Fostering a culture of family‐centred care: Child welfare professionals' beliefs about fathers, family instability, and the value of relationship education

Abstract

Guided by the Cultural Competence Attainment Model, the purpose of this study is to examine how socio‐demographic and work characteristics are associated with variations in child welfare professionals' (CWPs) attitudes about father involvement and family instability and how these attitudes are linked with whether they view relationship and marriage education as relevant to their efforts to support families. Drawing from a sample of 624 CWPs and using latent profile analysis, the results revealed three latent classes of CWPs, with most professionals being labelled as either “moderately” or “highly” concerned about father involvement and family instability, with a smaller class of professionals labelled as having less concern about these family issues. Those labelled as highly concerned tended to be older, male, African American, married, and had worked longer in the child welfare field. As well, those labelled as highly concerned were more likely to agree that strengthening the couple and coparenting relationship would benefit children and were most amenable to receiving RME training. Implications for relationship and marriage education training for child welfare professionals and other practitioners are provided.

The perspective of victims/survivors on media coverage of child sexual abuse

“…Estimated prevalence rates were higher than in epidemiological stud ies, especially for boys. One reason for this overestimation could be the characteristics of the sample, which may lead to differing, maybe even biased, perception regarding child welfare (Mallette et al, 2018). Students of social work may be confronted more often with these subjects than the common population and have more opportunities to discuss and question gender stereotypes during their course of studies (Tozdan et al, 2019).…”

Professional Skills in Family Support: A Systematic Review

“…Some studies pointed to the importance of building trust in the professional's relationship with the family for the success of the intervention (Grant et al 2021;Lindsay et al 2014;Reimer 2013). The establishment of a secure relationship between the professional and family is facilitated if the family understands how the professional can support them, which increases the commitment of both parties to the intervention; the professional's ability to engage (Damiani-Taraba et al 2017;Gladstone et al 2012Gladstone et al , 2014Mallette et al 2018;Stanford et al 2020) also facilitates the building of trust and confidence.…”

Adaptacja polskiej wersji kwestionariusza Skala Praktyki Familiocentrycznej do badania jakości relacji pomiędzy profesjonalistami a rodzinami korzystającymi ze wsparcia instytucjonalnego

“…Charakteryzuje się postrzeganiem rodziny w kategoriach zasobów i silnych stron, a także wyposażeniem jej w taką wiedzę i umiejętności, które pozwolą na podejmowanie przez jej członków właściwych decyzji w swoich sprawach (Allen, Petr, 1998). Warto podkreślić, że familiocentrym koncentruje się wokół takich pojęć, jak: "zasoby rodziny" (Lietz, Hayes, Cronin, Julien-Chinn, 2014), "empowerment rodziny" (Rhoades, Duncan, 2010), "współpraca z rodzicami" (Hiebert-Murphy, Trute, 2013;Mak, Hiebert-Murphy, Walker, Altman, 2014), "widzenie rodziny w sposób całościowy" (Mallette, Futris, Schramm, 2018), "podejmowanie decyzji przez rodzinę" (Geurts, Boddy, Noom, Knorth, 2012), "włączanie ojców w procesy decyzyjne" (Baum, 2017).…”