce your child the neighborhood, local stores, transportation, etc.</li><li>Help your child open up and listen to what he or she has to say.</li><li>Include your child in your family life and be supportive of his or her relationships with the biological family.</li><li>Encourage your child&#39;s independence and respect his or her different beliefs.</li></ul>
Simple Tips for Foster Parents is available on the Youth Success NYC website:
<a href="http://www.youthsuccessnyc.org/foster_parents/stories/Simple_Tips_for_Foster_Parents-Orellana.html " rel="nofollow">http://www.youthsuccessnyc.org/foster_parents/stories/Simple_Tips_for_Foster_Parents-Orellana.html </a>

The American Academy of Pediatrics (AAP) produced a brochure for parents of children adopted from countries outside the United States. The brochure is designed to provide adoptive parents with important

The American Academy of Pediatrics (AAP) produced a brochure for parents of children adopted from countries outside the United States. The brochure is designed to provide adoptive parents with important information regarding their child&#39;s health.
A list of infectious diseases and other recommended screenings, tips for evaluating the child&#39;s health upon arrival at home, and information about immunization records are just a few of the topics covered in the brochure. The AAP Committee on Early Childhood, Adoption and Dependent Care and the AAP Section on Adoption and Foster Care provided the information for the brochure.
A Healthy Beginning: Important Information for Parents of Internationally Adopted Children is available on the American Academy of Pediatrics website:
<a href="http://www2.aap.org/sections/adoption/healthtopic/coecadcbrochure.pdf" rel="nofollow">http://www2.aap.org/sections/adoption/healthtopic/coecadcbrochure.pdf</a>  (95 KB)

A new publication from the National Girls Institute (NGI) examines the current training, technical assistance, and informational needs of State, Tribal, and local entities serving girls and their families.

Service Needs Girls Involved With the Justice System

A new publication from the National Girls Institute (NGI) examines the current training, technical assistance, and informational needs of State, Tribal, and local entities serving girls and their families. For the study, NGI representatives conducted 64 &#34;listening sessions&#34; across the country with groups of at-risk girls or girls involved with the justice system, their parents or caregivers, and key professional and community stakeholders.
Open-ended questions were used to solicit data about the following key areas of concern:
<ul><li>Needs for priority training and technical assistance to improve the response to girls involved with the justice system</li><li>The resource and information needs of girls, parents, and key stakeholders</li><li>The supports, practices, policies that are currently working for girls, parents, and key stakeholders</li><li>Practices, policies, systems, structures, services, and programs that are ineffective and/or harmful</li></ul>
The report describes the information collected from the listening sessions, provides recommendations for policy and practice improvements, and offers suggestions for further research.
The National Girls Institute is a federally funded partnership between the National Council on Crime and Delinquency and the Office of Juvenile Justice and Delinquency Prevention. The project was funded by a grant from the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. 
 
Voices From the Field is available on the National Girls Institute website: 
 
<a href="http://www.nationalgirlsinstitute.org/wp-content/uploads/2012/09/NGI-Listening-Sessions-report.pdf" rel="nofollow">http://www.nationalgirlsinstitute.org/wp-content/uploads/2012/09/NGI-Listening-Sessions-report.pdf</a> (3 MB)

A website sponsored by Tech Parenting Group, ConnectSafely.org, educates users on how to safely navigate social media, cellphones, and other digital communication tools. The site's resources include tips

A website sponsored by Tech Parenting Group, ConnectSafely.org, educates users on how to safely navigate social media, cellphones, and other digital communication tools. The site&#39;s resources include tips and guidance for teens, parents, and educators. A broad spectrum of topics is addressed in the Safety Tips &amp; Advice section, including:
<ul><li>Putting a stop to cyberbullying</li><li>The importance of using strong online passwords</li><li>Cellphone safety</li><li>Tips for using GPS location-sharing tools</li></ul>
A Parents&#39; Guide to Facebook and a guide to Google&#43; are also available. These guides inform parents about how the social media sites work and the features and capabilities their children have access to when using these online tools. Users of ConnectSafely.org will also find tips available in Spanish, articles from outside resources about safely using the Internet, and links to the website&#39;s Facebook and Twitter accounts.
Visit the Connect Safely website from Tech Parenting Group here:
<a href="http://www.connectsafely.org" rel="nofollow">http://www.connectsafely.org</a>

Upcoming national conferences on child welfare and adoption through March 2013 include: March 2013 2012 Baccalaureate Program Directors Annual Conference The Association of Baccalaureate Social Work Program

Upcoming national conferences on child welfare and adoption through March 2013 include: 
 
March 2013
<ul><li>2012 Baccalaureate Program Directors Annual Conference 
 The Association of Baccalaureate Social Work Program Directors, Inc. 
 March 6–10, Myrtle Beach, SC 
 <a href="http://www.bpdonline.org" rel="nofollow">http://www.bpdonline.org</a></li><li>CornerHouse Advanced Forensic Interview Training 
 CornerHouse 
 March 13–19, Minneapolis, MN 
 <a href="http://www.cornerhousemn.org" rel="nofollow">http://www.cornerhousemn.org</a></li></ul>
April 2013 
<ul><li>43rd National Council Mental Health and Addictions Conference 
 National Council for Community Behavioral Healthcare 
 April 8–10, Las Vegas, NV 
 <a href="http://www.thenationalcouncil.org/cs/conference2013 " rel="nofollow">http://www.thenationalcouncil.org/cs/conference2013 </a></li><li>American Professional Society on the Abuse of Children&#39;s Child Forensic Interview Clinic 
 American Professional Society on the Abuse of Children 
 April 15–19, Norfolk, VA 
 <a href="http://www.apsac.org/event-list" rel="nofollow">http://www.apsac.org/event-list</a></li><li>20th Annual International Conference on Parent Education and Parenting 
 University of North Texas College of Education/Center for Parent Education 
 April 24–26, Denton, TX 
 <a href="http://www.parenteducation.unt.edu/conferences" rel="nofollow">http://www.parenteducation.unt.edu/conferences</a></li><li>2013 Adoption Exchange Association Conference 
 Reimagining Adoption Exchanges in Our Rapidly Changing World 
 Adoption Exchange Association 
 April 30–May 1, Boulder, CO 
 <a href="http://adoptea.org/events.html" rel="nofollow">http://adoptea.org/events.html</a></li><li>The Intersection of Domestic Violence and Substance Abuse 
 Dawn Farm 
 April 30, Ypsilanti, MI 
 <a href="http://www.dawnfarm.org/programs/education-series" rel="nofollow">http://www.dawnfarm.org/programs/education-series</a></li></ul>
May 2013
<ul><li>11th Annual Public Policy Institute &amp; Advocacy Day 
 Foster Family-Based Treatment Association 
 May 6–10, Washington, DC 
 <a href="http://www.ffta.org" rel="nofollow">http://www.ffta.org</a></li><li>Association of Family and Conciliation Courts&#39; 50th Anniversary Conference 
 Complete Equity Markets, Nachils and Fink, Family Education Resource Center 
 May 29–June 1, Los Angeles, CA 
 <a href="http://www.afccnet.org/ConferencesTraining/AFCCConferences/ctl/ViewConference/ConferenceID/5/mid/615" rel="nofollow">http://www.afccnet.org/ConferencesTraining/AFCCConferences/ctl/ViewConference/ConferenceID/5/mid/615</a></li></ul>
Further details about national and regional child welfare and adoption conferences can be found through the Conference Calendar Search feature on the Child Welfare Information Gateway website:
<a href="http://www.childwelfare.gov/calendar/index.cfm" rel="nofollow">http://www.childwelfare.gov/calendar/index.cfm</a>

The Pennsylvania Child Welfare Resource Center, University of Pittsburgh School of Social Work, offers a series of online curricula divided into two categories: Foundation training and Specialized and

PA Child Welfare Resource Center Training

The Pennsylvania Child Welfare Resource Center, University of Pittsburgh School of Social Work, offers a series of online curricula divided into two categories: Foundation training and Specialized and Related training. Among the courses in the suite is a training for supervisors pertaining to compliance with the Adoption and Safe Families Act and the Child and Family Services Review.
Each of the research-based workshops are developed by department staff to promote the implementation of the Pennsylvania Standards for Child Welfare Practice and Child and Family Services Review Outcomes. Each online course includes power points, handouts, content, guides, and appendices. The courses include the following:
<ul><li>Developing Family Leadership: Using Data to Help Develop Practice: This curriculum describes family leadership and explores Lackawanna County efforts to establish family leadership in the framework of case planning and organization development. Additionally, it examines how studies, data, and resources can measure progress and develop future plans for other counties. 
 <a href="http://www.pacwcbt.pitt.edu/Curriculum/207-DevelopingFamilyLeadership-UsingDatatoHelpDevelopPractice.htm" rel="nofollow">http://www.pacwcbt.pitt.edu/Curriculum/207-DevelopingFamilyLeadership-UsingDatatoHelpDevelopPractice.htm</a></li><li>Enhancing Assessments: Getting to Underlying Issues: This course provides home-based workers with critical questionnaires and assessment toolkits to explore the underlying issues and identify their impact on families and children. It then discusses the use of screenings by Family Center staff yielding effective methods and processes to understand family relationships. 
 <a href="http://www.pacwcbt.pitt.edu/Curriculum/306-EnhancingAssessmentGettingtoUnderlyingIssues.htm " rel="nofollow">http://www.pacwcbt.pitt.edu/Curriculum/306-EnhancingAssessmentGettingtoUnderlyingIssues.htm </a></li><li>Supervisor Training Series: Module 2: Living the Mission of Child Welfare: The second module in the Supervisor Training series describes organizational vision, mission, and outcomes in compliance with the Adoption and Safe Families Act and the Child and Family Service Review. It provides tools and strategies to aide supervisors in assessing, planning, and monitoring work from junior staff. 
 <a href="http://www.pacwcbt.pitt.edu/Curriculum/501SupervisorTrainingSeriesModule2-LivingtheMissionofChildWelfare.htm" rel="nofollow">http://www.pacwcbt.pitt.edu/Curriculum/501SupervisorTrainingSeriesModule2-LivingtheMissionofChildWelfare.htm</a></li></ul>

February 2013Vol. 14, No. 1Building Cultural Competence