Context refers to the environment, people, and experiences an individual encounters over the course of their lives that shape their view of the world and other people. The principle of context focuses on workers becoming deeply aware of their own context so they can see how it unconsciously influences their understanding of the families with whom they work. 

Research and Resources: 

(Kenny, K. S. (2018). Mental health harm to mothers when a child is taken by child protective services: Health equity considerations. The Canadian Journal of Psychiatry, 63(5), 304-307.) https://journals.sagepub.com/doi/10.1177/0706743717748885 

The article by Kenny, K. S. (2018) discusses the mental health impact on mothers when their children are taken by child protective services (CPS). The author highlights the lack of attention given to the consequences of child removal on the health and social outcomes of mothers, particularly those who are marginalized, poor, and racialized. Indigenous women, in particular, face high rates of forced separation from their children. The study suggests that the mental health burden is linked to lower social support and a lack of acknowledgement from the caseworker of grief following the loss of a child to the child protection system. 

The author calls for further research on the mental health experiences of mothers involved with the child protection system, particularly those who are economically and racially marginalized. The article also highlights the need to address social and racial inequities that bring families into contact with the child protection system. Additionally, the article suggests a rethinking of the child protection system's response to mothers who use drugs, advocating for a more supportive and equitable approach. This article is a vital look at the context of mothers involved with the child protection system, especially those facing economic and racial challenges, and calls for a reevaluation of current child protection practices in light of health equity considerations.

Compassion is an awareness of the suffering of others and a desire to alleviate that suffering. By practicing the principle of compassion with families, workers seek to understand the trauma families may have experienced, give them a sense of psychological safety, acknowledge their strengths, and help them move toward well-being and wholeness. 

Research and Resources: 

Leung, & Cheung, M. (2013). Factor Analyzing The “ASK” Cultural Competency Self-Assessment Scale For Child Protective Services. Children And Youth Services Review, 35(12), 1993–2002. https://www.sciencedirect.com/science/article/abs/pii/S019074091300296X?via%3Dihub 

To date, there is limited research on these concepts that relate directly to workforce development and individual measurement. A 2013 study was conducted using a self-assessment that has become known as ASK: which measures attitudes, skills and knowledge relating to a caseworker's understanding of diversity and culture. The authors conducted a factor analysis on the ASK scale using data from 327 child protective services workers. They found that the ASK tool had internal consistency and reliability. The factor analysis yielded a five-factor solution, including "Cultural Sensitivity," "Cultural Knowledge," "Cultural Skills," "Cultural Encounters," and "Cultural Desire." 

The authors concluded that the ASK scale is a reliable and valid tool for assessing the cultural competency of child protective services workers. They suggest that the ASK scale can be used to identify areas for training and development in cultural competency and to evaluate the effectiveness of cultural competency interventions. Even with the findings from this article, it is important to note that there has been emergent discord about the use of “cultural competence” in child welfare because it could create an illusion of “competence in all cultures.”  

 If the term “cultural competence” is to be used, the definition and implication should be made explicit. Despite its limitations, few studies have contributed the following:  

• This study sought to measure attitudes, skills, and knowledge competency in terms of self-assessing caseworker readiness to work in a culturally diverse environment. 
• The findings suggest that the ASK scale can be efficiently applied to categorize attitudes, skills, and knowledge related to cultural competency in child protective services. 
• The study emphasizes the need for continuous self-assessment and development of cultural competency skills in order to better serve culturally diverse populations in the child welfare system.  
• The findings highlight the importance of attitudes, skills, and knowledge in cultural competency and provide guidance for training and practice in child protective services. 
• The attitude, skill, and knowledge domains of the instrument showed high reliability, with Cronbach's alpha coefficients of .93, .95, and .92 respectively. 

Pryce, Jessica (2024). Broken: Transforming Child Protective Services. Professional Mindset Framework, Harper Collins Publishing House.  https://www.harpercollins.com/products/broken-jessica-pryce?variant=41079229546530 

A Mindset Framework for Child Welfare Professionals. Our mindset about families, encompassing how we perceive and regard them, plays a pivotal role in shaping our interactions and relationships, particularly when working with vulnerable and marginalized families. The lens through which we view families significantly influences our emotional responses to them, thereby dictating the extent of empowerment we afford them in the support process. It is crucial to recognize that a compassionate mindset forms the bedrock of effective engagement with vulnerable families. When practitioners approach their work with empathy and partnership, it fosters an environment of trust and collaboration. 

A compassionate mindset not only acknowledges the challenges faced by vulnerable families but also recognizes their inherent strengths and resilience. By embracing this perspective, professionals in the field are better equipped to nurture a sense of agency within families, allowing them to actively participate in decision-making processes and setting achievable goals. Compassion serves as a catalyst for meaningful communication, breaking down barriers and creating a space where families feel heard and understood. Compassion has also been reframed by Gabor Mate, as the intentional focus on the potential in others. That is the definition which encompasses this mindset framework.  

Dunkerley, Stacy, Becci A. Akin, Jody Brook, And Kim Bruns. “Child Welfare Caseworker And Trainer Perspectives On Initial Implementation Of A Trauma-Informed Practice Approach.” Journal Of Child And Family Studies 30, No. 4 (2021): 1082–96. https://Doi.Org/10.1007/S10826-021-01935-1

Children involved in the foster care system are at risk of experiencing traumatic events, which can lead to negative outcomes for youth. Child welfare service providers are tasked with providing trauma-responsive services to youth in foster care; yet, the trauma-related needs of youth are often under-identified and undertreated. This study’s purpose was to examine the initial implementation of a trauma-responsive approach from the perspective of frontline child welfare workers and trainers. It sought to further knowledge on how the competency drivers of staff selection/hiring, training, coaching, and fidelity facilitate or inhibit initial implementation.  

Using competency drivers as a guide, several facilitators and barriers were identified. Overall, workers and trainers identified each of the four competency drivers as key to the uptake of the new practice approach. Our findings highlight the need for agencies implementing new practices to provide critical support to frontline workers during implementation, such as specialized support positions and mechanisms for structure and accountability, and emphasize the importance of post-training support (e.g., coaching). 

For workers, change involves listening to the experiences of people negatively impacted by the child-welfare system, envisioning a more just and equitable system, and committing to their own personal and professional growth as a means to have a more positive impact on families.

Research and Resources: 

He, A. S., Lizano, E. L., & Stahlschmidt, M. J. (2021). When doing the right thing feels wrong: Moral distress among child welfare caseworkers. Children and youth services review, 122, 105914. https://ideas.repec.org/a/eee/cysrev/v122y2021ics0190740920323367.html 

The study explores moral distress among child welfare caseworkers, a phenomenon previously studied predominantly in nursing. Moral distress involves psychological difficulties when caseworkers are aware of the morally appropriate action but are unable to take it due to internal or external constraints. The research draws on moral distress and CW organizational literature, examining the experiences of U.S. public CW caseworkers and the role of internal (professional training and psychological safety) and external (job stress and time pressure) constraints.  

Over 60% of CW caseworkers reported experiencing moral distress, with lower psychological safety, job stress, and time pressure increasing the likelihood of such distress. The study emphasizes the importance of recognizing and addressing moral distress to support the well-being of CW caseworkers, essential for effective service delivery and worker retention. Internal and external constraints play differential roles in moral distress experiences, indicating the need for nuanced exploration of these relationships. The study also suggests potential areas for future research. 

Lwin, K., Fallon, B., Houston, E., Wilson, R., Fluke, J., Jud, A., & Tromé, N. (2023). Exploring Organizational Learning, Risk, and Psychological Safety: Perspectives of Child Welfare Senior Leaders in Canada. Journal of Public Child Welfare, 1-25. https://www.tandfonline.com/doi/abs/10.1080/15548732.2023.2182398 

Child welfare workers and organizations are the direct link between legislation and families, thus, key to service effectiveness. However, little is known about the role of organizational learning, risk tolerance, and psychological safety, especially in child welfare. The aim of this study is to identify senior leaders’ perceptions of these constructs in the context of child welfare service delivery and family outcomes. Findings suggest that participants are constantly trying to address organizational learning through multiple strategies. Further, risk and risk tolerance are concepts at the core of child welfare work, but rarely explicitly discussed. Psychological safety is not embedded in discussions similar to learning and risk. If caseworkers do not feel supported or safe, they are less likely to ask for feedback on their work. Research exploring workers and supervisors’ perspectives and research that examines the link between these concepts and family outcomes are very much needed.  

Myers, K. E. L. (2022). Assessing a Training Program Designed to Improve Team Psychological Safety and Team Climate in Cross-Functional, Child Welfare Teams (Doctoral dissertation, William James College). https://www.proquest.com/openview/2561f2408b024064010c93cf2f276a8c/1?pq-origsite=gscholar&cbl=18750&diss=y 

The study evaluated the impact of Team-PAC training on psychological safety and team climate in child-welfare leadership teams. The training group reported increased awareness and attention to psychological safety concepts, facilitated by activities like the "anxiety party." While the quantitative results didn't support the hypotheses, the qualitative data indicated positive changes in team dynamics. The study suggests the need for future research to explore the long-term impact of Sociocratic tools on psychological safety and team climate and to examine how turnover and new team membership influence these factors. Additionally, the study raises questions about the relationship between leadership certainty, turnover intention, and team climate, suggesting the importance of further investigations into what climates are needed to create safety for professional honesty and growth.  

Consistency involves doing the same practices on a regular basis. The principle of consistency means that workers are present and accessible at all stages of their work with families, communicating, following up, and following through in ways that let families know they can be relied upon and trusted. 

Research and Resources: 

Merritt, D. H. (2020). How Do Families Experience and Interact with CPS? The ANNALS of the American Academy of Political and Social Science, 692(1), 203-226. https://psycnet.apa.org/record/2021-15632-010 

From a social justice perspective, this article explores the experiences of families involved with Child Protective Services, shedding light on the often-overlooked impact of CPS interactions on family dynamics and well-being. The study emphasizes the varying experiences based on factors such as race, ethnicity, and socioeconomic status. CPS, as the "front-end" of the child welfare system, is described as inherently coercive, with family participation often compelled or strongly encouraged under the threat of significant consequences, including the removal of children from their homes. 

The research highlights the power dynamics between CPS workers and parents, underscoring the importance of considering the socioecological contexts in which families operate. The article emphasizes the scarcity of literature examining CPS experiences from the perspective of families and discusses the potentially detrimental effects of how schools collaborate with the child welfare system, sometimes impacting family well-being.  

Additionally, the article goes into the historical context of discrimination in the United States, drawing attention to the structural oppression present in social and human service agencies, including the child welfare system. It highlights the accusatorial nature of CPS services, initiated based on judgments about parenting practices by authorities outside the family, leading to implicit biases at various levels of service design and delivery. Racial disparities within the child welfare system are discussed, with a focus on the overrepresentation of Black families and other families of color at different decision points, from abuse and neglect reporting to foster care placement decisions. The article underscores the need to approach the child welfare system from a social justice perspective, recognizing and addressing the stigmatizing impact on marginalized families and communities subjected to disproportionate oversight. 

Bundy-Fazioli, K., Briar-Lawson, K., & Hardiman, E. R. (2009). A qualitative examination of power between child welfare workers and parents. British Journal of Social Work, 39(8), 1447-1464. https://www.jstor.org/stable/23724503 

This article delves into the intricate dynamics of power distribution within the collaborative relationship between child welfare workers and parents mandated to services following instances of child abuse and/or neglect. The child welfare landscape is inherently complicated by institutional power structures that govern the rules and regulations shaping professional practices. In a paradoxical twist, practitioners are tasked with sharing power with families through the application of empowerment, collaborative approaches, and strength-based practices.  

This study centers on three prominent themes: the sentiments of powerlessness experienced by both parents and workers, their individual capacity to exert influence within the relationship, and their perceptions concerning the equitable distribution of power. These emergent themes are examined through the lens of three power constructs—hierarchical and imbalanced, negotiated and reciprocal, and shared and balanced power—serving as both a theoretical and conceptual framework. The findings underscore that the manner in which workers and parents engage with each other can significantly impact the outcomes of the services provided. Recognizing the importance of shared and balanced power becomes paramount for realizing improved results in the context of child welfare interventions. 

Pryce, Jessica (2023). Re-imagining Child Protection: Shifting Power and Shifting Mindsets. 4-part Online Training. www.reimaginecps.com. 

This training content will focus on how child welfare professionals can collaborate with families to enhance their capacity to protect their own children. Family engagement is a key strategy for identifying and cultivating resilience. This training will focus on the power and privilege that our system holds and how we can meaningfully share that power with families thereby illuminating their protective factors. Building relationships with families who come into our system takes a level of self and cultural humility, understanding, and trust. The instructor will provide tangible tools and conversation prompts for professionals as they engage in their work which includes, what does it sound like to share power? And, what does it sound like to wield power? 

Trawver, K. R., & Brocious, H. (2023). A statewide integrated child welfare coaching and mentoring program: Mentored workers’ perception of quality, impact, and satisfaction. Journal of Public Child Welfare, 1-26. https://www.tandfonline.com/doi/abs/10.1080/15548732.2023.2182397 

In this study, the researchers conducted a survey of 63 mentored child welfare workers participating in a newly implemented statewide mentoring and coaching program. The results indicated that the workers held a high regard for their assigned mentors and positively assessed the program's quality. The mentees believed that mentoring had a positive impact on their professional development and their ability to demonstrate the agency's practice model competencies. Despite challenges such as increased caseloads, higher employee turnover, and the COVID-19 pandemic, the mentoring program received strong support. Higher levels of mentor contact were associated with increased satisfaction and positive assessments of competency levels. The study suggests that mentoring programs can contribute to workforce retention and skill development in child welfare agencies, and similar programs could be considered by other jurisdictions. 

Collaboration is people working together toward a common goal or desired outcome. In practicing the principle of collaboration, workers honor families' needs, perspectives, and lived experience as they partner with them to explore diverse solutions and resources. 

Research and Resources: 

Dunkerley, Stacy, Ashley Palmer, Becci Akin, And Jody Brook. “The Helping Relationship In The Foster Care Context: Perspectives From Parent-Caseworker Dyads.” Journal Of Family Social Work 26, No. 1 (2023): 3–30. Https://Doi.Org/10.1080/10522158.2023.2194937. 

While the supportive relationship is commonly considered a fundamental aspect of child welfare practice, there exists a scarcity of research on how birth parents and caseworkers articulate this dynamic in the foster care setting. Though, there is a study which involved interviews with six parent-worker dyads, totaling 12 participants, aiming to delve into the perceptions of parents and caseworkers regarding their supportive relationship and its impact on parents' involvement in foster care case activities. This led to the identification of two overarching themes: (a) the underpinnings of the supportive relationship and (b) contextual influences on case participation. 

Both parents and caseworkers acknowledged similar attributes in caseworkers that contributed to a positive supportive relationship, including qualities such as honesty, openness, a nonjudgmental attitude, respect, and effective communication. However, distinctions emerged in their perspectives on the role of the supportive relationship in parents' case participation. While parents underscored their children as a driving force for engaging in case activities, they also acknowledged that the supportive relationship could either facilitate or impede their involvement in services. In contrast, caseworkers emphasized the significance of the supportive relationship in influencing participation to a greater extent than parents did. 

Font, S. A., & Maguire-Jack, K. (2015). Decision-making in child protective services: Influences at multiple level, Child abuse & neglect, 47, 70-82. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4549227/ 

The study examined factors influencing the substantiation and removal of child protective services (CPS) cases. Approximately 25% of cases were substantiated, with 24% resulting in removal. Substantiated cases were more likely to come from agencies with longer investigation timelines, higher service availability, and those lacking a system of care. County-level factors showed higher substantiation rates in communities with more black residents. Family and child-level risk factors, excluding CPS history and economic problems, were more common in substantiated cases. High service collaboration and the ability to provide services for unsubstantiated cases were associated with a lower probability of substantiation. A structural decision-making model decreased the probability of substantiation, while each additional standardized assessment slightly increased it. Advanced degree-holding caseworkers and various family risk factors increased the probability of substantiation. Child demographics did not significantly predict substantiation.  

The study identifies family risk factors and agency-related factors, particularly service accessibility and the use of decision-making tools, as the most significant predictors of substantiation in child protective services (CPS) cases. This implies that substantiation may not necessarily indicate the occurrence or severity of maltreatment risks. The findings also suggest that states and local agencies should consider separating services from substantiation, allowing more collaboration.