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In this issue:

Child Abuse Prevention

The Training Issues

By Erna Fishhaut

Those who work to protect children from abuse and neglect often disagree about methods, procedures, even goals. They do, however, agree that there is a need for training across the disciplines (social work, law enforcement, judicial, education, etc.). Most agree about the need for improved communication and respect among the professions.

What is Being Done?  

By the University of Minnesota:

1. A Child Abuse Prevention Specialty (CAPS) program is being developed in Continuing Education. This program will provide interdisciplinary continuing education courses for practitioners from the various professions. Participants will gain new information and review basic premises as well as learning about the issues of professions other than their own.
2. The School of Social Work is revising the basic social work curriculum to better prepare workers for today's problems in dealing with child protection issues.

By Professional Organizations:

1. Almost all conference and convention programs are devoting major program portions to issues relating to abuse and neglect, child protection, violence in the family, etc.
2. Professions that require continuing education for certification or licensure are giving credit to courses, workshops and seminars that address the issues of treatment, professional responsibility, etc.
3. Professional journals and newsletters are providing information on the subject to their members.

By Public and Private Human Service agencies:

In-service training is being provided to workers as time and funding allows.

What Else is Needed?

1. Time (allocated on the job) for workers to participate in training on a regular basis. People already overworked by huge caseloads are seldom willing to take their own free time to attend classes. They need their evenings and weekends to recoup and be ready for another workday.
    
2. Money for agencies and individuals to pay for necessary training. The wages for positions in social service, law enforcement, nursing and other human services seldom allow for extra dollars for fees and tuition, even if the willingness to participate is there.
    
3. Innovative training methods which can both provide information and also respond to on- problems and stresses.
    
4. Flexible programs that will enable workers to get training without unmanageable time schedules.

Ideas for Innovative and Flexible Training

Cooperative training efforts across disciplines:

Breakfast seminars sponsored by several agencies in each community (e.g., law enforcement, social services, health) with each playing host on a regular basis. Each agency could be responsible for both the presentation and the breakfast.

Independent study opportunities:

Video tapes and other course materials to be used at home, with occasional meetings of the students with an instructor for discussions. Computer tutorials and materials could be developed for use by individuals.

Consultation with experts:

Agencies to contract with experts for individual and group sessions to enable specific

workers to improve their knowledge and on-the-job skills. Telephone or computer contacts with experts could be facilitated to discuss specific

problems or skill improvement.

Use existing systems to coordinate training efforts:

County Extension Agents to organize interdisciplinary groups for training in a county or region.

How Can Legislation Affect Training?

1. Training monies could be allocated to a state agency (perhaps the State Planning Agency) for a grant program which would fund innovative training programs. Criteria could include: cooperation across disciplines; flexibility; innovation; and clear content and structure. Those eligible could include: Public and private agencies; institution of higher education; and professional organizations and associations.
   
2. Regulations could mandate that employers provide required in-service training for a specific portion of the number of hours an employee works (e.g. 2% per year). Some state licensing regulations already have precedents for this.
   
3. State institutions of higher education could be given special funds to develop and provide training that meets the needs of the trainees (with no additional cost to participants).
   
4. Pilot training programs could be established in a few areas of the state to experiment with different training models.
   
5. An incentive or award program could be established for agencies that increase their training opportunities.

Fact Find is published by the Center for Early Education and Development (CEED), University of Minnesota, 1954 Buford Avenue, Suite 425, St. Paul, MN, 55108

ceed@umn.edu (email)
http://cehd.umn.edu/ceed (Web)

CEED provides information regarding young children (birth to age eight), including children with special needs, in the areas of education, child care, child development, and family education. CEED activities include research, training, and publications geared toward improving professional practices, supporting parents, and informing policy development.

The University of Minnesota is an equal opportunity employer and educator. The College of Education and Human Development is committed to recruiting, enrolling, and education a diverse population of students who represent the overall composition of our society. This publication is available in alternate formats upon request.

Copyright © 2004 by Center for Early Education and Development

These materials may be freely reproduced for education/training or related activities. There is no requirement to obtain special permission for such uses. We do, however, ask that the following citation appear on all reproductions:

Reprinted with permission of the Center for Early Education and Development (CEED), College of Education and Human Development, University of Minnesota, 1954 Buford Avenue, Suite 425, St. Paul, MN, 55108; phone: 612-625-2898; fax: 612-625-6619; e-mail: ceed@umn.edu, web site: http://cehd.umn.edu/ceed.