All CalSWEC Curricula are available in either Online or Hardbound format. In addition, Ordering Information is provided below to answer your questions.


The following CalSWEC curricula are available in PDF format
or as online video at no cost.


Putnam-Hornstein, E., Needell, B., Lery, B., King, B., & Weigmann, W. (2013). Using Publicly Available Data to Engage IV-E Students in Research and Statistics: Instructional Modules.

Increasingly, public agencies are adopting models of self-assessment in which administrative data are used to guide and then continuously evaluate the implementation of programs and policies. In California, public child welfare agencies track performance outcomes spanning a range of child safety, permanency, and well-being domains, as dictated by federal and state mandates. This curriculum has been designed to provide Title IV-E and others students interested in public child welfare systems with an overview of the state’s Child Welfare Outcomes and Accountability System. Students will be provided with hands-on opportunities to become experienced and “statistically literate” users of aggregate, public child welfare data from the state’s administrative child welfare system, attending to the often missing link between data/research and practice. This curriculum is organized into five teaching modules, providing instructors with student learning activities, PowerPoint slide presentations, and other materials to support graduate IV-E students in the development of practical data analysis skills. Materials focus on publicly available data hosted through the Child Welfare Indicators Project at the University of California at Berkeley, a long-standing agency/university data partnership: CalSWEC funding for the development of this curriculum was provided to the Child Welfare Performance Indicators Project. Modules were developed to support instructors of both first- and second-year MSW research courses. Module objectives include: (a) to support student (and instructor) understanding of California's child welfare system performance goals and progress to date; (b) to develop students who have highly desirable (and practical) data analysis skills, including the ability to intelligibly distill and present numerical findings; and (c) to prepare a chort of IV-E MSW students equipped to adopt leadership roles in county child welfare agencies, brining wit them an appreciation for how data can be used to improve practice and inform policies. Slide Deck 1, Slide Deck 2, Slide Deck 4


Osterling, K. L., & Han, M. (2013). Family Reunification Among Mexican and Vietnamese Immigrant Children in the Child Welfare System: Toward an Understanding of Promising Practices to Improve Service Availability and Effectiveness.

National, state, or local-level data are limited with respect to the characteristics of immigrant children in the child welfare system, the proportion of immigrant children who reunify, or the constellation of services that may be associated with family reunification among immigrant families. To fill these gaps in the literature, practice, and policy, this project examined family reunification among Mexican and Vietnamese immigrant and non-immigrant children and identified promising practices to improve service availability and effectiveness. This study used quantitative and qualitative methods and was conducted in two counties in Northern California. This curriculum has five overall goals: (a) to understand common characteristics among Mexican and Vietnamese immigrant families in the U.S. and California and connections among parenting and acculturation; (b) to understand distinctive characteristics of Mexican and Vietnamese immigrants in the child welfare system, compared to non-immigrants; (c) to understand factors that contribute to reunification among Mexican and Vietnamese immigrant families involved in family reunification services; (d) to understand how the work of a child welfare worker influences service availability for Mexican and Vietnamese immigrant families; and (e) to understand the basic components of cultural competence and how these relate to service effectiveness with immigrant families involved in the child welfare system. Video clip (coming) and PowerPoint Presentation (coming).


Siegel, D., Jackson, M., Montana, S., & Rondero Hernandez, V. (2011). Use of Cultural Brokers As an Approach to Community Engagement With African American Families in Child Welfare.

This empirically based curriculum addresses a number of issues related to disparity and disproportionality experienced by African American families involved with child welfare. It is well documented that for decades African American children have been overrepresented in child welfare throughout this country. Yet little is known about what strategies might be implemented in order to reverse this phenomenon. This curriculum is based on findings from a Community-Based Participatory Research Project that brought together African American community leaders and university faculty to examine both the historical evolution and prominent features of a cultural broker approach to promote engagement and partnership with the African American community and the county child welfare agency. This curriculum provides research highlights, historical perspectives, conceptual frameworks, approaches for community engagement, tools and experiential opportunities to strengthen social worker understanding, and knowledge and skills regarding issues related to disproportionality and disparity experienced by African American families in child welfare. It addresses five areas: the history of cultural racism and oppression in child welfare, the prevalence of racial disparities and disproportionality in child welfare, the role of community partnership and collaboration with African American families in child welfare service delivery, the cultural broker approach to community engagement in child welfare practice, and key considerations for improved child welfare partnerships with African American communities. (108 pages) PowerPoint Presentation


Smith, L. A., & Shon, H. (2010). Curriculum for the Worker Factors in the Overrepresentation of African Americans in the Child Welfare System Research Project.

This curriculum consists of five modules in PowerPoint format designed to be used by instructors in class sessions or assigned to students as web-based independent learning. Instructors may use and revise the presentations for their needs. Each module contains slides with narrative information and links to additional readings and relevant websites and will take 1-2 hours for students to complete. Modules typically include factual or reflection questions. Module I informs students about the history and current status of the issue of overrepresentation of African Americans in child welfare. Module II centers on theories to explain overrepresentation and explains the background, methods, results, and recommendations from a recent CalSWEC-funded study on worker factors in overrepresentation. Module III focuses on African American family strengths, values, and norms. It includes an important reading on strengths-based practice with African American families, links to websites that are African American-centered, and ends with linking students to the Harvard University site to take the Implicit Associations Test. Module IV focuses on cultural competency and antiracism theory and reflective exercises. Module V contains abbreviated material from each of the four preceding modules. PowerPoint Presentation, Survey Instrument


Berrick, J. D., Helalian, H. S., Frame, L., Fabella, D., Lee, K., & Karpilow, K. (2010). Child Welfare and CalWORKS: Opportunities for Collaboration to Benefit Children and Families

This is an update of the 2001 curriculum: Frame, L., Berrick, J. D., Sogar, C., Berzin, S. C., & Pearlman, J. CalWORKS and Child Welfare: Case Management for Public Child Welfare Workers. This newly revised curriculum is designed to help students understand the relationship between family economic well-being and parenting and to raise students’ awareness of the important role poverty can play in interfering with parents’ best efforts to raise their children well. Under extreme circumstances, family poverty can place children at significant risk – these are the families who may come to the attention of child welfare agencies. (215 pages) Accompanying PowerPoint Presentations: Parenting and Poverty: Making the Connection; Poverty, TANF, and Parenting--Understanding the Connection


Vugia, H., Osterling, K. L., D'Andrade, A. (2009). The Relationship Between Reunification Services, Service Utilization, and Successful Reunification

This curriculum offers an empirically based instruction tool for child welfare social workers or other related practitioners on family reunification services: the historical groundings and legal frameworks; the types of services that are offered to parents; factors associated with parents’ use of services; and information on the effectiveness of services. The curriculum blends a literature review of current knowledge with a study on family reunification services, with the intent to provide contextual information to aid social workers in the development of appropriate and responsible case plans for parents receiving reunification services in the child welfare system. (158 pages) Accompanying PowerPoint presentation


Berrick, J. D., Bryant, M., Conley, A., de Elizalde, L., Garcia, V., Geer, A., et al. (2009). Differential Response and Alternative Response in Diverse Communities: An Empirically Based Curriculum

Traditionally, the child welfare system (CWS) has targeted families at greatest risk for child abuse or neglect, while taking no further action on cases deemed to be at low to moderate risk. However, practitioners and researchers agree that families whose mistreatment does not meet criteria for abuse still need services. Differential Response (DR) is an effort to reform this system by offering voluntary services to these families who would not qualify for services under the traditional CWS. While the specific implementation of DR varies by locality, all DR models share five general components: screening based on risk, voluntary provision of services, respectful engagement of families, community involvement, and a focus on prevention. There is some controversy over classifying these services as voluntary. Sometimes CWS is notified if families refuse services or families may perceive this to be the case. Whether or not the services are truly voluntary may impact client motivation to participate in services. Nevertheless, all DR approaches see the families as experts in identifying, assessing, and solving their own problems, and establish partnerships between CWS and community-based organizations to serve at-risk families in the community. (239 pages) Accompanying PowerPoint presentation


Gilson, S., Cornet, B., & Ralph, C. (2009). Workplace Management and Child Welfare Policy, Planning, and Administration

This curriculum is a standardized workplace management curriculum for training entry-level social workers in child welfare agencies in the State of California. The curriculum is composed of nine modules that may be used as separate classes or together in a single course. The modules are constructed to be suitable for three distinct groups of users: BSW students, MSW students, and child welfare agency supervisors and program managers (first and second line supervisors)--and those interested in such positions. Students can study from these sections during their matriculation, while agency employees might be exposed to them via departmental training opportunities, a local child welfare training academy, university extension or concurrent enrollment programs, or continuing education providers. (151 pages) Accompanying Module II PowerPoint, Module IV PowerPoint, Module V PowerPoint, Module VI PowerPoint


California Social Work Education Center. (2008). MSW Curriculum Competencies for Public Child Welfare in California

This is the current revision of the CalSWEC MSW Curriculum Competencies (10 pages).


Friend, C. (2008). From the Bottom Up: How Training Affects Policy in Public Child Welfare Agency Practice

This curriculum was a partnership with Los Angeles County Department of Children and Family Services. The research asked three questions in three phases of research: how does classroom training in the child welfare field affect practice, how does it affect policy, and how do child welfare workers balance the need to protect children with the need to empower parents? The research was conducted with a convenience sample of predominantly DCFS direct service workers who signed up for the in-service training we offered. The curriculum covers three phases of the research project and is presented in five modules. Module I describes theories that explain how organizations change. Module II describes the first phase of the research, a workforce web-based survey. It also includes additional research examining worker’s own victimization histories in relationship to their decision making. Module III describes the second phase of the research, which examined a small sample of DCFS workers on a performance-based skill demonstration before and after a 1-day training, and (a) examines how training made a difference in skill level, (b) includes exercise in developing a to do list, (c) provides a qualitative analysis on the extreme scoring subjects to assess how a novice learned and performed differently from an expert, and (d) shares results of focus groups done with a set of workers examining perceptions on how workers balanced the mandate to protect children with the need to empower parents. Module IV covers the third phase of the research, a Grounded Theory analysis of nine interviews with DCFS managers who had a direct role in some aspect of policy, practice, or training. Module V summarizes the key aspects of all the modules in a format designed to encourage students to explore the other modules. It includes a summary that ties the curriculum together and speculates on how large public child welfare agencies develop policy, manage practice, and utilize training. (129 pages) This document includes an accompanying Appendix, PowerPoint Presentation, Research Report, and SC Interview Video.

Kim, A. K., Brooks, D., Kim, H., & Nissly, J. (2008). Structured Decision Making® and Child Welfare Service Delivery Project

This curriculum examines the types of decisions child welfare workers are required to make, the factors that influence their decision-making patterns, and various approaches that could potentially improve decision making on both an individual and organizational level. To further explore the issues surrounding decision making, the curriculum focuses specifically on Structured Decision Making® (SDM®), a model that can be used to assist social workers in making accurate and consistent decisions about the levels of risk for maltreatment found in families, to provide guidance about service provision, and to assist with reunification and permanency planning. In 1999, the State of California decided to make SDM® a required tool for child welfare agencies statewide, and SDM® has since been implemented in several counties, including Los Angeles. To explore the implementation and effects of SDM®
and its implications on child welfare decision making, the authors conducted a multi-level study in conjunction with the Los Angeles County Department of Children and Family Services. The study addressed three central questions: (a) what are the challenges related to implementing the full SDM® model in the Los Angeles County Department of Children and Family Services (DCFS), (b) what impact does implementation of the full SDM® model have on child welfare service delivery, and (c) what impact does implementation of the full SDM® model have on child permanency outcomes?
(254 pages)

Drabble, L., Osterling, K. L., Tweed, M., & Pearce, C. A. (2008). Pathways to Collaboration: Factors That Help and Hinder Collaboration Between Substance Abuse and Child Welfare Fields

Research over the past decade has documented a strong relationship between substance abuse and problems of child abuse and neglect. Although many data collection systems do not gather accurate data on substance abuse and child welfare, most studies in the U.S. suggest parental substance abuse is a factor in one third to two thirds of child involvement in the child welfare system. Parental substance abuse appears to be strongly associated with higher rates of physical abuse or neglect among families in community samples, higher rates of substantiated child maltreatment in cases referred into child welfare, higher rates of out-of-home placements, re-reports of abuse, and reentry into foster care. This study examined factors that help and hinder the process of collaboration based on in-depth interviews with respondents from substance abuse and child welfare fields working in five California counties with established formal collaborative policies and programs. This curriculum, which is grounded in the findings from the study, provides highlights of research and experiential activities in four primary areas that may be used independently or in combination: (a) overview of research on cross-systems collaboration, (b) promising models and elements for collaborative practice, (c) factors that help and hinder collaboration, and (d) facilitating communication and dealing with confidentiality issues across systems. (161 pages) Accompanying PowerPoint Presentation

Hines, A. M., Lee, P. A., Osterling, K. L., Tweed, M. (2007). Mental Health Service Utilization and Outcomes for Children and Youth in the Child Welfare System: An Empirically Based Curriculum

This curriculum focuses on issues related to mental health service utilization and outcomes among children in the child welfare system. In spite of the documented need for mental health services for these children, there is a lack of information on children involved with both the child welfare and mental health systems. In order to improve our understanding of the issues and needs of this population, this curriculum focuses on five areas: (a) demographic and system-related characteristics of children involved in both the child welfare and mental health systems; (b) clinical need for services, service utilization patterns, and association between mental health service utilization and child welfare outcomes; (c) policies affecting mental health service utilization by children in the child welfare system; (d) collaboration between child welfare and mental health systems; and (e) resources for collaboration and service provision for children and youth in both the child welfare and mental health systems. The curriculum will provide research highlights, conceptual frameworks, tools, and experiential opportunities to strengthen understanding of a wide range of issues related to mental health service utilization among children in the public child welfare system. (165 pages) Accompanying PowerPoint Presentation

Rhee, S., Chang, J. (2006). Child Abuse: Characteristics and Patterns Among Cambodian, Chinese, Korean, and Vietnamese American Families: An Empirically Based Curriculum

This curriculum focuses on child maltreatment issues and effective practice strategies among immigrant Asian families. Specifically, it elucidates demographic and behavioral characteristics of child abuse victims and perpetrators in four major immigrant Asian communities (Cambodian, Chinese, Korean, and Vietnamese), factors contributing to the selection of two types of placement (in-home and out-of-home) by child protective services workers, and effective child welfare practice with immigrant Asian families. (106 pages) Accompanying PowerPoint Presentation

Chang, J., Liles, R., & Hoang, T. (2006). Factors Leading to Premature Terminations of Kinship Care Placements

This curriculum focuses on factors that may lead to differential placement outcomes for children who have become dependents of the court, as the result of abuse and neglect, and have been placed with kin rather than in traditional foster homes. It is intended for use by child welfare faculty in California’s schools of social work or social welfare in both BSW and MSW programs and may be used in direct practice or Human Behavior and the Social Environment (HBSE) classes. In addition, the curriculum, or parts from it, may be used in workshops provided to line workers, supervisors, and/or managers by any of the public child welfare training academies in California or public child welfare agencies. The intent of this curriculum is to provide students and child welfare professionals with (a) background information on kinship care as an alternative to traditional foster care, (b) a brief review of the literature pertaining to the characteristics of dependent children in kinship care and their care providers, (c) opportunities to discuss beliefs about why kinship care is valuable (or not) and why it may or may not be successful, (d) demographic data pertaining to selected characteristics of children in kinship care and their care providers derived from a sample of California child welfare cases, (e) factors which may or may not be related to premature termination of kinship care placements, (f) caregiver perceptions of differential placement outcomes, (g) social worker perceptions of differential placement outcomes, and (h) opportunities to discuss how students and/or child welfare workers can decrease premature termination of kinship care placements. The curriculum is accompanied by a PowerPoint presentation containing key points from each module followed by one or more slides presenting an “active learning experience.” (78 pages) Accompanying PowerPoint Presentation

Drabble, L., Tweed, M., & Osterling, K. L., (with Navarrette, L., Pearce, C., Riberio, P., & Twomey, E.). (2006). Pathways to Collaboration: Understanding the Role of Values and System-Related Factors in Collaboration Between Child Welfare and Substance Abuse Treatment Fields

Research over the last 20 years has documented a strong correlation between substance abuse and risk of involvement in the child welfare system. More recently, a growing body of research and policy analysis focused on addressing the needs of substance-abusing families in child welfare calls for “bridging the gap” in values and attitudes between child welfare and substance abuse treatment service delivery systems and developing collaborative models for intervention and case planning. This research-based curriculum increases awareness about how individual and professional values may impact interdisciplinary practice and is designed to develop skills for improved collaborative practice among child welfare workers, substance abuse treatment professionals, and other professionals working with substance abusing families involved in the child welfare system. This study examined similarities and differences in values and perceived capacity for collaboration between substance abuse and child welfare fields based on survey data from respondents in counties in California. The instruments used in this study, the Collaborative Values Inventory (CVI) and Collaborative Capacity Instrument (CCI), were developed by Children and Family Futures/National Center for Substance Abuse and Child Welfare. (123 pages) Accompanying PowerPoint Presentation and Appendixes

Weaver, D., Chang, J., & Gil de Gibaja, M. (2006). The Retention of Public Child Welfare Workers.

This curriculum is intended to help child welfare workers, administrators, and policy-makers increase the job retention of public child welfare caseworkers. California’s statewide shortage of social workers is expected worsen, and the field of public child welfare is facing its own acute shortage of social work personnel. More important, high turnover rates in child welfare agencies are a major obstacle to timely investigations, compromising the ability of agencies to protect children. The retention of public child welfare workers is an immediate pressing professional and practical concern, and this curriculum points directly to specific solutions to the problem. (58 pages) Accompanying PowerPoint Presentation

Berrick, J. D., Ayasse, R. H. (2005). Improving Educational Services for Foster Youth Living in Group Homes: An Analysis of Interagency Collaboration.

The purpose of this curriculum is to heighten the awareness and increase knowledge of child welfare workers, foster care providers, and school staff regarding the educational needs of foster children and to develop specific skills to address those needs and smooth the transition to new school environments in order to avoid unnecessary absences from school caused by transferring to a new foster home. The process requires a three-way collaborative effort between the caseworker, foster care provider, and school staff, and this curriculum provides clear, concise, and practicable actions for all of the responsible professionals to enable them to operate effectively as part of a collaborative team. (209 pages) Accompanying PowerPoint Presentation

Frasch, K., Brooks, D., Reich, J., & Wind, L. (2004). Enhancing Positive Outcomes in Transracial Adoptive Families

This curriculum explores the experiences and challenges of transracial adoptive families with the goal of improving the quality of services and supports provided to them. In addition, there is a growing subset of transracial adoptive families who choose to maintain contact with their child's birth family. Very little information exists to help these families or their child welfare workers understand the bumpy terrain of openness. This curriculum fills some of the many gaps in knowledge and practice. It includes summaries of transracial adoption literature, a theoretical discussion on normative development in transracial adoptive families, practice oriented information including discussion questions and exercises, case vignettes, worker guidance, a self-assessment tool, and findings from the in-depth qualitative study of 12 transracial adoptive families in California conducted as part of this project. Findings themes include: the complicated factors involved in choosing transracial adoption; how the children and youth understand the meaning of their adoption; issues around the choice to maintain contact with the adopted child's birth family, the role of the contact, and the vulnerability of contact arrangements; the role of race in family life and development, negotiating different cultural worlds, and developmental changes; and the role of services and supports prior to and following adoption. (216 pages) Accompanying Handouts

Jones, L., & Daly, D. (2004). Family Unity Meetings: Practice, Research, and Instructional Curricula

This module explores the implementation, process, and outcomes of the Family Unity Meeting in San Diego County, which provides a case study for Family Group Decision Making. Module I covers factors that distinguish between families that accept or reject an invitation to a meeting, the meeting process, outcomes, family perspectives on family change, the use of social support, and family satisfaction with services. Module II includes a synopsis of Family Group Conferencing; legislation supportive of FGC; the history, definition, and philosophy of FGC; models of FGC; process of FGC; facilitator's role; trends and evaluation FGC; classroom exercises; videotape suggestions; and a bibliography. Module III is a proposed semester course syllabus that focuses on FGC and strength-based practice. Module IV is a handbook designed for field instructors and students who are engaged in FGC as part of the student's field practicum. (233 pages) Accompanying PowerPoint Presentation

Public Child Welfare Training Academy, Southern Region. (2003). First Response: Interviewing Young Children About Abuse & Neglect

View Part I: Uninterrupted Interview
View Part II: Interview With Commentary
View Part III: Inappropriate Interviewing Techniques

This videotape re-enacts an interview with a 6-year-old girl (using an older girl to represent the subject) who neighbors suspect lives in an abusive home environment. The program outlines the fundamental components that social workers use when interviewing a possible victim of child abuse to ensure that the child's needs are met, laws are followed, and the interview is conducted in a nonjudgmental manner. It contains three segments: an uninterrupted sample interview, the full interview with commentary, and several examples of inappropriate interviewing techniques. (35 minutes)

Pasztor, E. M., Goodman, C. C., Potts, M., Santana, M. I., & Runnels, R. A. (2002). Kinship Caregivers and Social Workers: The Challenge of Collaboration

This curriculum was developed as an empirical foundation for a practice model that facilitates collaboration toward providing the highest level of service for at-risk children and their families. It teaches collaboration in nine areas: legal issues, financial issues, health and mental health, education/school, family relationships, child management, support services, fair and equal treatment, and general satisfaction. It is organized around five competency areas: respecting the knowledge, skills, and experiences of others; building trust by meeting needs; facilitating communication; creating an atmosphere in which cultural tradition, values, and diversity are respected; and using negotiation skills. The curriculum is divided into five sections: Introduction to the Curriculum, Conducting the Training, Training Modules (two 3-hour modules for inservice training), Classroom Modules (for undergraduates and graduates), References and Annotated Bibliography. (345 pages) Accompanying PowerPoint Presentation

Merdinger, J. M., Hines, A. M., Lemon, K., Wyatt, P., & Tweed, M. (2002). Pathways to College: Understanding the Psychosocial and System-Related Factors That Contribute to College Enrollment and Attendance Among Emancipated Foster Youth: An Empirically Based Curriculum

This curriculum, written for graduate social work students and child welfare workers, is designed to improve the quality of care and services provided to children in out-of-home care. It highlights the importance of providing child welfare services that are responsive to the needs of children who must prepare for emancipation and the responsibilities of adult life. While more research efforts are aimed at tracking youth emancipating from the foster care system, little is known about those who are currently enrolled in post-secondary education. Further, research on youth exiting the foster care system tends to highlight negative outcomes. Little is known of former foster youth who go on to lead healthy and productive lives and what the contributing factors were that enabled them to succeed. Understanding their pathways to college and identifying the factors related to educational achievement can help inform program and service delivery to youth currently in the foster care system. (186 pages) Accompanying PowerPoint Presentation

Frame, L., Berrick, J. D., Sogar, C., Berzin, S. C., & Pearlman, J. (2001). CalWORKS and Child Welfare: Case Management for Public Child Welfare Workers

This curriculum is designed to educate social workers about the experiences and needs of families involved with both public welfare and child welfare services so that they can provide high quality case management services within a post-welfare reform environment. Based on research from a longitudinal, ethnographic study of families living in an urban environment, the curriculum includes: a review of child welfare outcomes in the welfare reform era; a description of welfare reform as implemented in one county, including examples from the client's perspective of managing within a welfare-to-work environment; a cost of living analysis of life on welfare; a set of case examples illustrating pathways from welfare to child welfare, with special attention to aspects of welfare reform which may play a role in child welfare outcomes; and a discussion of how to apply qualitative research methods toward improving child welfare practice, as well as an explanation of the research methods used for the study. (187 pages)

Fox, A., Frasch, K., & Berrick, J. D. (2000). Listening to Children in Foster Care: An Empirically Based Curriculum

This curriculum was designed to improve the quality of care provided to children in out-of-home care. It highlights the importance of providing child welfare services that are more responsive to the voices of children in kin and non-kin foster care. Components include an overview of the child welfare system in California, a literature review of children's experiences in out-of-home care, children's experiences with kin and non-kin foster care in California, adolescents' perspectives of out-of-home care in California, practice tips for child welfare workers, case vignettes, and a bibliography of relevant child welfare texts and articles cited in the curriculum. (348 pages)

Rasmusssen, L. (2000). Strategies for Identifying & Assessing Children with Sexually Abusive Behavior Problems: Part One: Two Curriculum Modules

Module I discusses effects of sexual abuse trauma on young children; describes the adverse effects of sexual abuse trauma and the role of past victimization experiences in motivating sexual acting out; includes a literature review; and covers affective, cognitive, and behavioral effects. Two practice models that explain the effects of abuse are discussed and compared, and an integrative treatment model is introduced. Module II discusses childhood sexual development, reviews research on sexual behavior problems in children, presents research findings about normative sexual development in children as well as criteria differentiating sexually abusive behavior problems from age-appropriate sex play, includes experiential exercises on sexual values, and reviews and discusses clinical and research methods used to classify types of children with sexual behavior problems. Each module contains learning objectives, suggested readings, an outline of issues addressed in the module, and suggestions for teaching the module in the classroom and in field practicum. (143 pages) Accompanying PowerPoint Presentation

Salsgiver, R. O. (2000). Child Welfare Practice: Keeping Children With Disabilities in Their Home

This six-part curriculum introduces working with children with disabilities and is based on a model that sees disability as an issue of diversity rather than of dysfunction and medicine. It may be used in part, but use in whole is strongly recommended. The modules address the competencies involving cultural skills and knowledge and impact competencies regarding child welfare skills and knowledge about child abuse. They cover: quantifying the number of persons with disabilities in the United States and California, having participants understand their own values and attitudes regarding children with disabilities, physical and sexual abuse affecting children with disabilities, families with children with disabilities, a generic model of practice that includes children with disabilities and their families, and a resource directory. (189 pages)

Jones, L. (2000). Choices: A Child Welfare Curriculum Module on Voluntary Services and Court-Mandated Services

This module compares the relative effectiveness of court mandated versus voluntary service plans in preventing child maltreatment recidivism and analyzes family characteristics that influence how families are recommended for court mandated services. Results showed that the type of plan does not make a difference on case outcome; similar rates of recidivism were noted between both types of plans after the cases closed. Also, while children were more likely to remain in the home in families that received voluntary plans, when other factors were controlled, the voluntary plan advantage disappeared. (145 pages)

Okamura, A., Quinnett, E. (2000). Family Group Decision-Making Models for Social Workers in the Child Welfare Setting

This curriculum introduces the Family Group Decision Making (FGDM) model of working with families in child welfare and is based on a core belief that within families lies the wisdom to find solutions to protect their own children and resolve other issues of concern. The six modules cover: the historical perspective of FGDM; models of FGDM; cultural competency; micro, mezzo, and macro level skills utilized in FGDM; practice; and outcome measures. In addition to lecture content, modules include instructional guides and suggestions, interactive exercises, topics for discussion, video and other resource suggestions, and a pre- and posttest instrument with answer sheet. An appendix of handouts, workshop evaluation form, references, and list of information sources and resources is included. (128 pages) Accompanying PowerPoint Presentation

Becker, I., Daly, D., Gross, B., Robertson, G., Robinson, M., Casey, D., et al. (2000). Indian Families and Child Welfare: A Training Curriculum

This module supports the guidelines of the Indian Child Welfare Act. It provides information on: overcoming Indian families' fundamental mistrust and engaging families appropriately; how federal Indian policy affects Indian communities: Indian culture, traditions, family, and child rearing; the role of extended family systems and community networks for reservation and non-reservation Indians; the premise and guidelines of the ICWA and related federal and state laws that govern the implementation of the ICWA: the notion that the best interests of the Indian child are served by the tribes; collaborating with tribal workers; the role of cultural factors in risk assessment of Indian child welfare cases; community resources and skills in networking within the Indian community and within rural Indian community settings; skills in a variety of social work methods; and the differences between particular tribes. (236 pages) Accompanying PowerPoint Presentation and Supplemental Materials

Rice, S. (2000). Non-Violent Conflict Management: Conflict Resolution, Dealing with Anger, Negotiation and Mediation

Conflict is inevitable and if unresolved, has negative impacts that reach far beyond the principal parties. Managing conflict in a non-violent manner can increase the ability of everyone involved to work more effectively with clients, staff, and other personnel. This module teaches conflict management through a combination of skill-building and philosophical discussion to enable participants to become invested in the idea that non-violent conflict management is better, more effective, and more efficacious in the long run than either conflict avoidance, or an aggressive approach that produces "winners" and "losers." The material can be presented in training sessions of varying lengths from one class to an entire semester. The author recommends separating the three modules over time to allow time for integration of skills. (95 pages)

Weaver, D., Furman, W., Moses, T., Linsdey, D., & Cherin, D. (1999). Effects of Computerization on Public Child Welfare Practice: Research Report

Weaver, D., Furman, W., Moses, T., Linsdey, D., & Cherin, D. (1999). Effects of Computerization on Public Child Welfare Practice: An Empirically Based Curriculum

Weaver, D., Furman, W., Moses, T., Linsdey, D., & Cherin, D. (1999). Effects of Computerization on Public Child Welfare Practice: An Empirically Based Curriculum Designed for Use in California Child Welfare Training Academies

This multi-component project studied the impact of the implementation of the Child Welfare Services/Case Management System (CWS/CMS) on child welfare practice by examining the casework practices affected by computerization, measuring the extent to which these practices were affected by computerization, and identifying organizational and individual factors that influenced the effect of computerization on these practices. Findings showed that the implementation of CWS/CMS did not lead to drastic changes in the ways in which CWSs carried out their daily work; time spent with clients was unchanged. However, the study demonstrated that CWS/CMS led to modest but crucial changes in how workers spent their time on the job, affected the quantity and quality of relationship with coworkers, and changed some workers' attitudes toward their agency and job. (Research Report: 135 pages; Curriculum: 154 pages; Training Academy Curriculum: 111 pages)

Rogers, K., Ferguson, C., Barth, R. P., & Embry, R. (1998). Evaluating Community-Based Programs for Families At-Risk of Foster Care Placement: An Empirically Based Curriculum

This curriculum, which can be used in whole or in part, provides background legislative initiatives, evaluations of Family Preservation/Support Programs in different areas of the country, and techniques in evaluating community-based programs. Chapters include: a description of the development of Family Preservation/Family Support programs including key federal legislation and California's implementation process; a review of current literature on both family support and family preservation evaluations; a state-wide matrix of County Five-Year Plans for the Family Preservation/Support Program Initiative, summaries of 10 county Five-Year Plans, and case studies of three counties; information on single-subject designs including the nature and scope of single-subject research and its relationship to time-series design; information on collecting and analyzing administrative level data to determine whether change has occurred in a target community; and analysis of administrative level data within a single-system design framework. This module addresses Child Welfare Policy, Planning and Administration competencies. (343 pages) Accompanying Overheads

Berrick, J. D., Needell, B., Shlonsky, A., Simmel, C., & Pedrucci, C. (1998). Assessment, Support, and Training for Kinship Care & Foster Care: An Empirically Based Curriculum

This curriculum, which may be used in whole or in part, offers an overview of foster care, background on the characteristics of kin and non-kin foster parents, and trends in foster care. Special emphasis is placed on foster care recruitment, training, and retention efforts as well as the foster care payment rate structure. A comprehensive look at the elements that comprise quality of care in kinship and non-related foster homes is included. The curriculum highlights the philosophical reasons for providing quality care, the history and philosophy of kinship care, a legal history and brief policy analysis of kinship care, and domains of quality. Practice tips for child welfare workers and administrators are included, as well as a chapter where kin and non-kin foster parents address their relationship with the child welfare system and recent child welfare policies affecting foster parents and kinship caregivers. (332 pages) Accompanying Overhead Slides

Frame, L., Berrick, J. D., Lee, S., Needell, B., Cuccaro-Alamin, S., Barth, R. P., et al. (1998). Child Welfare in a CalWORKS Environment

This curriculum focuses on the implications of California's changing welfare policy on public child welfare practice and addresses welfare policy, child welfare practice, and the impact of welfare reform on child welfare clients who are also involved with the public welfare system. Chapters include: a summary of welfare reform in California, a look at the differences between the old approach to welfare and workfare (AFDC and GAIN) and the new approach under CalWORKS, a history of welfare and child protection policy, a look at families who have been involved with both the welfare and child protection systems, an analysis of interviews with child welfare workers and administrators that explores the myriad ways in which the new federal and state policies are likely to impact their clients and themselves as professionals, and the implications of welfare reform for child protection and child welfare practice. (318 pages)

Clark, S. J., & Dickinson, N. (1998). Development of Competencies for the California Public Child Welfare Curriculum Through Evaluation and Partnership

This report covers the development and uses of competencies, the programmatic foundation of CalSWEC's child welfare services effort for public child welfare graduate social work education. Competencies are developed to create a foundation of principles, goals, and learning objectives for public child welfare MSW students and outline what graduate social work specialists in child welfare need to know and be able to do in order to provide professional services to disadvantaged families and children. Part I describes the collaborative methods used to develop the competencies. Part II lists the actual competencies. Each competency includes an objective, a recommendation for the setting where the competency can best be learned (field/classroom), associated activities for use in the classroom and field, and suggested methods of student evaluation. Competencies have been used to: enhance collaboration between MSW programs and public agencies by providing a set of learning objectives for field placement contracts and a means for student evaluation, apply classroom learning to field practice, develop empirically-based curriculum, and develop curriculum for continuing education of public child welfare workers. (81 pages)

Black, J. (1998). Interagency Child Welfare Practice: Collaboration in Service of Children and Families

This project provides a comprehensive overview of interagency collaboration in child welfare practice: it's three modules address the what, where, why, when, who, and how of collaborative practice; define collaboration in this context; provide a sound rationale for developing collaborations; outline strategies for overcoming barriers; explain the various stakeholders and systems involved; and describe the skills needed to build effective collaborations. The curriculum can be used on its own, or to augment existing courses or training sessions, and incorporates newly developed competencies on interagency collaboration in addition to CalSWEC core competencies. (149 pages) Accompanying Annotated Bibliography and Supplemental Materials (handouts and overheads)

Canto, C., Tracy, L., White, R. C., & Clark, S. (1998). Resource Guide for Ethnic Sensitive & Multicultural Practice

This guide supports the California MSW program Ethnic Sensitive and Multicultural Practice competency module and is composed of: a listing of applicable competencies; bibliographic data; resources for course materials; continuing education and training resources; membership, advocacy, and service organizations; internet sources; and syllabi of nationwide courses which included content on ethnic sensitive and multicultural practice skills. The guide can be used as standalone material for use in individual classes within courses, to encourage the development of courses which cross-cut traditional social work education categories, as discussion tools or exercises in courses needing ethnic sensitive and multicultural practice examples, by researchers to access literature available in specific areas, and to highlight child welfare resources available on the internet. (138 pages)

Hohman, M. M. (1998). Assessment, Intervention, and Recovery Support for Substance-Abusing Parents in the Child Welfare System

This curriculum covers a combination of the following public child welfare competencies: ethnic sensitive and multicultural practice; core child welfare skills; social work skills and methods; and human development and social environment. Sections on assessment and intervention; treatment models, principles, and programs, self-help groups, the recovery process, and relapse prevention are included, as are models of the recovery process. website resources, and pre- and posttests. (78 pages) Accompanying PowerPoint Presentation

Walker, P., & Tabbert, W. (1997). Culturally Sensitive Risk Assessment: An Ethnograhic Approach

This curriculum combines systematic risk assessment (developed to address inconsistency and randomness in existing assessment tools and used to both identify factors which truly endanger children and illuminate strengths that may be build upon to ameliorate risk and preserve the family) with ethnographic interviewing (developed in response to a growing awareness of the importance of cultural differences in the helping process and the right of clients to receive culturally appropriate services). The combination of the two conceptual frameworks which helps clarify risks and strengths enables case plans and interventions to be more closely matched to what families are able and willing to do. (145 pages) Accompanying Overheads

Rector, C., Garcia, B., & Foster D. (1997). Interprofessional Collaboration: Five Curriculum Modules

This curriculum was designed to teach social workers how to convey their knowledge of human development to the professionals who work with them in the field of child welfare. The five modules teach the principles of interprofessional collaboration, team building, communication styles, working with families in interprofessional teams, and addressing the interdisciplinary problems with which families and children have to cope. (188 pages)

Hardina, D. (1997) Legislative and Political Analysis

This curriculum addresses legislative, policy, and political analysis for child welfare issues; analysis of the impact of funding sources; content of legislation; policy decision-making processes; development of plans for advocating for legislation that will help people who receive child welfare services; strategies for social action; lobbying; political campaigning; and identifying opportunities for intervention. It includes material on federal and state child welfare policies and funding mechanisms with practice-related content, a list of websites that can be used to gather information on legislation, policy-making, and electoral campaigns, and class discussion topics and assignments. (194 pages)

Orozco, E., & Clark, S. J. (1997). Ethnic Sensitive Child Welfare Practice: Videotape Series Guide

This is for videotape owners who have lost their user's guide. It suggests ways to use the videotapes and includes information on focusing discussions, leading exercises, providing handouts, and preparing exam questions. (35 pages)

Louisell, M., & Drabble, L. (1997). Resource Notebook for Training on Substance Abuse in Child Welfare

This item contains resources relating to the intersection of child welfare and substance abuse services. It includes: a draft outline trainers may use to blend components of sample training curricula; sample curricula on adult substance abuse and on alcohol and other drugs in the practice of child welfare; supplemental training resources including experiential exercises, sample case studies and training handouts; and a bibliography and copies of key articles from research and practice literature. In addition, two brief reference booklets--one on resources for training child welfare staff about substance abuse and one on elements of effective alcohol and drug training for child welfare professionals--are included. (260 pages)


Giovannoni, J., Chaneske, E., & Furman, W. (1996). Emancipation Preparation in California Counties: Summary

This is a brief summary of the report below. (12 pages)


Giovannoni, J., Chaneske, E., & Furman, W. (1996). Emancipation Preparation in California Counties

This project assesses a sample of California county programs for preparing foster teenagers to live independently. Counties were selected to represent statewide variability and represent northern and southern regions as well as urban and rural areas. Chapters address: the organizational structure of each program including the agencies providing ILP services, agency staffing, coordination mechanisms, foster care supervision, and community involvement; a description of program participants including characteristics of the youth, diversity, readiness for the program, barriers to participation, foster care provider issues, foster parent training, and the relationship of birth parents to the county agency and the youth; a description of program processes including identification of eligible youth, referral, outreach, assessment, out-of-county placement, monitoring and follow-up; and an overview of program content and services including classes, activities, individual services, housing issues, and aftercare support. (186 pages)

Brewer, L. K., Roditti, M., & Marcus, A. (1996). Child Welfare Case Study Module: Emergency Response, Family Maintenance, Permanency Planning

The three case studies written for this project reflect training needs in crucial parts of the child welfare system. They may be used individually or together, and each includes an introduction that highlights the area of child welfare practice that governs the situation, and a variety of classroom exercises. An effort was made to be ethnically sensitive by emphasizing language and cultural diversity differences in family lifestyles as expressed in parenting and disciplinary styles and varying cultural norms and values. The authors strongly recommend the use of collaborative teaching with guest speakers from local departments of Social Service, substance abuse programs, etc., to supplement the case studies. (93 pages)

Himes, H., Lee, S., Foster, D., & Woods, B. (1995) Child Welfare Skills With Southeast Asian Families

Offering a wealth of information, this module introduces the historical, cultural, and social factors that influence a social worker's ability to skillfully interact with Hmong, Lao, Vietnamese, and Cambodian families. It provides approximately 30 hours of classroom instruction and includes sections on: Southeast Asian history, escape, refugee, and resettlement experiences; legal and health issues; mental health and education issues; the Southeast Asian family; and child welfare practice and the Southeast Asian family. The curriculum includes pre- and posttests and materials that may be reproduced as handouts. (175 pages)

Berrick, J. D., Needell, B., & Barth, R. P. (1995). Kinship Care in California: An Empirically-Based Curriculum

This curriculum, which may be used in whole or in part, offers an overview of kinship care including a brief historical context for this resource, funding associated with kinship care, and some of the legal issues that have shaped kinship care policy. Characteristics of kinship care providers and children are presented, along with a thorough examination of outcomes associated with kinship care. In addition, data on the number of children in foster care, kinship care in the context of the larger out-of-home care population, outcomes associated with kinship care versus non-kin care, and the discrepancy between AFDC and AFDC-FC payments in California and the role these differential payment rates may play in kinship care outcomes are provided. Last, child welfare workers' views about the primary differences between kinship foster parents and foster family parents, and changes in policy and practice are considered. (188 pages)

Simmons, B., & Barth, R. P. (1995). Legal Guardianship and Child Welfare in California: An Empirically Based Curriculum

This curriculum on legal guardianship created by the permanency planning process can be used in whole or in part. It offers an overview of legal guardianship, including its history, role in the implementation of permanency planning, and some of the issues surrounding its use. In addition, it shares data collected from a focus group of California child welfare workers that candidly share the ways day-to-day practice differs from stated policy and discuss their views of how and why guardianship operates in the child welfare arena. A survey of county child welfare staff covers transracial placements, emancipation outcomes, and the details of the process in which the decision to recommend guardianship is made. (118 pages)

Foster, D., & Woods, B. (1995). Child Welfare Practice in the Legal System: A Curriculum Module

This module offers classroom instruction with the opportunity for students to observe child welfare workers, judges and referees, and attorneys during actual court proceedings. It provides approximately six hours of classroom content, and addresses competencies in: ethnic sensitive and multicultural practice, core child welfare skills, social work skills and methods, and workplace management. The curriculum provides a history of the system; cultural insights; background on the differing roles of professionals in the juvenile court setting; a glossary of court terms; and guidelines for proving maltreatment, and for providing effective testimony. (50 pages)

California State University at Fresno, Child Welfare Training Project and Academic Innovation Center. (1995). Research Dissemination: The Movie

In a perfect world, research informs practice, and practice suggests research. But in reality, researchers complain that nobody reads their findings, and practitioners who make the time to read research complain that it is difficult to understand and that the implications for practice are unclear. This videotape bridges the gap between researchers and practitioners as it addresses the following subjects: family violence and its relationship to child abuse; how cultural differences impact assessment; incestuous families; and what kinds of chidlren are in foster care. (30 minutes)

California State University, Long Beach, (1994). Child Welfare Management Modules

This project includes three teaching modules in the area of child welfare management: Child Welfare Staff Relations, Social Advocacy in Child Welfare, and Program Development in Child Welfare. Each module includes a statement of purpose, learning objectives, reference readings, an outline for the presentation, and resources for teaching. (35 pages)

San Diego State University. (1994). Successful Intervention With Substance Abusers

This program explores the correlation between the reduction of the incidence of substance abuse and the reduction of the incidence of child abuse. Estimates indicate that 40-60% of child abuse cases are substance abuse related; yet, meager resources and attention are directed toward alleviating the problem. This tape offers six elements that provide a framework for successful intervention with substance abusers. Three role-playing scenarios show how these elements are incorporated into situations that social workers encounter in the field, translating classroom learning into practice. (28 minutes)

Return to Top of Page


The following CalSWEC curricula are available at cost:

Public Child Welfare Training Academy, Southern Region. (2000). Interviewing Children in Child Welfare
$18.00 - CD-ROM

This self-paced interactive text and video training module was designed for social workers who wish to enhance their knowledge and skills in interviewing children who have been referred to an agency charged with investigating allegations of abuse and/or neglect. The text introduces concepts in conducting a forensic interview, including the latest research related to interviewing children. The video portrays a forensic interview of a six-year-old child about whom an allegation of physical abuse has been made to a child protective agency. Additionally, there are video clips that are highlighted with text on such concepts as building rapport, checking a child's credibility, and phrasing open-ended questions. A self-paced exam is included to test the user's knowledge upon completion of the module.

Mills, L. G., & Friend, C. (1997). Assessment and Case Management of Domestic Violence in Public Child Welfare
$64.00 - with transparencies on disk

This curriculum's modules are designed for sequential use, but can be used independently. Module I, aimed at first year methods students, explains the link between domestic violence and child abuse, the effects of domestic violence on children, and the availability of community resources (100 or 170 minute presentation). Module II, aimed at advanced practice methods classes, shares what researchers have learned in the area of responding to domestic violence, the elements of effective domestic violence case management, and rudimentary skills in conducting a domestic violence/child abuse interview using an assessment instrument that focuses on establishing an alliance with the battered woman (100 or 170 minute presentation). Module III, designed for a 3-hour advanced social lab or half-day agency training session, offers the effects of domestic violence on children, an opportunity for the student/trainee to consider how personal experiences may impact a case, and practice using the assessment instrument with a "Battered Woman" and/or "Child". Modules include: a summary, trainer notes, transparencies, sample resource packet, discussion and exercise materials, bibliography and section on CalSWEC priority areas regarding domestic violence. (273 pages)

Return to Top of Page


All Resource Guides and Curriculum Projects not available online are packaged in presentation binders. Videotapes are available in VHS format. CD-ROMS are packaged in slimline jewel cases.

PRICING: All prices include shipping charges. Prices are valid through June 30, 2016.

DISCOUNT: We offer a discount of 3% on all orders paid by check. Please follow directions on the order form to calculate your discount.

PAYMENT: All orders must be prepaid.

We accept personal as well as organizational checks. Make checks payable to: CSULB Foundation, and mail with a completed copy of the order form to:

Cheryl Fujii
Resource Specialist
School of Social Work
California State University, Long Beach
1250 Bellflower Boulevard
Long Beach, CA 90840-4602

We also accept Visa/MasterCard and American Express. If paying by credit card, fill out the appropriate section at the bottom of the order form. Please do not email credit card information as our site is not encrypted.

We regret that we are unable to accept Purchase Orders at this time.

Do not forget to either enclose your check or fill out the credit card information section before mailing your order form.

PHONE ORDERS: If you are using a credit card and would like to order by phone, please call 562-985-4570.

FOREIGN ORDERS: All prices are in $US. Orders from outside the United States are welcome with payment in $US. Credit card orders will be charged the prevailing exchange rate at the time the order is processed.

This CURRENCY CONVERTER will provide a pricing estimate.

RETURNS: We are unable to accept returns on products, except for defective items, which will be exchanged for the same title.

QUESTIONS: Please direct all inquiries about products or orders to 562-985-4570 or:

Return to Top of Page
Return to Home

Last modified: 3 May 2016