Title IV‐E Programs: Preparing MSW Students for Public Child Welfare Practice

Abstract

This article investigates the perceived quality and skill outcomes of Title IV‐E MSW training programs at four universities from the perspective of their graduates. It also sought to identify necessary program supports, expectations of graduates as they began child welfare employment, and pre‐employment factors related to retention. The vast majority of MSWs agreed that their education was high quality and prepared them well for child welfare practice. The skills rated highest were establishing client rapport, case management, the development of a professional identity, and time management and assessment skills. The most consistent pre‐employment predictors of whether they stayed past their stipend commitment period were their commitment to the public child welfare (PCW) agency and their commitment to child welfare practice. Implications for program design are discussed.

Keywords:

• retention
• turnover
• public child welfare
• Title IV‐E training program

Notes

Funding for this research was provided through a training contract with Los Angeles County Department of Children and Family Services. The authors would like to thank James Ferreira, Dale Weaver, Therese Pekala, Barbara Hitchcock, Michal Mor Barak, Jeanne Giovannoni, and Rocio Silva for their contributions to this study.