National Title IV-E Website: This website, housed at the University of Houston’s Graduate College of Social Work, was established to build university/agency partnerships throughout the United States. The information contained on this website includes:
National Child Welfare Workforce Institute (NCWWI): The purpose of NCWWI is to increase the equity and effectiveness of child welfare practice through diverse partnerships that focus on workforce systems development, organizational interventions, and change leadership, using data-driven capacity building, education and professional development.
Podcast: Your Next Career Move: A Child Welfare Stipend Program - Jennifer Gerber thought it was impossible to complete a master’s degree while juggling the demands of a child welfare career. In this podcast episode hear how support from a traineeship program through the University of New Hampshire and the New Hampshire Department of Children, Youth, and Families helped her achieve her goal to earn an advanced degree and learn how to better serve children and families.
Child Welfare Information Gateway: The Information Gateway promotes the safety, permanency, and well-being of children, youth, and families by connecting child welfare, adoption, and related professionals as well as the public to information, resources, and tools covering topics on child welfare, child abuse and neglect, out-of-home care, adoption, and more. A service of the Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services, the Information Gateway provides access to print and electronic publications, websites, databases, and online learning tools for improving child welfare practice, including resources that can be shared with families.
Journal Article: The future of online social work education and Title IV-E child welfare stipends by Kate Trujillo, Lara Bruce, and Ann Obermann
Abstract: In this concept paper, the authors explore online learning in social work and how IV-E education has been and will continue to be impacted. An empirical estimate of the national prevalence of online IV-E social work degree options is presented. Using Colorado as a case example, the authors share some of the opportunities and challenges presented by online education. Universities in Colorado have realized that online education connects rural and indigenous communities, reduces the need for students to relocate, and promotes a well-prepared, qualified child welfare workforce, but online options also challenge programs with localization issues. With connectivity increased and the physical location of students becoming less and less relevant, IV-E child welfare education providers need a proactive national dialogue to further assess the benefits and barriers to IV-E partnerships across state lines and the development of promising approaches in this area. The recruitment and retention of a well-educated and prepared child welfare workforce is critical for positive outcomes for children and families. Online social work education continues to grow nationwide. Now is the time for a national workgroup, including a broad group of stakeholders, to explore how the IV-E community will respond to online delivery of social work education.