ChildWelfare

N A S W S t a n d a r d s f o r

S o c i a l Wo r k P r a c t i c e i n

N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S

ChildWelfare

N A S W S t a n d a r d s f o r

S o c i a l Wo r k P r a c t i c e i n

National Association of Social WorkersJeane W. Anastas, PhD, LMSWPresident

Elizabeth J. Clark, PhD, ACSW, MPHChief Executive Officer

Standards for Social Work Practice inChild Welfare Work GroupKim Day, MSWCarol Harper, BSW, MPACarmen D. Weisner, LCSW, ACSW

NASW StaffTracy R. Whitaker, DSW, ACSWRoxana Torrico Meruvia, MSW

©2013 National Association of Social Workers.All Rights Reserved.

Contents

5 Background of Standards for Child Welfare

5 Introduction

8 Goals of the Standards

9 Definitions

12 Standards

12 Standard 1. Ethics and Values

13 Standard 2. Qualifications, Knowledge, and

Practice Requirements

14 Standard 3. Professional Development

15 Standard 4. Advocacy

15 Standard 5. Collaboration

16 Standard 6. Record Keeping and Confidentiality of

Client Information

18 Standard 7. Cultural Competence

19 Standard 8. Assessment

20 Standard 9. Intervention

21 Standard 10. Family Engagement

22 Standard 11. Youth Engagement

22 Standard 12. Permanency Planning

23 Standard 13. Supervision

24 Standard 14. Administration

25 References

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Background of Standards for Child Welfare

The National Association of Social Workers(NASW) led the field in the development ofbest practices for social workers in child welfare.The NASW Standards for Social Work Practice inChild Protection (1981) served as an initial effortto formulate standards in this important andcontinually evolving area of practice. Because itis essential that standards reflect and promotesound social work practice across the full arrayof child welfare services, they were revised andexpanded to address changing practices andpolices beyond child protection. NASWperiodically revises the NASW Standards forSocial Work Practice in Child Welfare to meet thecurrent practice trends and to reflect the valuesof the profession. These standards can beregarded as a basic tool for social work practicein child welfare, which may include prevention,parenting programs, family support programs,family-based services, family foster care, kinshipcare, residential group homes, adoption, andindependent living. Since the NASW ChildProtection Standards were initially published,there have been many profound practice andpolicy changes in the child welfare field. Childwelfare systems are complex, and child welfareas a specialized field of practice is affected byand contributes to evolutions in policy, research,and practice models (NASW, 2005).

Introduction

Child welfare systems across the country servesome of the most vulnerable children, youths,and families. These systems are designed to

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support families and to protect children fromharm through an array of prevention andintervention services; in particular, they aredesigned to support children who have been orare at risk of abuse or neglect. Historically,social workers have played critical roles in thesesystems (NASW, 2005). Studies indicate thatsocial work degrees are the most appropriatedegrees for this field of practice (Child WelfareLeague of America, 2002) and have beendirectly linked to better outcomes for childrenand families and retention of staff (Zlotnik,DePanfilis, Daining & Lane, 2005).

Social workers practicing in the child welfarefield often face the need to make criticaldecisions while working in stressful workenvironments that can include high case loadsand limited supervision, training, and supports.High caseloads and workloads are alsocontributing factors to staff turnover (AmericanPublic Human Services Association, 2005;Torrico Meruvia, 2010). Other stressful workconditions such as inadequate salaries,administrative burdens, and fear of violence alsoinfluence the recruitment and retention ofqualified staff (Torrico Meruvia, 2010; Whitaker,Reich, Brice Reid, Williams, & Woodside,2004). Increasingly, child welfare workers alsoface legal challenges when intervening toprotect children (Camreta v. Greene, 2011;Franet v. County of Alameda, 2008; Southerland v. City of New York, 2012).

Economic, social, and political factors significantlyaffect the child welfare system and the numberof children and youths needing and receivingchild welfare services. These factors challenge

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current policies and practice approaches andplace greater demands on the child welfaresystem to respond to the needs of children andyouths who are at risk and their families.

Although child welfare is designed to protectchildren from harm, ensure their well-being,help them to achieve permanency, andstrengthen families (Child Welfare InformationGateway, 2012), child welfare systems cannot beexpected to bear the sole responsibility for achild’s well-being. An increasing number ofcommunities are engaged in partnerships andcollaborations with child welfare agenciesfocused on preventing child abuse and neglectand other public and private agencies committedto providing family support services. Workacross disciplines is critical to promotingchildren’s well-being—teachers, community andfaith leaders, medical professionals, policeofficers, juvenile probation officers, and childwelfare workers are among the professionalswho can work together to keep children andyouths safe.

Across the country, child welfare systems alsoinclude a combination of public and privateagency providers. The roles, priorities, andpractices of child welfare will continue tochange as we look to the future. To better servevulnerable children, youths, and their families,we need to continue to build bridges acrosschild welfare and other systems.

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Goals of the Standards

These standards were developed to broadlydefine the scope of services that child welfaresocial workers shall provide; that administratorsshould support; and that children, youths, andfamilies should expect. The standards aredesigned to enhance awareness of the skills,knowledge, values, methods, and sensitivitiessocial workers need to work effectively withinthe child welfare system.

Ideally, these standards will stimulate thedevelopment and implementation of clearguidelines, goals, and objectives related to child welfare services in social work practice,research, and policy. The specific goals of thestandards are to

n establish expectations for child welfarepractice and services

n ensure that child welfare practice is guided by the NASW Code of Ethics

n assure that social work services of the highestquality are provided to children, youths, and families

n provide a base from which to advocate forchildren, youths, and families to be treatedwith respect and dignity and have access tosupportive and confidential services andappropriate inclusion in decision making

n provide a foundation for the preparation ofchild welfare social workers and thedevelopment of continuing educationmaterials and programs

n encourage social workers in child welfare to participate in the development andrefinement of public policy at the local,

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state, and federal levels to support thewell-being of children and youths and toengage in program evaluation and researchaimed to enhance practice.

Definitions

Advocacy

Advocacy is the act of supporting the rights ofindividuals or communities throughinterventions or empowerment (Barker, 2003).

Caseload

A caseload comprises the individuals—includingchildren, youths, and families—for whom thesocial worker is responsible.

Child welfare services

Child welfare systems include a range of services (for example, family-based services,child protection, out-of-home placements,adoption services), encompassing prevention,intervention, and treatment. Services areintended to protect children and theirwell-being, strengthen families, and providepermanency when children cannot safely remainwith their families. Child welfare services shouldbe strength based; family centered; traumainformed; and respectful of a family’s culture,values, customs, beliefs, and needs (ChildWelfare League of America, 2005).

Collaboration

Collaboration is the process by whichindividuals and organizations work togethertoward a common purpose.

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Culture

Culture refers to “the customs, habits, skills,technology, arts, values, ideology, science, andreligious and political behavior of a group ofpeople in a specific time period” (Barker, 2003,p. 105). Culture includes ways in whichindividuals with disabilities or individuals ofvarious races, ethnicities, and religious and sexualorientations experience the world around them.

Cultural competence

Cultural competence is “the ability ofindividuals and systems to respond respectfullyand effectively to people of all cultures, classes,races, ethnic backgrounds, sexual orientations,and faiths or religions in a manner thatrecognizes, affirms, and values the worth ofindividuals, families, tribes, and communitiesand protects and preserves the dignity of each.Cultural competence is a vehicle used tobroaden our knowledge and understanding ofindividuals and communities through acontinuous process of learning about thecultural strengths of others and integrating theirunique abilities and perspectives into our lives”(Child Welfare League of America, n.d.).

Evidence-based practice

Evidence-based practice is “the use of the bestavailable scientific knowledge derived fromrandomized controlled outcome studies andmeta-analyses of existing outcome studies, asone basis for guiding professional interventionsand effective therapies, combined withprofessional ethical standards, clinical judgment,and practice wisdom” (Barker, 2003, p. 149).

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Out-of-home care

Out-of-home care describes an array ofservices—including family foster care, kinshipcare, and group residential care—for children oryouths who have been placed in the custody ofthe state and who require living arrangementsaway from their birth or adoptive parents.

Permanency planning

Permanency planning is a process that intendsto limit placement into and time spent inout-of-home care. “Planned and systematic effortsare made to ensure that children are in safe andnurturing relationships expected to last a lifetime”(Child Welfare League of America, n.d.).

Social worker

Social workers are professionals who possess adegree in social work from a school or programaccredited by the Council on Social WorkEducation (CSWE). Social workers helpindividuals increase their capacities to solveproblems and access resources, facilitateinteractions, make organizations responsible topeople, and influence social policies (Barker,2003). Licensing and certification regulationsvary across states.

Youth development

“Youth development is an ongoing process inwhich young people are engaged in meetingtheir basic needs and developing the skills andcompetencies needed to become contributingmembers of society” (Child Welfare League ofAmerica, 2005, p. 2).

Note: The terms “social worker” and “socialworker in child welfare” are usedinterchangeably throughout this document.

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Standards

Standard 1. Ethics and Values

Social workers in child welfare shall

demonstrate a commitment to the values and

ethics of the social work profession and shall

use NASW’s Code of Ethics as a guide to ethical

decision making while understanding the

unique aspects of child welfare practice.

Interpretation

A social worker in child welfare shalldemonstrate the core values of service, socialjustice, the dignity and worth of the person, theimportance of relationships, integrity, andcompetence. In addition, social workers shalladhere to the professional ethical responsibilitiesdelineated in the NASW Code of Ethics. The Code of Ethics establishes the ethicalresponsibilities of all social workers with respectto themselves, clients, colleagues, employees andemploying organizations, the social workprofession, and society. Acceptance of theseresponsibilities guides and fosters competentsocial work practice in child welfare.

As an integral component of the child welfaresystem, social workers have the responsibility toknow and comply with local, state, and federallegislations, regulations, and policies. In someinstances, legal and regulatory guidelines andadministrative practices may conflict with thebest interests of a child and/or family. In theevent that conflicts arise among competingexpectations, child welfare social workers aredirected to the NASW Code of Ethics as a tool intheir decision making. However, they shouldalso seek guidance from supervisors and/orother relevant professionals.

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Standard 2. Qualifications, Knowledge, and

Practice Requirements

Social workers practicing in child welfare shall

hold a BSW or MSW degree from an accredited

school of social work. All social workers in

child welfare shall demonstrate a working

knowledge of current theory and practice in

child welfare and general knowledge of state

and federal child welfare laws.

Interpretation

Although hiring requirements for social workersin child welfare vary across the country, theknowledge requirements considered fundamentalto all social work practice, which are met bycompletion of BSW and MSW programs withincolleges and universities and accredited byCSWE, must include knowledge about thehistory and development of social work,including child welfare. Social workers in childwelfare shall also possess working knowledgerelated to child and adult development, impactof trauma, parenting and family dynamics, andcommunity systems where the child and familyreside. In addition, social workers in childwelfare shall have a proven ability to apply thisknowledge to appropriately intervene in family,organizational, and social systems. Theseinterventions should help to address the needsof children and families. Interventions shouldalso aim to prevent harm to the child andmaximize the family’s chances for positivefunctioning and stability.

Social workers practicing in child welfare shallalso stay up to date on current practice modelsand new laws and regulations that can affectchild welfare practice. Child welfare agenciesshould ensure that information regarding new

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laws and federal regulations are disseminatedand explained to staff in a timely manner.

Social workers in child welfare shall seek theadvice and counsel of colleagues whenever suchconsultation is in the best interests of clients.Consultation should include counsel andguidance from supervisors, other social workers,and other disciplines with relevant expertise.However, “social workers should protect theconfidentiality of all information obtained in thecourse of professional service, except forcompelling professional reasons” (NASW, 2008,p. 10). Social workers shall disclose confidentialinformation when appropriate and with writtenconsent from the client (NASW, 2008).

Standard 3. Professional Development

Social workers in child welfare shall

continuously build their knowledge and skills

to provide the most current, beneficial, and

culturally appropriate services to children,

youths, and families involved in child welfare.

Interpretation

Social workers in child welfare shall adhere tothe NASW Standards for Continuing ProfessionalEducation (2003) and follow state professional orlicensing regulations regarding continuingeducation requirements. Ongoing professionaldevelopment is critical to ensuring quality socialwork services for children, youths, and families.Social workers shall participate in professionaldevelopment activities that enhance theirknowledge and skills. Frequent participationin educational opportunities can help socialworkers to maintain and increase proficiency in service delivery.

Social workers in child welfare shall alsocontribute to the development of the professionby educating and supervising social work internswhen possible.

Standard 4. Advocacy

Social workers in child welfare shall seek to

advocate for resources and system reforms

that will improve services for children, youths,

and families.

Interpretation

Social workers shall use their skills and knowledgeto advocate for the well-being of children,youths, and their families. This advocacyincludes helping clients to access and effectivelyuse formal and informal community resourcesthat enable them to self-advocate. Advocacyefforts should also be directed toward improvingadministrative and public policies to supportchildren and their families. Advocacy effortsshould emphasize the strengths and assetsapproach in the development of social servicesand child welfare programs and the use ofevidence-based practice and policies.

Standard 5. Collaboration

Social workers in child welfare shall promote

interdisciplinary and interorganizational

collaboration to support, enhance, and

deliver effective services to children,

youths, and families.

Interpretation

Multiple service providers often serve children,youths, and families involved with child welfare.Social workers shall understand the roles andgoals of other professionals and work towardmore effective collaborations and understanding.

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Such collaborations can include multidisciplinaryteams; community leaders; and other serviceproviders in the fields of law, juvenile justice,medicine, public health, housing, education, andbehavioral health. Collaborations can ensurethat children, youths, and families access neededservices without duplication.

Standard 6. Record Keeping and

Confidentiality of Client Information

Social workers in child welfare shall maintain

the appropriate safeguards for the privacy and

confidentiality of client information.

Interpretation

Social workers in child welfare shall protect clientinformation at all times. Access to clientinformation (paper and electronic) must bemaintained securely. Records shall be maintainedaccording to federal, state, and local laws andmandates. Social workers shall keep and completequality case records in a timely and professionalmanner. Social workers in child welfare shallalso conform to NASW’s Code of Ethics.

Information obtained by the social worker fromor about the client shall be viewed as private andconfidential unless the client gives informedconsent for the social worker to release or discussthe information with another party. There mayalso be other exceptions to confidentiality, asrequired by law or professional ethics. Socialworkers shall be familiar with national, state,and local exceptions to confidentiality, such asmandates to report when the client is a dangerto self or others and for reporting child abuseand neglect. Clients should be informed of theagency’s confidentiality requirements andlimitations before services are initiated.

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Social workers shall use available technology ina professionally appropriate manner to increasethe efficiency of services in a way that ensures theprotection of clients’ rights and privacy.Technology can help social workers in childwelfare manage workloads, reduce duplication ofservices, and increase timely service delivery. TheInternet, e-mail, electronic case record systems,and data analysis software have increased theefficiency of child welfare services. The Internethas become a place for organizations to educatethe public and prospective clients about servicesprovided. For example, online adoptionphotolistings have drastically increased theaccessibility of information available aboutchildren awaiting adoption. E-mail has increasedsocial workers’ abilities to communicate withclients and other service providers and is beingused as a mechanism for providing casemanagement, appointment reminders, andguidance and education services.

Videoconferencing also provides a means toincrease parent–child interactions, especially whenfamilies are separated by distance. Electronic caserecord systems and data analysis software haveincreased the speed and accuracy of accessing,aggregating, and analyzing client data. Althoughthese advances have improved service delivery,administrators and social workers must ensurethat confidential client information is protectedat all times through the use of appropriate securitymeasures, including encryption; passwords;firewalls; software virus protection; secure Internetconnections; and administrative and physicalsafeguards for electronic systems, devices, andmedia. Social workers shall also acknowledge thatalthough technology can help workers to be moreefficient, it cannot take the place of in-personclient engagement.

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Standard 7. Cultural Competence

Social workers shall ensure that families are

provided services within the context of cultural

understanding and competence.

Interpretation

Social workers in child welfare shall demonstrateheightened self-awareness, reflective practiceskills, and knowledge consistent with the NASWStandards for Cultural Competence in Social WorkPractice (2001). Social workers shall continue todevelop specialized knowledge and understandingregarding culturally appropriate resources forthe children, youths, and families they serve.Supervisors should also develop trainings forsocial workers on culturally competent practice.When providing services, social workers shallexplore the roles of spirituality, religion, sexualorientation, socioeconomic status, and age asfactors influencing perspective.

Consideration should also be given toaddressing the particular needs of children ofcolor, who are overrepresented in the childwelfare system. If children are placed with fosterparents of a different race, ethnicity, or culture,foster parents should receive cultural sensitivitytraining, when appropriate. In addition, should achild or youth self-identify or question his orher sexual orientation, the foster parents and thechild or youth should receive training andsupport to address the issue, as appropriate.

There has been an increase in the number ofimmigrants and their children in the UnitedStates; such changes affect the needs that childwelfare services address. Social workers in childwelfare shall become familiar with the latest dataon population changes in their region related to

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immigrant children and their families. Suchchanges require learning about emergingimmigrant cultural heritages, immigrants’ needs,and support networks and issues pertaining toimmigrants’ adjustment to a new country. Social workers shall also familiarize themselveswith immigration laws and collaborate withappropriate immigration specialists to exploreoptions to obtain legal status for children,youths, and families.

Standard 8. Assessment

Social workers in child welfare shall conduct an

initial, comprehensive assessment of the child,

youth, and family system in an effort to gather

important information. The social worker shall

also conduct ongoing assessments to develop

and amend plans for child welfare services.

Interpretation

The social worker must be able to assess currentand imminent risk and ensure that arrangementsare made to protect the child in accordance withstate and federal laws, agency policies, andadministrative directives governing childprotection. Social workers in child welfareshould be clear with the family about thereasons for services, inform them of their rights,and facilitate legal representation. The socialworker shall seek to understand the family’sperspective, identify their strengths, and conveyunderstanding and empathy for the family’ssituation and/or difficulties.

Social workers shall assess and recognizefamilies’ and individuals’ protective and riskfactors and ability to improve their functioningto protect and nurture their children. Socialworkers shall also assess aspects of personal,

familial, and social factors that can negativelyaffect a family’s resources to care for itsmembers. Social workers in child welfare shallidentify and promote the use of supportive andpreventive services, including identification ofinformal supports to strengthen and enhancefamily functioning to avoid the need for childwelfare services.

Through ongoing assessments, social workers inchild welfare shall document and report toprotective authorities the fact that a child’s safetyis at risk. Because the social worker’s role involveschild protection, the worker is required to protectthe child by using available legal processes,supervisory consultation, and immediateintervention in extreme circumstances and todocument evidence and concerns to guide thechild protective intervention.

Standard 9. Intervention

Social workers in child welfare shall strive to

ensure the safety and well-being of children

through evidence-based practices.

Interpretation

Social workers in child welfare shall remainaware of current intervention research and useevidence-based practices in service delivery.Interventions shall be designed to promotepositive outcomes and involve children, youths,and families; other team members; schoolpersonnel; and other service providers asappropriate. Interventions shall be based onongoing assessments and include goals,objectives, methods of evaluation, and outcomecriteria. Social workers in child welfare shallensure that the child’s educational, medical,dental, developmental, emotional, cultural,

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spiritual, social, recreational, and mental healthneeds are met.

Implementation of any service plan needs to beflexible and adapted to the changing circumstancesof the child, youth, or family; their response tothe intervention; the social worker’s increasedunderstanding; the child welfare system; and thelarger community. The social worker shall seekthe family, child, or youth’s participation, input,and feedback to ensure that service is a mutualundertaking between the social worker, thefamily, and the child or youth. Input of othercommunity collaborators shall be sought atspecific intervals and incorporated into anongoing assessment and understanding of thechild or youth and family’s needs and responseto interventions. The social worker in childwelfare shall monitor and accurately documentthe child or youth and family’s progress andevaluate the outcomes of the service plan.

Standard 10. Family Engagement

Social workers in child welfare shall engage

families, immediate or extended, as partners in

the process of assessment, intervention, and

reunification efforts.

Interpretation

Social workers in child welfare shall be clearabout the reasons for services, whether thoseservices constitute an investigation or are beingdelivered following an investigation. The socialworker shall seek to understand and incorporatethe family’s perspective and needs into planningfor potential solutions. The social worker shallalso convey an understanding of and empathyfor the family’s situation and actively engage thefamily to ensure its well-being as a unit. The

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social worker shall also identify and use familystrengths in problem-solving efforts that address the best interests of the child or youth.In addition, the social worker shall respect andunderstand each family’s cultural differences and diversity and how these may influencefunctioning.

Standard 11. Youth Engagement

Social workers in child welfare shall actively

engage older youths in addressing their needs

while in out-of-home care and as they prepare

to transition out of foster care.

Interpretation

Social workers shall assess and recognize theunique strengths and abilities and specific needsof youths with regard to life and personal skillsdevelopment. In addition, social workers shallimplement prevention and intervention strategiesgrounded in youth development. Social workersshall value youths’ voices and support olderyouths in developing decision-making skills,achieving goals, and celebrating successes. Socialworkers and older youths shall develop strongworking relationships and plan for the futurethrough a transition planning process thatfocuses on the development of independentliving skills and fully addresses topics such ashousing, health insurance, education,employment, financial literacy, and permanency.Social workers shall actively engage youngpeople in developing a transition plan early toenhance a successful transition into adulthood.

Standard 12. Permanency Planning

Social workers in child welfare shall place

children and youths in out-of-home care when

children and youths are unable to safely remain

in their homes. Social workers shall focus

permanency planning efforts on returning

children home as soon as possible or placing

them with another permanent family.

Interpretation

Social workers in child welfare shall consider thestrengths and needs of the child and the caregiverwhen assessing the safety and appropriateness ofplacement options (for example, kinship care,foster care, group home). Permanency can bethe result of preservation of the family;reunification with the family of origin; or legalguardianship or adoption by kin, foster families,or other caring, committed adults (for example,mentors, teachers, family friends). Socialworkers shall actively work with families towardreunification. However, social workers shall alsowork with children and youths to identify andmaintain permanent connections with family,friends, and other individuals with whom a childor youth has a significant relationship, except insituations in which there are legal constraints,such as protective orders.

Standard 13. Supervision

Social workers who act as supervisors in child

welfare shall encourage the development and

maintenance of a positive work environment

that facilitates the advancement of social

workers’ skills, creates a safe and positive

work environment, provides quality

supervision to social workers, and ensures

quality service delivery to clients.

Interpretation

Supervisors in child welfare shall possessenhanced knowledge and skills in the field andshall have a minimum of a bachelor’s degree

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from a social work program accredited byCSWE. They must be licensed if required bystate statutes and shall have a minimum of twoyears of experience in the field directly relatedto the work of the staff they are supervising.Supervisors must also possess knowledge of thepolitical and economic factors that affect servicedelivery in their community and be able tomentor staff in learning to negotiate thosesystems. Supervisors shall provide workers withsupportive work environments through regularsupervision and access to professional resources.

Standard 14. Administration

Social workers who act as administrators shall

promote an organizational culture that

supports reasonable caseloads and workloads,

adequate supervision, appropriate use of

emerging technologies, and legal protection

for employees’ actions in the course of

carrying out their professional responsibilities.

Interpretation

Social work administrators in child welfare shallensure appropriate, effective service delivery tochildren and families and a supportiveenvironment for supervisors and workers. Theadministrator, in accordance with legal mandates,shall establish and implement the policies,procedures, and guidelines necessary for effectivesocial work practice in child welfare. Furthermore,the administrator shall work to constantly improveservices provided to clients by using writtenpolicies and procedures for monitoring day-to-dayprogram operations, including professionaldevelopment, continuous quality improvementsystems (for example, data collection), workloadand caseload sizes, clients’ rights, training forleadership, and work environment safety.

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References

American Public Human Services Association.(2005, February). Report from the 2004 ChildWelfare Workforce Survey: State agency findings.Retrieved from http://www.aphsa.org/Home/Doc/Workforce%20Report%202005.pdf

Barker, R. L. (2003). The social work dictionary(5th ed.). Washington, DC: NASW Press.

Camreta v. Greene, 131 S.Ct. 2020 (2011).

Child Welfare Information Gateway. (2012).How the child welfare system works. Retrievedfrom http://www.childwelfare.gov/pubs/factsheets/cpswork.cfm

Child Welfare League of America. (2002,September). Child welfare workforce. Retrievedfrom http://www.cwla.org/programs/r2p/rrnews0209.pdf

Child Welfare League of America. (2005).Standards of excellence: CWLA standards ofexcellence for transition, independent living, andself-sufficiency services. Washington, DC: Author.

Child Welfare League of America. (n.d.)Glossary of terms. Retrieved fromhttp://www.cwla.org/newsevents/terms.htm

Franet v. County of Alameda, 291 Fed.Appx. 32,2008 WL 3992332 (2008).

National Association of Social Workers. (1981).NASW standards for social work practice in childprotection. Washington, DC: NASW Press.

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National Association of Social Workers. (2001).NASW standards for cultural competence in socialwork practice. Washington, DC: NASW Press.

National Association of Social Workers. (2003).NASW standards for continuing professionaleducation. Washington, DC: NASW Press.

National Association of Social Workers. (2005).NASW standards for social work practice in childwelfare. Washington, DC: NASW Press.

National Association of Social Workers. (2008).Code of ethics of the National Association of SocialWorkers. Washington, DC: NASW Press.

Southerland v. City of New York, 680 F.3d 127(2nd Cir., 2012); rehearing en banc denied (2012).

Torrico Meruvia, R. (2010, November).Supporting the child welfare workforce to reduce child maltreatment (Practice Perspectives No. 2).Washington, DC: National Association of Social Workers.

Whitaker, T., Reich, S., Brice Reid, L., Williams,M., & Woodside, C. (2004). If you’re right for thejob, it’s the best job in the world. Washington, DC:National Association of Social Workers.

Zlotnik, J. L., DePanfilis, D., Daining, C., &Lane, M. M. (2005). Factors influencing retentionof child welfare staff: A systematic review of research.Retrieved from http://www.family.umaryland.edu/ryc_research_and_evaluation/systematic_review_files/finalreport.pdf

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