Statewide Training and Education Committee (STEC)
Content Development Oversight Group (CDOG)
Learning Objective Revision for Values and Ethics and Health Care Needs Topic Areas
March 26, 2012 | 10:00 to 11:30 a.m.
Conference Call Summary
PARTICIPANTS: Soledad Caldera-Gammage (Central), James Ferreira (IUC), Michelle Arnold
(Northern), Turid Gregory-Furlong (CDSS)
Values and Ethics LO Revision
 The group reviewed the STEC suggestions regarding these LOs.
- STEC suggested that CDOG highlight the difference between K1 and K4
as focusing on the issue of clash between personal and professional
values. This could be done by combining the two or by italicizing key
words and making the objectives consecutive to highlight the
difference.
 CDOG changed the order of the objectives so the two are side
by side and added the word personal to K4 (now K2).
- STEC suggested that CDOG consider adding consequences of ethics
violations to one of the learning objectives.
 CDOG discussed this and determined that the consequences
would be different for different people depending on
membership in the NASW and other possible factors. We did
not make this change.
- Northern noted that have previously done this topic online, but they
have had some feedback that this may be a topic that requires inperson training.
 CDOG agreed.
- CDOG reviewed the MSW competencies associated with this topic area
and agreed to the addition of two foundational competencies, two
advanced competencies and two practice behaviors. See below.
Revised Values and Ethics Learning Objectives
Knowledge:
K1.
The trainee will be able to explain how professional values and ethics
influence the decision-making process in public child welfare.
K2.
The trainee will recognize how one’s personal values may influence one’s
decision-making process in public child welfare.
K3.
The trainee will recognize that the NASW Code of Ethics guides practice in CWS.
K4.
The trainee will be able to identify two types of ethical issues that are related
to child welfare practice.
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Skill:
S1.
Given a case scenario, the trainee will be able to articulate potential areas of
ethical concern.
Values:
V1.
The trainee values continued awareness of how one’s own values may
influence one’s decision-making process in public child welfare.
V2.
The trainee values awareness of his/her own emotional responses to clients in
areas where the trainee’s values are challenged.
V3.
The trainee values conducting him or herself in accordance with the
professional expectations set forth in the NASW Code of Ethics, the NASW
Standards for Social Work Practice in Child Welfare, and the California Standards
and Values for Public Child Welfare Practice.
Related MSW Competencies
CF 2.a. Demonstrate awareness of personal values and bias and manages such bias to
engage in practice consistent with professional ethics and values.
CF 2.b. Understand the professional value base and apply NASW Code of Ethics and
other applicable codes of ethics in creating plans and making decisions that affect
children, youth, adults, families and communities.
CA 1.2. Applies ethical principles, codes of ethics and professional social work values
skillfully in practice and in resolving ethical conflicts.
CP 1.2. Maintain professional demeanor and boundaries in practice situations,
demonstrate skill in articulating professional knowledge and effective use of self, and
utilize appropriate resources to ensure professional growth.
CP 2.1. Skillfully identify and apply ethical principles in making child welfare practice
decisions and articulate their application in routine and challenging ethical contexts.
CDOG Summary 3/26/12
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Health Care Needs LO Revision
 The group reviewed the STEC suggestions for this topic area.
- STEC agreed that there is too much detail and too much content in
these learning objectives. It was recommended that we highlight and
focus on K3 as the primary knowledge to impart and we focus clearly on
roles rather than specific details about health concerns.
 CDOG discussed possible areas to cut, but in the end did not
find any consensus about things to remove.
- STEC noted that sometimes these objectives include too much content
direction. There is a tension between providing objectives for topics
without standard curricula and leaving room for curriculum and content
development to meet regional needs.
 CDOG agrees.
- STEC identified several concepts to add to the objectives:
 K2: add developmental screening.
o CDOG added this. This objective is now K4.
 K2: better define the role of the SW as relates to bullets c-f.
o CDOG reworded these to highlight the SW role as
coordinating, managing and facilitating. This objective
is now K4.
 Add specific language about the “coordinating role of the social
worker.”
o CDOG agreed, see K4 (formerly K2).
 The issue of medically fragile children needs to be mentioned if
briefly to identify that special training and systems must be
initiated to support medically fragile children.
o CDOG discussed this but did not make this addition as
this is an introductory level training.
 Make reference to the need to be aware of resources and
connections that SWs need to pull in to apply to support specific
needs of specific children and youth.
o CDOG discussed this, but did not make the change as
this is an introductory level training.
- STEC identified some areas in need of clarification:
 Holistic health concepts form the umbrella for the whole topic
and are covered at the beginning. It was recommended that
this concept be first in the learning objective list.
o CDOG made this change.
 STEC recommended highlighting the role of the social worker as
facilitating and helping the foster family access care for the
children and youth, especially in K4.
o CDOG added this concept to K2 (now K4) and K4 (now
K6). We also added the word collaboratively to K4 (now
K6).
 STEC recommended considering the laundry list in K3 to be sure
these are the primary resources and the people social workers
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need to connect with. These should be clearly identified as the
main first line generic resources.
o CDOG discussed this and agreed that PHNs, AAP, CHDP
and Regional Centers are the main first line generic
resources. CDOG considered and removed the phrase
“other resources to meet specific needs.”
CDOG agreed to eliminate K1.e as there is a separate Mental Health
topic area.
CDOG removed the Health and Education passport completion from K3
(now K4) as it is covered in K5 (now K6)
CDOG discussed adding something about sexual health in the future,
but not in this curriculum at this time.
CDOG considered the identified MSW competencies associated with this
topic area and agreed to add 2 practice behaviors (see below).
Revised Health Care Needs Learning Objectives
Knowledge:
K1.
Trainees will recognize the four main components of holistic health:
a. Physical health
b. Emotional well-being
c. Social/familial relationships
d. Spiritual/cultural connection
K2.
Trainees will recognize the role of holistic health in promoting the overall
health and well-being of children, youth and non-minor dependents in foster
care.
K3.
Trainees will recognize the special medical needs of children, youth and nonminor dependents in foster care, including:
a. Chronic health care problems of children, youth and non-minor
dependents in the foster care system;
b. Acute medical needs resulting from abuse and neglect;
c. Health vulnerabilities due to poverty, displacement and lost
continuity of care;
d. Racial disparities in health care service provision; and
K4.
Trainees will recognize their role in facilitating medical care for children, youth
and non-minor dependents in foster care, including:
a. Gathering medical history information at initial contact and
subsequent contacts;
b. Obtaining medical consent;
c. Facilitating developmental screening;
d. Coordinating provision of preventive health care;
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e. Coordinating compliance with periodicity of medical and dental
exams;
f. Coordinating compliance with immunization schedules; and
g. Coordinating provision of needed early intervention services or
programs.
K5.
Trainees will be able to identify resources available to promote health and
wellness for children, youth and non-minor dependents involved in the child
welfare system, including:
a. Public Health Nurses
b. Child Health and Disability Prevention Services
c. Adoption Assistance Program
d. Regional Centers
K6.
Trainees will be able to explain the collaborative roles of care providers and
foster care public health nurses in the prevention, care, treatment, advocacy,
and follow-up of health care needs for children and youth in their care.
K7.
Trainees will be able to identify the role of the Health and Education Passport
in ensuring children, youth and non-minor dependents receive appropriate
medical care and the social worker’s role in maintaining the Health and
Education Passport.
Values:
V1.
Trainees will value that overall health and wellness involves the care of the
mind, body, and spirit, and includes the integration of a family’s cultural
practices.
V2.
Trainees will value working in partnership with Foster Care Public Health
Nurses and other health care providers to promote well-being for children and
youth involved in the child welfare system.
V3.
Trainees will value the Health and Education Passport as the primary health
history record of children, youth and non-minor dependents in foster care.
V4.
Trainees will value their role as a health advocate for the children, youth and
non-minor dependents in foster care.
Related MSW Competencies
CP 1.1. Interact positively with clients, colleagues and supervisors and demonstrate
skill in seeking out suitable client services and ensuring client access to those services.
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CP 10(a).1. Skillfully and respectfully establish working relationships with clients and
community partners in accord with social work values, and utilize those relationships
in forging goals and positive outcomes.
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