Evaluating Training to Promote Critical Thinking Skills for Determining Children’s Safety

Abstract

This study examined changes in training participants’ satisfaction with the instruction, knowledge gain, transfer of new skills, and beliefs about family involvement and engagement in working with families to help ensure children have safety. One hundred and forty-five practitioners participated in the training. Findings revealed shifts in knowledge and use of certain kinds of safety and risk assessment. Qualitative training feedback revealed that caseworkers and supervisors are now talking more about their practice and how they are trying new strategies to help children and families rather than how they complete a list of procedural tasks. The combination of workshop-based training followed by agency-based coaching appears to be a promising approach to professional learning in this practice area of child welfare.

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