Children and Youth Welfare

Document Type:Presentation

Subject Area:Social Work

Document 1

The level of complexity has increased requiring high level of professionalism. There have been tremendous improvements in the outcomes of providing foster care for children as well as relevant connections to primary caregivers. The evolution of child welfare continues with support from professionals from various bodies. The intention of this paper is to analyze the changes in childcare welfare in Canada and provide a self-assessment on areas that social workers need to improve on their professional practice. As illustrated in chapter 8, history of child welfare in Canada can be traced through the associated legislations. The pre-industrial child welfare existed until 1890. During this period, children took active roles in the economy especially in farmlands. For instance, the Orphans’ Act of 1799 allowed wardens to bind children under 14 years to an employer. During the new era in child welfare legislation that lasted between 1890 and 1940, the protection of children increased markedly. For instance, the Ontario Act for the Prevention of Cruelty to Children of 1893 allowed the state to forcefully take children from their parents if they determined that they were a risk to the children (Hicks, 2010). We are now living under modern child welfare policy that has put more emphasis on professionalism. For instance, issues such as risk-assessment and standardized record keeping have characterized child welfare services. Therefore, professional development in social work is necessary for maximum contribution to the service. Some of the areas that a social worker needs to develop include educational advancement, specialization, joining professional organizations, and contribution to academia. The social work theories are instrumental in understanding the human behaviors with regards to how they react to certain stimuli or interact with one another (Greene, 2017).

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The job of childcare is challenging, needing a combination of skills and strengths coupled with the right attitude. The first attribute I need as a child welfare worker is a patience. Dealing with children can be exhausting and stressful. The children have different needs that I need to balance as a child welfare social worker (Holden et al. It requires that I stay calm even when the children engage in annoying activities. It is important for a child welfare worker to get additional training on the ability to make important decisions regarding the well-being of the children. Additionally, the social worker needs management skills to be able to manage the various duties and workload. The management includes managing resources, time, and the children. The management skills are necessary for the planning and coordination of services, children, and parents.

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In addition to the management skills, the child social worker needs administrative skills. The organizations offer credentials in various fields of practice and offer malpractice insurance. Additionally, there is access to various publications and journals as well as seminars and networking opportunities. Another area of development is contributing to academia. The social worker can publish papers and participate in professional research. Additionally, the social worker can work as an instructor or a tutor in an institution that offers social work courses. The hiring of social workers varies from one place to another. However, the completion of the stipulated programs is fundamental in social work practice. The social workers in child welfare need to gain sufficient knowledge in child and adult development, trauma, parenting, family life, and community systems. These competencies are important in ensuring that the social worker provides the best services required in the settings of child welfare social work.

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References Holden, G. Retrieved from https://www. socialworkers. org/LinkClick. aspx?fileticket=zV1G_96nWoI%3D&portalid=0 Trotter, C.  Working with involuntary clients: A guide to practice. Sharply focused with a highly advanced, logical, convincing, and coherent argument. Argument/position is well researched and insightfully supported. Very Good (20-22) Clearly addresses the intention of the assignment. Demonstrates new knowledge gained from the course content and activities. Demonstrates an advanced, logical and convincing argument. Argument/position is poorly researched. Barely meets the standard for this assignment (10-11) No evidence of having addressed the intention of the assignment The argument does not address the question posed. The position lacks research and support. Does not meet the standard for this assignment (0-9) Does not address the intention of the assignment No new knowledge demonstrated from the course content and activities The discussion is not an argument related to the question posed.

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No relevant research and support. Fair (2) Ideas are not coherently expressed. Document does not flow easily and is difficult to read. Writing has significant spelling, grammatical, punctuation or APA style errors. Sentences are generally straightforward but less effective. Poor (1) Content does not make sense. Presents well-developed coherent and comprehensive answers that are well organized, persuasive, and reflective. Answers consistently, shows mature understanding of topics. Communications are uniformly respectful throughout. Very Good (15-19) Clearly addresses the intention of most of the activities. Presents coherent and cohesive answers, well organized, and detailed. Poor (0-7) Responses to the intention of the activities are incomplete. Answers are poorly organized and lack detail. Document does not show understanding of topic. Communications lack a professional tone.

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