Successful Student Recruitment for Public Child Welfare: Results From California's Title IV-E MSW Stipend Program Evaluation

A longitudinal study of stress and satisfaction among child welfare workers

“…Previous qualitative research conducted with these data by Jacquet and colleagues among leavers and stayers indicated that the top reason for staying among the stayers was serving the children (Jacquet, Clark, Morazes, & Withers, 2008). Also, Jacquet (2012) found that IV-E students reported that they were more motivated to serve others and to work with the poor and at-risk children and families than were non-IV-E students. This is consistent with work by Morazes, Benton, Clark, and Jacquet (2010), who, in a qualitative analysis of specially trained Title IV-E, noted that the top theme among stayers was commitment to clientele (i.e., working with children and families) and a desire to make a positive impact.…”

“…Data are drawn from a sample of former Title IV-E Stipend Program graduates; because of the large investments already made in their careers (e.g., stipend, obligatory payback period at work agency), this population may be different from the broader population of PCW workers. Indeed, research indicates that Title IV-E stipend students tend to have higher levels of commitment to child welfare (e.g., Jacquet, 2012; Morazes et al., 2010), are more likely to have their tenure past their employment obligation predicted by organizational commitment, a desire for mission-driven work, and concern for clients (O’Donnell & Kirkner, 2009). Additional differences in terms of performance, knowledge, and skills between specially trained Title IV-E workers and their counterparts also exist.…”

Child Welfare Field Education for Stipend Students

“…Much of what we know about students after they receive a stipend and work for the agency comes to us in anecdotal form. However some studies lend credence to positive outcomes for IV-E supported students who enter the child welfare workforce [11][12]. Thus the existing evidence tends to show several factors that lend further benefit to a child welfare agency that supports a stipend student program.…”

“…Likewise, Bagdasaryan found that Master of Social Work (MSW) students who had participated in a Title IV-E program had higher performance scores related to knowledge of child welfare [11]. In an evaluation of a MSW stipend program, Jacquet found that racially diverse IV-E prepared students were more committed to direct services, and IV-E students generally preferred working with the poor and at risk families versus their non-IV-E counterparts [12]. However, others contend that there is no difference in skills and competencies related to child welfare between those with and without a degree in social work, or between students who do or do not complete internships through the federal IV-E program.…”

A Walking Contradiction, Partly Truth and Partly Fiction

“…There is a growing body of CW research literature documenting that employees with BSW and MSW degrees are better prepared than non-SW employees (Lieberman et al, 1988), and MSWs overall performance is higher than others (Albers, Reilly, & Rittner, 1993; Booz-Allen & Hamilton, 1987; Dhooper, Royse, & Wolfe, 1990) BSW and MSW workers developed permanency case plans much sooner than other workers. Studies of BSW/MSW Title IV-E graduates demonstrate that they have greater knowledge and skills, are better prepared, and have longer retention rates than non-SW degree students and employees (Barbee et al, 2009; Franke, Bagdsaryan, & Furman, 2009; Gansle & Ellett, 2002; Ellett, Ellis, Westbrook, & Dews, 2007; Jacquet, 2012; Jones & Okamura, 2000; O’Donnell & Kirkner, 2009; Robin & Hollister, 2002; Scannapieco, Hegar, & Connell-Carrick, 2012). More recently, Bagdasaryan (2012) tested new CW employees on overall CW knowledge as well as on permanency planning and case planning/case management.…”