519
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

High Impact Practices in Graduate Education: Preparing Social Work Students for Careers in Child Welfare

Pages 164-179 | Accepted 06 May 2021, Published online: 23 Feb 2022

References

  • Abderhalden, F. P., Snyder, J. A., & Evans, S. Z. (2016). Crime, camping, and fear: Developing high impact practices in criminal justice. Journal of Criminal Justice Education, 27(3), 410–431. https://doi.org/10.1080/10511253.2016.1144990
  • Baer, L. L., & Duin, A. H. (2014). Retain your students: The analytics, policies and politics of reinvention strategies. Planning for Higher Education, 42(3), 30–41. https://proxy.lib.wayne.edu/login?url=https://www.proquest.com/scholarly-journals/retain-your-students-analytics-policies-politics/docview/1561132803/se-2?accountid=14925.
  • Barbee, A., Sullivan, D., Borders, K., Antle, B., Hall, C. J., & Fox, S. (2009). Evaluation of innovative social work education model: The Kentucky public child welfare certification program (PCWCP). Journal of Social Work Education, 45(3), 427–444. www.jstor.org/stable/2304437.
  • Benton, A. D. (2016). Understanding the diverging paths of stayers and leavers: An examination of factors predicting worker retention. Children and Youth Services Review, 65, 70–77. https://doi.org/10.1016/j.childyouth.2016.04.006
  • Borrego, S. (2006). Mapping the learning environment. In R. P. Keeling (Ed.), Learning reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience (pp. 11–16). Human Kinetics.
  • Brown-dupaul, J., Davis, J. H., & Wursta, M. (2013). A high impact practice that works: Connecting mentors from the professional community to teacher education students. Community College Journal of Research and Practice, 37(11), 807–815. https://doi.org/10.1080/10668921003744900
  • Cash, S. J., Mathiesen, S. G., Barbanell, L. D., Smith, T. E., & Graham, P. (2006). Education and partnerships in child welfare: Mapping the implementation of a child welfare certificate program. Journal of Social Work Education, 42(1), 123–138. https://doi.org/10.5175/JSWE.2006.200303055
  • Cavanaugh, M. R., Pfeffer, R., & Ahmad, J. (2016). Undergraduate student participation in an evaluation of a police program: A high-impact practice. Journal of Criminal Justice Education, 27(3), 324–339. https://doi.org/10.1080/10511253.2015.1131311
  • Cleary-Holdforth, J. (2019). 23 Beliefs, knowledge, and utilisation levels of evidence-based practice among nurses and midwives in the Republic of Ireland. BMJ Evidence-Based Medicine, 24. http://dx.doi.org.proxy.lib.wayne.edu/10.1136/bmjebm-2019-
  • Cotten, C., & Thompson, C. (2017). High-impact practices in social work education: A short-term study-abroad service-learning trip to Guatemala. Journal of Social Work Education, 53(4), 622–636. https://doi.org/10.1080/10437797.2017.1284626
  • Crews, D. C., Wilson, K. L., Sohn, J., Kabacoff, C. M., Poynton, S. L., Murphy, L. R., Bolz, J., Wolfe, A., White, P. T., Will, C., Collins, C., Gauda, E., & Robinson, D. N. (2020). Helping scholars overcome socioeconomic barriers to medical and biomedical careers: Creating a pipeline initiative. Teaching and Learning in Medicine, 32(4), 422–433. https://doi.org/10.80/10401334.2020.1729161
  • Curry, D., McCarragher, T., & Dellmann-Jenkins, M. (2005). Training, transfer, and turnover: Exploring the relationship among transfer of learning factors and staff retention in child welfare. Children and Youth Services Review, 27(8), 931–948. https://doi.org/10.1016/j.childyouth.2004.12.008
  • Edwards, D., Friedman, T., & Pearce, J. (2013). Same admissions tools, different outcomes: A critical perspective on predictive validity in three undergraduate medical schools. BMC Medical Education, 13(1), 173. https://doi.org/10.1186/1472-6920-13-173
  • Edwards, F., & Wildeman, C. (2018). Characteristics of the front-line child welfare workforce. Children and Youth Services Review, 89, 13–26. https://doi.org/10.1016/j.childyouth.2018.04.013
  • Ellett, A. J., Ellis, J. I., Westbrook, T. M., & Dews, D. (2007). A qualitative study of 369 child welfare professionals’ perspectives about factors contributing to employee retention and turnover. Children and Youth Services Review, 29(2), 264–281. https://doi.org/10.1016/j.childyouth.2006.07.005
  • Finley, A. (2019). A comprehensive approach to assessment of high-impact practices (Occasional Paper No. 41). University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
  • Gambrill, E. (2018). Evidence-based practice: An alternative to authority-based practice (revisiting our heritage). Families in Society: The Journal of Contemporary Social Services, 99(3), 283–294. https://doi.org/10.1177/1044389418786699
  • Glassburn, S. (2020). Where’s the roadmap? The transition from student to professional for new master of social work graduates. Qualitative Social Work, 19(1), 142–158. https://doi.org/10.1177/1473325018807746
  • Goulette, N., & Denney, A. S. (2018). Probation simulation: A high-impact practice. Journal of Criminal Justice Education, 29(3), 370–398. https://doi.org/10.1080/10511253.2017.1397181
  • Hatton-Bowers, H., Pecora, P. J., Johnson, K., Brooks, S., & Schindell, M. (2015). Evaluating training to promote critical thinking skills for determining children’s safety. Journal of Social Work Education, 51(2), 298–314. https://doi.org/10.1080/10437797.2015.1012927
  • Hosken, N., Green, L., Laughton, J., Van Ingen, R., Walker, F., Goldingay, S., & Vassos, S. (2016). A rotational social work field placement model in regional heath. Advances in Social Work & Welfare Education, 18(1), 72–87. https://search.informit.org/doi/10.3316/informit.061729478004013.
  • Howard, D. M., Howard, J. E., & Scott, L. (2017). From the classroom to the workforce: Empowering students to find their career passion. The Journal of Health Administration Education, 34(3), 395. https://proxy.lib.wayne.edu/login?url=https://www.proquest.com/scholarly-journals/classroom-workforce-empowering-students-find/docview/2097624013/se-2?accountid=14925.
  • Ivry, J., Lawrance, F. P., Damron-Rodriguez, J., & Robbins, V. C. (2005). Fieldwork rotation: A model for educating social work students for geriatric social work practice. Journal of Social Work Education, 41(3), 407–425. https://doi.org/10.5175/JSWE.2005.020040428
  • Kasworm, C., & Hemmingsen, L. (2007). Preparing professionals for lifelong learning: Comparative examination of master’s education programs. Higher Education, 54(3), 449–468. https://doi.org/10.1007/s10734-006-9006-8
  • Kilgo, C. A., Ezell Sheets, J. K., & Pascarella, E. T. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509–525. https://doi.org/10.1007/s10734-014-9788-z
  • Kim, H., & Kao, D. (2014). A meta-analysis of turnover intention predictors among US child welfare workers. Children and Youth Services Review, 47(3), 214–223. https://doi.org/10.1016/j.childyouth.2014.09.015
  • Kuh, G. D., O’Donnell, K., & Reed, S. D. (2013). Ensuring quality and taking high-impact practices to scale. Association of American Colleges and Universities.
  • Kuh, G. D. (2008). High-impact practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
  • Labrague, L. J., & Santos, J. A. A. (2020). Transition shock and newly graduated nurses’ job outcomes and select patient outcomes: A cross‐sectional study. Journal of Nursing Management, 28(5), 1070–1079. https://doi.org/10.1111/jonm.13033
  • Leake, R., de Guzman, A., Rienks, S., Archer, G., & Potter, C. (2015). NCWWI traineeships: A national cross-site evaluation of child welfare stipend programs for ethnically diverse students. Journal of Social Work Education, 51(Suppl. 2), S299–S316. https://doi.org/10.1080/10437797.2015.1072419
  • Madison, M. J. (2015, August). Preparing for service: A template for 21st century legal education (Working Paper No. 2015-27). Pittsburgh Legal Studies Research Paper Series, 1–31. https://papers.ssrn.com/sol3/papers.cfm?Abstract_id=2646931
  • Martin, J., Paul, L., & Robertson, M. (2018). Continuing professional development for accredited mental health social workers: An evaluative study. Advances in social work and welfare education, 20(2), 129–143. https://search.informit.org/doi/10.3316/informit.032557505604662.
  • Mathias, C., Gilman, E., Shin, C., & Evans, W. T. (2015). California’s Title IV-E partnership: A statewide university-agency collaboration-characteristics and implications for replication. Journal of Social Work Education, 51(Suppl. 2), S252–S270. https://doi.org/10.1080/10437797.2015.1073082
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2020). Qualitative data analysis: A sourcebook of new methods (4th ed.). Sage Publications.
  • Miller, A. L., Rocconi, L. M., & Dumford, A. D. (2018). Focus on the finish line: Does high-impact practice participation influence career plans and early job attainment? Higher Education, 75(3), 489–506. https://doi.org/10.1007/s10734-017-0151-z
  • Naidoo, S., Bowen, C., Arden, N., & Redmond, A. (2013). Training the next generation of clinical researchers: Evaluation of a graduate podiatrist research internship in rheumatology. Journal of Foot and Ankle Research, 6(1), 1–8. https://doi.org/10.1186/1757-1146-6-15
  • Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education, 33(1), 5–30. https://doi.org/10.1080/01587919.2012.667957
  • National Child Welfare Workforce Institute. (2016). Why the workforce matters. https://ncwwi.org/files/Why_the_Workforce_Matters.pdf
  • Nelson, M., Allison, S. D., McCollum, M., Luckey, S. W., Clark, D. R., Paulsen, S. M., Malhotra, L. J., & Brunner, L. J. (2013). The Regis model for pharmacy education: A highly integrated curriculum delivered by team-based learning (TBL). Currents in Pharmacy Teaching and Learning, 5(6), 555–563. https://doi.org/10.1016/j.cptl.2013.07.002
  • Odland, L., Sneltvedt, T., & Sörlie, V. (2014). Responsible but unprepared: Experiences of newly educated nurses in hospital care. Nurse Education in Practice, 14(5), 538–543. https://doi.org/10.1016/j.nepr.2014.05.005
  • Padgett, D. (1998). Qualitative methods in social work research: Challenges and rewards. Sage Publications.
  • Pierce, B., McGuire, L. E., & Howes, P. (2015). Ready, set, go … again: Renewing an academy-agency child welfare partnership. Journal of Social Work Education, 51(Suppl. 2), S239–S251. https://doi.org/10.1080/10437797.2015.1072424
  • Pirnau, C., Ghiculescu, L. D., & Marinescu, N. I. (2019). Personal development in the knowledge-based economy. IOP Conference Series: Materials Science and Engineering, 564(1), 12088. https://doi.org/10.1088/1757-899X/564/1/012088
  • Poloyac, S. M., Cavanaugh, J. E., Hagemeier, N. E., Kumar, K., Melchert, R. B., O’Donnell, J. M., Priefer, R., Touchette, D. R., Farrell, D. F., & Block, K. F. (2018). Breaking down barriers to pharmacy graduate education: The report of the 2017–2018 research and graduate affairs committee. American Journal of Pharmaceutical Education, 82(7), 7147–7844. https://doi.org/10.5688/ajpe7147
  • Putney, J. M., Sankar, S., Harriman, K. K., O’Brien, K. H. M., Robinson, D. S., & Hecker, S. (2017). An innovative behavioural health workforce initiative: Keeping pace with an emerging model of care. Journal of Social Work Education, 53(Suppl. 1), S5–S16. https://doi.org/10.1080/10437797.2017.1326329
  • Rubin, A., & Babbie, E. R. (2010). Research methods for social work (7th ed.). Cengage Learning.
  • Salloum, A., Kondrat, D. C., Johnco, C., & Olson, K. R. (2015). The role of self-care on compassion satisfaction, burnout and secondary trauma among child welfare workers. Children and Youth Services Review, 49(2), 54–61. https://doi.org/10.1016/j.childyouth.2014.12.023
  • San Miguel, A. M., & Kim, M. M. (2015). Successful Latina scientists and engineers: Their lived mentoring experiences and career development. Journal of Career Development, 42(2), 133–148. https://doi.org/10.1177/0894845314542248
  • Strand, V. C., Dettlaff, A. J., & Counts-Spriggs, M. (2015). Promising innovations in child welfare education: Findings from a national initiative. Journal of Social Work Education, 51(Suppl. 2), S195–S208. https://doi.org/10.1080/10437797.2015.1072411
  • Strauss, K., Griffin, M. A., & Parker, S. K. (2012). Future work selves: How salient hoped-for identities motivate proactive career behaviors. Journal of Applied Psychology, 97(3), 580–598. https://doi.org/10.1037/a0026423
  • Swanson, D. J. (2015, August 8). Best practices for student learning assessment in smaller-sized undergraduate mass communication programs. Association for Education in Journalism and Mass Communication.
  • Thrysoe, L., Hounsgaard, L., Dohn, N. B., & Wagner, L. (2011). Expectations of becoming a nurse and experiences on being a nurse. Vård I Norden, 31(3), 15–19. https://doi.org/10.1177/010740831103100304
  • U.S. Department of Health and Human Services. (2018a). The AFCARS Report. https://www.acf.hhs.gov/sites/default/files/cb/afcarsreport25.pdf
  • U.S. Department of Health and Human Services. (2018b). Child abuse, neglect data released. https://www.acf.hhs.gov/media/press/2018/child-abuse-neglect-data-released
  • U.S. Government Accounting Office. (2003). Child welfare: HHS could play a greater role in helping child welfare agencies recruit and retain staff. https://www.gao.gov/assets/240/237373.pdf
  • Vassos, S., & Connolly, M. (2014). Team-based rotation in social work field education: An alternative way of preparing students for practice in statutory child welfare services. Communities, Children and Families Australia, 8(1), 49–66. https://search.informit.org/doi/10.3316/informit.502690115209585.
  • Wawrzynski, M., & Baldwin, R. (2014). Promoting high-impact student learning: Connecting key components of the collegiate experience. New Directions for Higher Education, 2014(165), 51–62. https://doi.org/10.1002/he.20083
  • Zilvinskis, J. (2019). Measuring quality in high-impact practices. Higher Education, 78(4), 687–709. https://doi.org/10.1007/s10734-019-00365-9
  • Zlotnik, J. L., DePanfilis, D., Daining, C., & Lane, M. M. (2005). Factors influencing retention of child welfare staff: A systemic review of research. Institute for the Advancement of Social Work Research. https://uh.edu/socialwork/_docs/cwep/national-iv-e/4-CW-SRRFinalFullReport.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.